First, give full play to the organization and coordination role of teachers entering the school.
Teachers should give full play to the role of organization and coordination when entering schools. School-based training is inseparable from school-based teaching and research and the application of modern information technology. Teachers' further education schools should coordinate teaching and research, audio-visual education and other departments, organically combine research and training, and organically combine information technology education with school-based training. School-based training attaches importance to theoretical learning, school-based teaching and research attaches importance to practical operation, and the combination of school-based training and school-based teaching and research is also the combination of theory and practice. However, in school-based training, it is difficult to improve the practical ability of trained teachers by only talking about empty theory without combining with reality, and only talking about practice without talking about theory. Only by organically combining research with training can we achieve the purpose of training. Therefore, when teachers enter the school, they should coordinate the teaching and research departments, provide services for the school in the aspects of content arrangement, mode selection, goal setting and effect evaluation of school-based teaching and research in primary and secondary schools, and guide and drive teachers to write courses. At the same time, with the increasingly important role of modern information technology in teaching, we should make full use of information technology to deepen and improve the quality of school-based research, coordinate audio-visual education departments to further improve the technical support service system, do a good job in technical services, and make full use of information technology education to carry out school-based research services for schools. It is necessary to continuously strengthen the integration training of information technology and disciplines, pay attention to the combination of theory and practice, attach importance to case analysis and evaluation, avoid purely theoretical or technical explanations, actively promote typical experiences, provide high-quality resources, and ensure the quality of school-based training. Therefore, only by coordinating teaching research and audio-visual education departments to carry out school-based training can we build a trinity system of school-based training, school-based teaching research and school-based scientific research, promote the professional growth of teachers, improve the quality of education and teaching, and promote the continuous and in-depth development of curriculum reform.
Second, give full play to the role of teachers in school-based training.
In school-based training, teachers' further education schools should shift their work center to schools, take the specific problems teachers face in the process of curriculum implementation as the object, take teachers as the research subject, emphasize practical research and training under the guidance of theory, pay attention to solving practical problems, sum up experience, improve theories, explore laws and teachers' professional development, so as to ensure the in-depth development of new curriculum experiments. Therefore, teaching research should be based on school-based training: "The school is the place where education really takes place, and only based on the real teaching problems of the school can teaching research have direct significance"; "The school is the base, so the focus of training will move to the school, where problems can be found, analyzed and solved"; Teachers are the main body, and constantly improving teachers' professional development ability is the vitality of educational innovation. School-based training activities are the focus and frontier of the whole primary and secondary school training system, and form a primary and secondary school teacher training system with training institutions at all levels. It is the development and innovation of China's current training system. Therefore, teachers must re-examine their functions and roles, redefine their status and working mechanism, shift their work focus, change their working methods, and give full play to their functions of "training, research, guidance and service". Change roles, clarify responsibilities, adapt to the needs of curriculum reform experiments, and serve the establishment of school-based training system.
(a) Shift the focus of work, change the way of work, highlight training, and reflect participation and cooperation.
School-based training is one of the central tasks for teachers to enter the school, and it is the premise and foundation of teaching guidance and service. School-based training should be guided by the objectives of the new curriculum, proceed from the needs of students' development, teachers' development and school development, focus on the problems of curriculum implementation in local and schools, and carry out training with purpose, principle and organization.
School-based training emphasizes the starting point and destination of training, which will be a problem to be solved in school education and teacher teaching. Then, the actors who ask and solve problems are not others, but schools and teachers themselves. With the change of practice subject, school-based training must shift its focus, change its working mode and establish a bottom-up training operation mechanism. The downward shift of the focus of school teachers' work will prompt the teachers who undertake the training task to change their roles, find a correct position and clarify their responsibilities, and change from commanders, evaluators, managers and inspectors to participants, collaborators, researchers and leaders, because it is the front-line teachers who can feel the practical problems of school-based training best. Teachers who undertake training tasks can only be inspired and vividly educated from teachers by participating in the research of problems, and can have a clear understanding of existing problems. In the practice of personal participation in training, we can work with teachers to solve practical problems in school-based training. Therefore, only putting down airs and actively participating in school-based training is the fundamental way for teachers who undertake training tasks to make a difference.
