Teacher school-based training

Author: Liu Di Fang
Publisher:
Publish Date: 2004-01-01
Features: [Excerpt:] 3. Annual teaching courseware made by teachers and awards 4. Other educational and teaching achievements
Volume 16: School-based Training Evaluation Materials
1. Dynamic evaluation materials for teachers' professional quality (including evaluation index system and evaluation results)
2. School-based training school upgrade evaluation materials (including evaluation index system and evaluation results)
Volume 17: School-based Training Work Summary
1. Annual school-based training work summary
2. Annual school-based training experience materials
Second Category: Teacher Personal File (School-based Training Category, each person has a separate volume)
1. Annual self-training plan (including participation in training, self-study, research, etc.)
2. Annual school-based training course selection report (selecting courses according to the "course menu" in the "Implementation Guide")
3. School-based training participation record form (record of each training session)
4. School-based training credit registration form
5. Annual school-based training relevant materials (including classroom observation and evaluation, research lesson presentations, etc.)
6. Annual school-based training achievements (including published papers, research project completion reports, teaching courseware, teaching competition awards, etc.)
7. Annual school-based training summary
II. School-based Training File Management
1. School-based training files are a part of the school's continuing education files. School-based training materials are independently compiled according to this directory and filed into the school's continuing education file management.
2. School-based training materials are organized and archived once a year. The school's school-based training file management status is one of the important conditions for school-based training upgrade evaluation and the selection of advanced school-based training schools.
3. The continuing education center of the county (city, district) checks the school's school-based training file construction once a year and simultaneously reviews the school-based training course credits.
Section VIII: School-based Training Self-Regulation
School-based training, under the overall goals of the school, is set by teachers to determine their own goals to achieve. The school provides separate guidance, classifies and controls, and supervises both inside and outside the school to jointly seek new development goals. This involves deep issues in the development of school-based training and highlights the high-level management level of non-formal education. The improvement of teachers' personal qualities is the essence of teachers' professional development, and the school's self-regulation centered on improving teachers' qualities is an effective means of school-based training management. Many schools have accumulated certain experience in implementing this management method. The teacher's personal quality declaration system is a typical example. The declaration of personal quality improvement mainly involves teachers setting their own goals for quality improvement based on their actual quality or completing the quality goals set by the school, and the school evaluates and recognizes them. The basic steps include quality testing, goal recognition, determination of self-training direction, self-study, diagnosis and adjustment, and inspection and evaluation.
I. Quality Testing
Quality testing is to let teachers clarify the direction of improving their personal qualities. Through participating in various quality tests, teachers can identify the specific areas and content where their qualities urgently need improvement, and teachers add pressure to themselves, enhancing the sense of crisis in improving their qualities. School quality tests include knowledge content tests, professional skill tests, teaching method tests, etc. Knowledge content tests are mainly carried out through political theory learning exams, professional knowledge tests of various subjects (including college entrance examination and senior high school examination questions tests, such as junior and senior high school teachers must complete the corresponding questions of the college entrance examination and senior high school examination in early summer vacation and write question analysis), and education law tests. Professional skill tests are mainly carried out through open classes, model classes, and high-quality class competitions, using Putonghua teaching, computer-assisted teaching, lesson plan design, and excellent lesson plan competitions, collecting, analyzing, integrating, and using information.
II. Goal Recognition and Determination of Self-Training Direction
The school divides teachers' qualities into 26 aspects, such as classroom management, information processing, courseware application and production, learning method guidance, teaching strategies, curriculum and textbook development, differentiated teaching, psychological counseling, etc. Teachers are encouraged to identify the main problems in their educational and teaching work based on their actual situation, formulate personal self-training plans, and focus on one or two self-training projects each year, implementing them step by step and gradually improving. This better solves the problem of teachers' self-training without goals and learning without motivation, enabling teachers to consistently strive towards a goal in combination with their learning and work actualities, thereby achieving good self-training results. How to change the "exam-oriented education" teaching method of "" has always been a difficult problem in the school's educational practice. A senior high school Chinese teacher in a certain school, Yu Qianlong, conducted bold exploration and reform. In early 2000, his declared personal quality improvement project was "Changing Lectures into Learning Sessions." He planned to achieve three goals: First, to seriously understand the core teaching philosophy and specific content of "Changing Lectures into Learning Sessions"; second, to seriously study the teaching art of the Chinese education expert Hong Zhen; third, to gradually implement Hong Zhen's teaching philosophy in his own teaching practice and form his own teaching style.
III. Self-Study
Teachers, based on the specific goals of improving their personal qualities, formulate measures and personal self-training plans through investigation, research, and communication. Some teachers carry out action research based on their own characteristics and interests to improve their classroom teaching and educational practice abilities; some teachers improve their educational innovation and research abilities through self-studying educational classics, reviewing literature, and dialoging with educational experts; some teachers participate in computer application ability improvement training at their own expense during holidays and rest time, and also pursue part-time education master courses during winter and summer vacations, etc.