1. School-based training plan
High-quality teachers are the most valuable resources of the school, and they are the source power for the school to achieve all-round development and sustainable development. In order to meet the needs of the new curriculum experiment, promote teachers' professional growth, improve teachers' quality, stimulate teachers' intention to participate in school-based training, build the school into a learning organization, and realize the comprehensive and sustainable development of the school, this scheme is specially formulated. First, the guiding ideology and basic principles of school-based training
1. Guided by the theory of quality education, around the spirit of the times of basic education reform and development, the fundamental direction is to realize the overall planning of running a school, the all-round development and sustainable development of the school, and realize the concept of "student-oriented, teacher-oriented and school-based"; To meet the needs of modern education development, promote the development of students and teachers' professional growth, and comprehensively improve the level of running schools.
2. Adhere to the principle of combining theory with practice. Choose training materials and methods according to actual needs, emphasize pertinence and effectiveness, and strive to realize the integration of school-based training and school-based research.
3. Adhere to the principle of giving priority to teachers' individual learning and on-the-job training, paralleling individual learning and collective training, and combining scattered time with concentrated time.
Second, the goal of school-based training
1. Consolidate teachers' noble sentiment of loving posts and students, form good moral cultivation, build new ideas of modern education, and promote the construction of new curriculum teachers.
2. Carry forward the work style of assiduous study and rigorous scholarship, expand teachers' professional knowledge, constantly enrich new scientific and cultural knowledge, constantly improve teachers' knowledge structure, promote the growth of key teachers and adapt to the needs of modern education.
3. Firmly establish the concept of lifelong learning, build the school into a learning organization, master modern educational ideas and concepts, and master new management, teaching, evaluation methods and new educational and teaching technical means.
4. Build a united and cooperative team, so that teachers can improve themselves in learning, develop themselves with the help of peers and improve themselves under the guidance of experts.
Third, the materials and forms of school-based training
1. Expert guidance. Carefully organize teachers to participate in all kinds of teacher training at all levels, organize teachers to watch videos of expert special reports, hire educational experts to make special reports at school, and hire excellent teachers with expertise to give special lectures.
2. Short-term training. Use teachers' business study time, evening or some holidays to organize teachers to conduct short-term training. This information includes:
(1) Special report.
(2) Modern educational technology training.
(3) Study and discuss the curriculum standards of the new curriculum.
(4) Teaching case analysis and education case analysis.
(5) School-based curriculum development.
3. Reading activities. Teachers' reading learning is one of the main forms of school-based training. Every teacher should combine his own actual situation, make personal study plans and study materials, constantly enrich new scientific and cultural knowledge, and constantly improve his own knowledge structure, so as to be competent for the requirements of modern education and teaching. The school will bring necessary study materials and hold reading activities, exchange meetings and reports regularly or irregularly.
4. on-the-job training. All functional departments of the school should implement the pre-job study, training, on-the-job continuing study and retraining of teaching and administrative staff, so as to achieve the goal of being familiar with and proficient in post business.
5. Cooperative learning. Encourage professional exchanges, coordination, exchanges and cooperation among teachers, share experiences, learn from each other, support each other, grow together, and prevent and overcome the isolation of teachers. Through the interaction between teachers, teachers inspire and complement each other, and then concentrate on summing up, so that the original concepts and methods are more perfect and scientific.
6. Research on this subject. Promoting school-based training with project research. Encourage teachers to participate in the research of education and teaching topics with their hearts, learn in research practice, enrich their knowledge in practice and enhance their potential.
Fourthly, the organization and management of school-based training
Establish a backbone team of school-based training with backbone teachers as the main body, and give full play to the leading role of backbone teachers at all levels. Schools employ or designate posts to train lecturers or instructors according to actual needs, and lecturers or instructors are recognized, registered and filed by schools. Offices, departments and teaching and research groups should submit school-based training plans for this academic year and this semester to ensure that the themes and materials of school-based training come from educational and teaching practice and meet the actual work needs.
1. Organization and function of school-based training
(1) Functions of the principal's office:
Responsible for the planning, organization, management, implementation and evaluation of school-based training, and organize teachers to participate in training at all levels.
(2) Ensure the class hours, places, equipment and funds brought by school-based training.
③ Guide the implementation of school-based training, check the process of school-based training, and ensure the quality of school-based training.
(2) Functions of position, discipline and year:
(1) Responsible for the planning, organization and concrete implementation of school-based training in this department.
② Record the school-based training activities of the department, and collect and submit materials during the activities.
③ Regularly report the progress of school-based training and submit relevant written materials.
(3) The role of the collective lesson preparation group:
(1) is responsible for organizing and implementing the special activities of the preparatory group.
(2) Make records and materials in the process of activities, and submit relevant written materials.