Teachers who undertake training tasks should do a good job in research. First of all, they should shift their focus to schools, go deep into the front line of teaching, find out the practical problems in school teaching and teachers' professional growth in time, listen to the voice of schools, understand the practical difficulties in teachers' teaching, and change from commanders to participants. Secondly, teachers who undertake training tasks should be good at dialogue, communication and interaction with teachers. The implementation of the new curriculum is brand-new for teachers, and it is also brand-new for teachers who undertake training tasks. The values based on students' development advocated by the new curriculum have replaced the values based on knowledge transfer. From concept to practice, a series of practical problems need to be solved. Teachers who undertake training tasks are likely to be faster than teachers in accepting new ideas. However, front-line teachers are still needed to solve practical problems in the implementation of the new curriculum. Teachers who undertake training tasks are outside the front line of teaching. From a practical point of view, without the accumulation of new curriculum practice, their rational understanding can only come from books and others. They have not experienced the process from practice to theory, and then from theory to practice. Therefore, teachers who undertake training tasks need to make up practical classes. Teachers who undertake training tasks insist on front-line teaching like trained teachers and have high requirements. Starting from the reality of teachers who undertake training tasks, in school-based training, we should cooperate with teachers in a positive and interactive way, start a dialogue with teachers, understand their thoughts, doubts and feelings, * * * discuss with them and * * * solve the problems existing in school education and teaching. In cooperation, we advocate * * * sharing practice, * * sharing reflection, equal dialogue, mutual communication and common growth. Third, make clear the research objectives at all levels and solve the organic combination of training and research, theory and practice. At present, with the large-scale promotion of new curriculum experiments in China, teachers at all levels are involved in the wave of "training". It is a good phenomenon that university teachers are training, primary and secondary school teachers are training, and teachers who undertake training tasks are training. However, if the training objectives of teachers at all levels are unclear, it will have many negative effects. Therefore, it is very necessary for each teacher to clarify their own training goals. The training of primary and secondary school teachers is different from that of professionals, especially university teachers. The training of university teachers focuses on theoretical achievements, while the training of primary and secondary school teachers aims at solving practical problems in teaching. Therefore, teachers' school-based training should be based on solving the practical problems of self-teaching, improving teachers' teaching level, improving teaching quality and promoting teachers' professional development. On the premise of training with teachers, teachers who undertake training tasks must give full play to their professional leading role and try their best to help teachers solve the problems of disjointed training and research and low level of integration of theory and practice. "The training without research is shallow, and the research without training is empty". Once the theory is divorced from practice, it lacks affinity and guidance, and it becomes "passive water, trees without roots", at best, conceptual games and text accumulation. Therefore, on the one hand, teachers who undertake training tasks should use new ideas to guide teaching practice and rebuild the relationship between teachers who undertake training tasks and front-line teachers. At the same time, we should pay attention to summing up, improving and perfecting teaching theory in actual teaching, and refine teachers' experience into regular things through reflection and exploration, so as to promote the healthy and sustainable development of school-based training in the depth direction.
(two) update the management concept, highlight the guidance and service functions.
The focus of training is to guide teaching, and teachers should give priority to guidance when entering schools. The guidance of school teaching and research should focus on the renewal of teaching concept and the change of teaching behavior, pay attention to the development of teachers' teaching potential and the improvement of teaching research level, respect teachers' creative work, be good at discovering the advantages and disadvantages of teachers' teaching, sum up and refine teaching experience with teachers, establish equal dialogue partnership with teachers, and establish a new training cultural atmosphere.
Teachers who undertake training tasks, as qualified instructors, should give full play to their specialties and emphasize hierarchical guidance in professional research. First of all, we should do a good job in interdisciplinary, multi-vision and comprehensive theoretical research and study, improve our theoretical level, and be good at discovering, summarizing and popularizing the creative experience of front-line teachers in school-based training. We should be good at learning and applying educational and teaching theories, and closely combine experience with theory. Secondly, teachers who undertake training tasks should focus on helping front-line teachers to improve their ability to solve practical problems, and the foothold should be on guiding teachers to think independently and cultivating teachers' ability to teach and learn independently, so as to finally achieve "no guidance". Through inspiration, encouragement, dialogue, communication and interaction, teachers' internal motivation is stimulated, and teachers use their brains to command their hands; Third, pay attention to capture different information in teaching practice, give different guidance according to different objects, and encourage teachers to personalize teaching. From the perspective of teachers' growth, the emphasis is on the guidance of "experience", and the guidance of those who pass the door is the guidance of "theory"; Fourth, teachers who undertake training tasks should provide professional guidance through demonstration, special lectures, follow-up training, on-site guidance and case analysis, and strive to improve the pertinence and effectiveness of teaching guidance.
