Primary and secondary education is the basic part of the whole education system. The main mission of primary and secondary school teachers is to teach students basic human culture scientifically and skillfully with love and meticulous attitude. Therefore, regardless of the nature of the school and teachers' responsibilities, it is undoubtedly the basic requirement and distinctive feature for primary and secondary school teachers to pay attention to the application of cultural knowledge and educational methods. The focus of school-based teacher training is to continuously improve the professional realm and educational skills of primary and secondary school teachers, so that teachers can better perform their professional duties. Therefore, application is not only the basic principle that school-based teacher training should adhere to, but also a significant value orientation that is different from other forms of teacher education. From the perspective of theoretical logical thinking and practical operation form, the basic connotation of the principle of "application" in school-based teacher training is embodied in the following aspects.

I. Application for use

The purpose is the place or situation you want to reach. Any organization or any work, if it wants to carry out activities smoothly and succeed, must have a clear and definite purpose, which becomes the specific orientation and behavioral basis of organizational activities. If the purpose is not clear or correct, it will directly lead to disorder, energy consumption and low efficiency of organizational activities, resulting in half the effort or counterproductive results. From this perspective, some teacher training activities are disorganized and inefficient, and teachers are not satisfied. The main reason is that the purpose of the trainer's training is either perfunctory, charging for income, or simply theoretical teaching and mechanical courses. However, they did not really consider and plan the training work from the perspective of application, focusing on meeting the actual educational needs of teachers, which led to the result that the training work backfired.

Under the guidance of the principle of "application", the training purpose of school-based teacher training must clearly reflect the application characteristics of serving school development, teacher growth and student progress. Serving the development of the school means that the scope of school-based training cannot exceed the actual needs of the school. Any project training, experimental training, scientific research training, etc. Forced implementation regardless of the existing conditions and foundation of the school will not serve the development of the school. What really serves the school is to find out the reasons, diagnose the crux, find out the positive countermeasures, formulate solutions through training activities such as case analysis, repeated discussion and theoretical verification, and then work together to solve problems and overcome difficulties. Serving teachers' growth means school-based training. Don't talk about some dry abstract concepts and theoretical judgments aimlessly. These general and empty training contents, which are divorced from teachers' actual needs, can neither stimulate teachers' interest in learning nor help teachers get rid of the confusion of problems. The real training of teachers should start from the reality of teachers' daily education, focus on meeting and improving teachers' needs and abilities, and gradually improve teachers' practical ability to find and solve problems through seminars, exchanges, lectures and seminars. Serving students' progress means that the ultimate goal of school-based training is to promote students' all-round growth and progress. Therefore, school-based training should fully consider the fundamental interests of students' progress, conform to students' cognitive laws and physical and mental health, focus on the inevitable situations, common problems and behavior habits in the process of students' growth, explore students' psychological mysteries, find the root causes of phenomena, study problem-solving strategies and optimize contradictory solutions through experiential teaching, method guidance and collective research, so as to make school-based training a booster for students' all-round progress.

Second, the curriculum application

Because of different perspectives, the understanding of the connotation of curriculum concept is not the same. We believe that in educational action, learners' learning is the core of education and the center around which all educational work revolves. All educational efforts are nothing more than promoting and improving learners' learning efficiency and quality. Based on this, we call a learner's learning plan or a learning plan designed to achieve an educational goal a course. With this curriculum view, it is not difficult to find its disadvantages: on the basis of emphasizing the systematization of knowledge, academic tradition and systematic unity, it pays too much attention to academic tradition and ignores the cultivation of practical reflection, pays too much attention to collective unity and ignores the differences of individual differences, and pays too much attention to disciplines and majors and ignores the need for mutual integration.

The principle of "application" of school-based teacher training requires that the training course must pay attention to its practical feasibility, operability and practicability, and its application should be fully reflected in the selection of teaching materials and curriculum development. In the selection of training materials, we should carefully choose rich, convenient and practical materials. Textbooks are information carriers that convey ideas, carry knowledge and tell methods. The choice of this information carrier will directly affect the renewal and enrichment of ideological and cultural knowledge. Therefore, among many types and forms of training materials, we should carefully screen out those with novel ideas, substantial training content, practical teaching and convenient operation, and make necessary adjustments and organic integration in content and form according to different training needs, so as to fully realize the teaching materials serving the training, rather than training around the teaching materials. In the development of training courses, we should develop some vivid, informative and distinctive practical courses according to the reality of school-based development. Each school has its own unique educational concept, teaching characteristics and management style, and each teacher has its own unique educational methods, teaching personality, methods and skills. These educational phenomena with unique meanings, different styles and remarkable functions are not only valuable educational resources of school culture, but also a useful material library for developing school-based teacher training courses. On the basis of full understanding, the organizers of school-based training should actively organize their efforts to discover, excavate, analyze and sort out the successful experiences of excellent teachers in a planned, purposeful and step-by-step manner, and compile them into books or records and visualize them, so as to make them become training courses with strong school-based atmosphere and easy to understand and accept. When developing training courses, we should not only pay attention to dynamic and sustainable development, so that the courses are always in a state of continuous generation and innovation, but also strengthen communication and exchanges with other schools in the development and use of training courses, so as to achieve the purpose of mutual promotion, mutual improvement, mutual reference and mutual sharing of curriculum resources.