2. Evaluation and management of school-based training
(1) The status of teachers' school-based training is recorded by the teaching and research section, included in teachers' continuing education hours, and recorded in the annual assessment of teachers' posts, which will be confirmed by the school in an appropriate way and procedure. Teachers' school-based training includes teachers' reading learning, group concentrated learning and special training.
(2) The first time you take up a new position in our school (for example, the first time you are a teacher or class teacher of any grade course), you must know about pre-job training and on-the-job training, and pass the school assessment and audit. On-the-job training is conducted by teachers or lecturers.
3. Fund management of school-based training
(1) The school provides financial support for teachers to participate in school-based training.
(2) The school provides financial support for school-based training, special lectures and other activities.
2. School-based training plan
I. Training Objectives and Training Emphasis With the deepening of preschool education reform, we feel more and more truly that the quality of preschool teachers has been paid more and more attention, and the improvement of teachers' quality depends on the quality of kindergarten-based teaching and research. As far as the development level of basic education is concerned, kindergarten-based teaching and research is the most economical, effective and dynamic main form of teachers' professional development. Teachers are the subject and object of kindergarten-based teaching and research, which is one of the remarkable characteristics of "kindergarten-based teaching and research". The main objectives and key points of this semester's kindergarten-based training are mainly reflected in the following aspects:
1, pay attention to theoretical knowledge learning and enhance the awareness of teaching and scientific research.
2. Strengthen routine teaching and research, and improve the teaching and research mechanism.
3. Enrich the form of kindergarten-based teaching and research, and improve the teaching and research atmosphere.
Second, the main content and basic form
1, pay attention to theoretical knowledge learning and enhance the awareness of teaching and scientific research.
Encourage teachers to take the initiative to learn, enhance theoretical knowledge, update educational concepts, and strengthen theoretical foundation by reading materials such as networks, books, and magazines. Combining learning materials with teaching and scientific research practice in kindergartens can better guide the effective development of daily educational and scientific research activities.
Kindergartens actively provide teachers with learning opportunities, organize teachers to visit excellent kindergartens in a planned way, and send key teachers to participate in the training of key teachers in provinces and cities, regularly carry out kindergarten-based training activities, reflect on education and teaching activities with the help of kindergarten-based teaching and research manuals and combine practice, sort out experiences, and share discussions with you in daily teaching and research exchanges. Let daily trivia become the research object of education and teaching, and formulate better educational methods and countermeasures; Promote teachers to enhance their awareness of teaching and scientific research during the discussion.
2. Strengthen routine teaching and research, and improve the teaching and research mechanism.
Ensure routine, flexibly implement children's daily routine, reasonably arrange children's daily learning activities, and ensure children's physical and mental health and harmonious development; We will continue to carefully design weekly teaching activities and a teaching game. With the help of the collective wisdom of the preparation group, we will discuss and formulate the activity objectives, activity processes and teaching methods of the teaching content, reflect on the teaching effect in time, encourage everyone to express their opinions, and turn scientific, reasonable and excellent teaching experience into their own in the thinking collision of "different people have different opinions" to solve teachers' doubts, thus substantially improving the collective.
3. Enrich the form of kindergarten-based teaching and research, and improve the teaching and research atmosphere.
Driven by the teaching department, we actively carry out various forms of kindergarten-based teaching and research activities, forming a research atmosphere of "professional guidance, peer assistance and self-reflection". This semester, we will carry out kindergarten-based teaching and research activities, including:
Regular teaching and research (interactive lesson preparation activities, skills upgrading activities, current political learning activities, hand in hand, seasonal theme activities, etc.). ).
Team teaching and research (each person has a class every year, and the team sends intensive classes to participate in teaching and research activities in the park).
Interesting teaching and research ("six thinking hats" once a semester).
Independent teaching and research (teachers' "theme salon"-a teaching and research method to gather doubts in teachers' education and teaching and explore solutions with the wisdom of all) and other activities.
Three. Safeguard measures and expected results
According to the above objectives and contents, we have implemented a series of kindergarten-based training activities in a planned and targeted manner. While carrying out kindergarten-based training activities, our park established a leading group with director Dong Huaying as the leader, Mei Lin and Li Xuelei as the deputy heads, and members of different grades participated. And according to the following aspects to reflect the effect:
1, data collation, accumulation of teaching and scientific research achievements.
Complete education and teaching materials can let us share the joy brought by teaching and research in the accumulation of teaching and research results, and also let us see the results of teaching and research. Only in this way can the quality of education and teaching be effectively improved. On the one hand, collect and sort out the kindergarten-based teaching activities, teaching cases, papers, open teaching activities and theme activities carried out by teachers during the semester. Actively organize teachers to participate and recommend cases, papers and excellent courses according to various appraisal activities of superiors. On the other hand, the "theme package" materials of our kindergarten are sorted by year and theme; This kind of collection and arrangement provides great help for teachers' future reuse. The arrangement of materials not only accumulated teaching and research achievements, but also allowed teachers to share the joy of participating in teaching and research activities.