The purpose of training is to serve, and teachers who undertake training tasks must also perform their service duties. The service of training is mainly manifested in the following three aspects: first, it serves teachers' teaching, second, it serves students' learning, and third, it serves the management and decision-making of educational administrative leaders. In practical work, in order to better reflect the service characteristics of training work, teachers who undertake training tasks should first establish the idea of being diligent in service, willing to contribute, willing to be a ladder for others and dare to endure hardships; Secondly, do everything possible to provide timely professional consultation, information service and technical help for improving teachers' teaching level and ability and promoting teachers' professional growth.
Third, the role of teachers in the institutionalization of school-based training
School-based training is an inevitable choice to meet the requirements of school development in the new period. Therefore, we should proceed from reality, conscientiously plan the construction of school-based training system in this region, guide, supervise and participate in school-based training research, and guide schools to gradually establish and improve the school-based training system.
1. Strengthen the study and publicity of school-based training theory, change ideas, and let teachers accept the new concept of school-based training emotionally. It is the most important embodiment of school-based teaching and research, the link to integrate school-based management, school-based training, school-based curriculum and other activities, and the important support to create school characteristics. Primary and secondary schools at all levels are the basic units of school-based training system construction, all teachers are the main body of school-based training system construction, and principals are the first responsible persons.
2. Establish an effective management mechanism to promote the implementation of school-based training. (1) Improve the organization and strengthen administrative and business leadership; (2) Establish a school-based training post responsibility system, with full participation and responsibility to people; (3) Establish a teacher learning system and strive to make the school a real learning organization; ④ Improve the training network at the county, district and school levels, set up a big training concept, fully integrate training forces, and establish an interdisciplinary, inter-school and inter-regional exchange and cooperation mechanism; ⑤ Establish a teaching reflection system to greatly improve teachers' professional level; ⑥ Establish a collective cooperative training system for teachers to grow together; ⑦ Establish a professional guidance system so that teachers can get professional support in teaching; ⑧ Establish the research system of this discipline and form a strong academic research atmosphere; Pet-name ruby to further establish and improve the incentive mechanism and training achievement reward system, regularly carry out outstanding training groups, excellent preparation groups, advanced individuals in training work and training achievement selection and commendation activities to promote the development of school-based training; (10) Establish a supervision and evaluation system for school-based training, so that school-based training can effectively promote school development.
3. Teachers and schools establish a partnership to form a * * * body. Help teachers to enhance their research awareness, form the habit of theoretical study and practical reflection, constantly improve their ability to study and solve practical teaching problems, improve their ability of curriculum development and construction, integrate daily teaching with teaching research and teachers' professional growth, and form a professional lifestyle of working in the state of training and research. Fully respect teachers' labor, strive to establish equal and cooperative partnership with teachers, learn from teachers with an open mind, and constantly improve and perfect themselves in the practice of curriculum reform.
4. Broaden new training ideas through new training forms such as interaction, theme and salon; Promote the extensive development of school-based training through effective measures such as typical guidance, project driving, activity promotion and expert support.
5. Deepen teachers' entrance reform, attach importance to teachers' training, constantly improve teachers' comprehensive quality and professional level, give full play to the role of teachers in school-based training, respect the independence and professionalism of training work, ensure that teachers who enter schools devote their main time and energy to teaching and scientific research, gradually form an open teacher incentive mechanism, and build a dynamic training team that actively serves the curriculum reform of primary and secondary schools and combines full-time and part-time jobs.
Fourth, give full play to the role of teachers in the development of school-based training materials.
The development of local school-based training materials is also the key to school-based training. The characteristics of each region are different, so it is necessary to develop local teaching materials suitable for the cultivation and improvement of teachers' ability in this region. However, the development of teaching materials is a serious problem. Teachers should give full play to their guiding role when entering the school, carefully examine and approve the school-based training materials developed by primary and secondary schools, put forward suggestions for revision of better teaching materials, constantly improve and enrich them, and strive to create excellent products. In the development of teaching materials, our opinion is that it is better to lack than to abuse, and it must not be shoddy, which will have a negative impact on school-based training in primary and secondary schools.