Third, the application of the method

Although the choice of training methods is after the objectives and courses, the quality of training methods will directly affect the realization of training objectives and the quality of training courses. In the past, teachers' on-the-job training mostly took the form of sitting in the classroom face-to-face and spoon-feeding teaching. This single, rigid and mechanical training mode centered on the thinking habits of training organizers and lecturers is not only boring, but also difficult to arouse teachers' interest in learning and does not meet the basic requirements of teachers' practical application.

The methods and forms of school-based teacher training should be guided by the normative principle of "application", and flexible and diverse teaching training, scientific research training and online training should be carried out according to the school, post and person. Although imparting training sometimes lacks practical and creative display for trainees, it is, after all, the most convenient and quick way to understand the existing knowledge system in unit time. In order to make teachers know and master the new ideas, new concepts, new knowledge and new methods of education in time, and constantly update and enrich their thinking concepts and knowledge structure, school-based training should start from the perspective of practical application and supplement teachers with fresh ideas and knowledge by imparting training. At the same time, imparting training is also reflected in the mentoring system. Senior, experienced and successful middle-aged and elderly teachers are valuable treasures of school education. It is the unshirkable mission of school-based teacher training to fully explore, highlight and spread their inheritance. Therefore, young teachers should be arranged to form a guiding pair with experienced teachers. On the one hand, young teachers should learn and observe the master's working attitude, working procedure and working art with an open mind, and directly feel and observe the master's rich educational experience and teaching wisdom. On the other hand, the master should actively answer all kinds of questions raised by his disciples and help them solve practical difficulties enthusiastically and sincerely. Research-based training can be said to be the training method that best embodies the principle of "application" in the process of school-based teacher training. Teachers face many students with different personalities and tastes. In order to meet the development needs of each student, we must actively explore and find ways and means suitable for specific students under the guidance of universal principles. Research-based school-based training is the best way to obtain these methods and ways. Project-based research training can cultivate teachers' educational research literacy of consulting literature, collecting data, analyzing and demonstrating and proposing countermeasures based on practical problems. Experimental research training can promote teachers' scientific research literacy of making assumptions, obtaining data, comparative analysis and induction in a certain teaching field. Through the research and training of methodology, we can choose and create the principle, mechanism and connotation of methods according to the professional needs of different teachers. No matter what kind of research training, it is based on and satisfied with the practical application of teaching. Network training is a new information-intensive, fast and convenient way to apply modern science and technology to school-based training. With the abundant information provided by the Internet, teachers can not only screen and determine useful information suitable for their current educational needs, but also process and transform their own information on the basis of extensive understanding and selection to meet actual needs. Carrying out network-based research training can not only provide rich information for teachers to carry out research, but also realize inter-school communication and personalized teaching, fully embodying the subjectivity and personalization of teacher training.

Iv. application for evaluation

How to realize the purpose, process and method of teachers' school-based training, and how to embody its "application" principle, the key lies in training evaluation, and whether the training evaluation really embodies its "application". In the past, the assessment process of teacher education was mostly based on the training content and subjective tendency of trainers, and the paper-based and paper-based one-time text detection methods were used to check the teachers' understanding and mastery of the learning content. Both the content and the form of assessment are far from the principle of "application", which is of little help to improve and improve the teaching status and level of teachers.

School-based teacher training under the guidance of "application" principle planning, its assessment form presents specific forms such as training objective assessment, training process assessment and training effect assessment, which directly affects teaching practice. Training goal evaluation is a performance appraisal method based on students' completion of training goals. Before the training begins, the appraiser and the examinee should reach an agreement on the training content, duration and assessment criteria to be completed. At the end of a training period, the appraiser will make an assessment according to his own training situation and the original assessment criteria. Training process assessment is mainly aimed at traditional training that pays too much attention to summative assessment. Traditional training evaluation pays more attention to summative evaluation, and when determining the training evaluation standard, it is often "material-oriented", emphasizing results (achievements) over process and material over spirit. This assessment mechanism ignores the cause analysis of the results, lacks comprehensive analysis and investigation of the results, and the evaluation is often biased, which is easy to dampen the enthusiasm and enterprising spirit of trainers. The evaluation of school-based training should run through the whole training activity, not a link after the activity, that is, process evaluation. In addition, the assessment of school-based training should be combined with leadership evaluation, expert evaluation, student evaluation, teacher self-evaluation and mutual evaluation. For the treatment of evaluation results, we should focus on tracing the reasons so as to take effective measures to improve school-based training in time. The evaluation of training effect is based on the professional development and teaching effect of teachers after training. First, we should reflect the vertical comparison. Before the training, teachers' personal education concept, professional quality, teaching ability and education quality are compared with the development and changes after the training to see whether the expected goals have been achieved and whether obvious progress has been made. Second, it should be reflected in the horizontal comparison. Compared with other teachers who participate in training, it depends on whether their participation in training activities, understanding of training courses, application of training methods, and exertion of training functions meet the specified requirements, and whether their training skills have been transferred.

Author: Sanmenxia Vocational and Technical College

[Editor: Wang Hongjun]