2. Demonstrate radiation and expand inter-garden communication.
Give full play to the role of city and county backbone teachers in inheriting, helping, leading and pairing guidance, bring the old with the new, promote the new with the excellent, * * * discuss, help and learn from each other, form a good atmosphere of unity and mutual assistance, and urge teachers to make continuous progress and stand out.
3. School-based training plan
According to the spirit of Hefei Education Bureau's Notice on Training Arrangements for Kindergarten Teachers and Education Management Cadres in Primary and Secondary Schools in Hefei in 20** (No.208 of Joint Education Office [20 * *]), Luyang District Education and Sports Bureau's Training Guidance Plan for Improving Learning Ability in Summer in 20 * *, combined with the reality of our school, in order to further promote the professional development of teachers and comprehensively improve the quality of education and teaching in our school,
Based on the overall situation of education reform and development, we should implement the general requirements of Lide Shu Ren, take teachers' professional development as the main line, lead teachers' self-learning and self-development as the foothold, and improve their learning ability as the primary task of deepening curriculum reform, strive to innovate training forms, continuously improve the pertinence and effectiveness of training, and provide a diversified platform for teachers' professional development.
Second, the training objectives
Focusing on the fundamental task of Lide Shu Ren, we will guide kindergarten teachers in primary and secondary schools in the whole region to learn the standard documents and laws and regulations of teachers' morality, and strive to improve the cultivation of teachers' morality and discipline; Guide all kindergarten teachers in primary and secondary schools to study and study the education reform and development policies and the research topics specified in the annual theme training (capacity improvement project), strive to improve the policy research level and education and teaching (conservation education) ability of kindergarten teachers in primary and secondary schools, further promote the comprehensive reform in the field of basic education, fully implement quality education, and continuously improve the quality of education and teaching.
Third, training objectives.
All in-service teachers of Xinglin Primary School in Hefei.
Fourth, training time.
2-4 July, 1.20**
August 25 -27, 20 * *.
Verb (abbreviation of verb) training content
(a) the teacher's ethics education (in principle, in July 20 ** 1-3)
Under the guidance of the implementation plan of the theme education activity of "Respecting Teachers and Paying Attention to Teaching, Being Four Qualified Teachers" in Luyang District Education System, we should strengthen ideological and political education and teachers' morality education, and incorporate ideological and political education, the spirit of rule of law, professional ideals, professional ethics and mental health education into the whole process of teacher training, guide and guide teachers to further improve their moral cultivation and ideological and political quality, take the lead in practicing socialist core values, and teach by virtue and rule of law. The main contents include:
1. Moral preaching. It is an important political task to learn the relevant documents on the construction of teachers' morality in education departments at all levels, improve ideological understanding, organize and implement them seriously, and set up special lectures to ensure the effectiveness.
2. Tell stories. Each school should organize every teacher to dig out their own representative educational stories with educational feelings and wisdom and preach them in the school. The content of the story requires the unity of typical deeds and distinctive ideas; The theme is distinct, prominent and profound; Noble in thought, correct in viewpoint and rigorous in logic; The content is substantial, concrete and inspiring, with strong appeal and appeal.
3. Introduce the history and situation of the school. Reference topics: school situation, school history and development concept, educational characteristics and talent training mode, construction and self-development of teachers, teachers' code of conduct and school practice measures, teaching quality requirements and teaching management, etc.
(2) Business training (August 25 -27, 20**)
Training content: replace training with competition. In order to promote subject teachers to study independently and study business during the summer vacation, on the eve of the start of school, all teaching teachers (including substitute school-level cadres) are organized by schools to participate in student competitions.
The relevant requirements are as follows:
1. Disciplinary organization. There are not less than 3 judges in each subject, and teachers at all levels and key teachers from other schools may be invited to serve as judges.
2. Take a lifeless class form. There are no students in class 15 minutes, and expert comments are exchanged for 5 minutes. 20 minutes for each teacher.
3. The teacher used the topic 10 (selected from the textbook taught by the teacher in the next semester) to hand in the 10 teaching design prepared during the competition. The judges will organize the participating teachers to randomly select one of the topics on the spot and prepare lessons in the lesson preparation classroom for 40 minutes (two contestants draw lots in advance to determine the topic). Hand in your mobile phone when preparing lessons, and you are not allowed to bring any teaching reference, your own teaching design and any other materials except textbooks.
4. Each school designs a quantitative scoring table according to the study period and subject characteristics. Organize the judges to quantify the score and publicize it on the spot. Relevant performance tables are filed as the basis for annual performance appraisal.
After the competition, the teacher should go back to the classroom where the competition was held, observe the lifeless classrooms of other teachers and listen to the experts' comments on other teachers.
Sixth, research results
1, learning record.
2. Learning experience.
3. There is no classroom teaching plan, reflection and scoring table.
4. The teaching and research group and the school write the summer school-based training summary respectively.