Strengthen school-based theme training to help teachers grow professionally
Report on the school-based theme training of xx school.
Dear leaders and colleagues in the education sector:
Hello everyone! Next, I will report to the leaders and teachers from three perspectives: building the school-based theme training system of xx school, guiding and promoting the research work, and several achievements made.
1. Overview of the theme training work of xx school
The school-based theme training system of XX school is supported by the linkage of the resources of the regional training system of XX County, with the teaching mode of "autonomy and mutual assistance" as the main means of classroom teaching, with the goal of growing teachers, achieving students and developing the school, taking the school as the base, taking the teacher as the main body, taking the real problems of education and teaching that the school urgently needs to solve as the theme, taking the "theme-driven, research and training integration" as the main idea, and taking the three main bodies and six closed loops as the training path. Targeted and systematic team learning, research and training activities carried out by stimulating the school's own strength and superior resources. At present, a comprehensive and three-dimensional school-based training system has been established led by provincial key projects and supported by subject themes and individual training themes.
This semester, the school's theme training leading group combined with the current situation of the school's development and the changes in the direction of the high school entrance examination. Through the research of several meetings, the specific work objectives of the "four bodies" of the theme training of xx schools were determined, namely: the "evolutionary" of the secondary growth of teachers - the individual teacher training; Establish a community of professional development - a community of learning; Create a "learning field" for the integration of research and training - the development of a community; Establish a "chain of emotions" for mutual communication - a spiritual community. In order to ensure the steady progress of the training work, we strictly implement the three implementations of responsibility, organization and system. To this end, we have formulated a leadership responsibility assessment system for school-based theme training systems; School-based theme training system leadership training system; School-based theme training system, school and training group activity system; The school-based theme training system inspects, evaluates, rewards and punishes leaders, training groups, and teachers; School-based theme training, systematic training, file management system, etc.
2. Take the training path as the criterion to promote the scientific development of the theme training work
In the specific training work, the school divides the theme training work into three sections, each of which is divided into six steps of specific training ideas: school level: team building, chapter building, organization and training, professional guidance, process supervision, assessment and evaluation; Led by the principal, every step is taken solidly; At the level of the training group: ask questions, form a team, study special topics, study models, study courses, summarize and improve; In recent years, more and more young teachers have taken up their jobs, injecting fresh blood into the education of xx schools, and in order to accelerate the growth of young teachers, "untitled training" activities have been carried out among young teachers. As a result, there is a form of training activities for young teachers of "one research, two diagnosis, three grinding, four models and five pushing the door".
First study: The young teachers will first prepare the training, and then the training team will focus on the teaching design and point out the direction of its improvement.
Second diagnosis: After the first study, the teachers of the center will prepare a class in the form of independent training or mutual assistance training, and all members of the training group will listen to the class, and record the advantages and disadvantages and improvement directions in detail.
Three grinding: the same training group carefully polishes the diagnostic course, that is, the grinding class, and for young teachers, the training group also needs to provide detailed guidance and polishing in the teaching style.
Fourth: After being carefully polished by the training group, the teachers of the center participate in the exhibition class activities organized by the school. Teachers of the same subject in three academic years are required to participate in the evaluation, and other subjects are recommended to participate.
Five push doors: After one research, two diagnoses, three grinds and four models, the business leaders listen to the push door class, focus on the changes in regular teaching, compare the effects of the previous activities and the teaching quality of the center teachers, and then follow up and guide the individual details by the responsible leaders.
The training of young teachers is an important condition for the selection of outstanding training teachers and training groups. This process requires young teachers to continue to learn, improve, and reflect, and the type, content, and time of the course are all determined by the young teachers. Give young teachers full control. After this round of training, the training effect has been greatly improved, and the rapid growth of young teachers in our school has been promoted.
As teachers with a certain amount of teaching experience, we carry out training in the following aspects. After investigation, the ability of our teachers to refine problems is lacking, and "problems" are the starting point and direction of theme training. Therefore, the school requires the teachers of our school to strictly follow the scientific path of Professor Li Yuanchang's "problem-learning-problem" to carry out effective teaching exploration activities. Strictly abide by the theme proposal process: compare the course standard (2022 new course standard) - analyze the learning situation (analysis of the mid-term and final test papers) - dig deep into the textbook - find the problem - solve the problem.
On the question of the problem: all the teachers who participate in the theme training work are required to put forward targeted, urgent and operable questions in combination with the quality analysis of the final examination issued by the Education Bureau and the school and the reality of daily teaching, for example, after the double reduction is implemented, reducing the burden and improving the efficiency is the first problem, so the theme of this semester's training in our school is determined to be "Research on the effectiveness of classroom teaching in the context of double reduction". Then, the training path that is in line with the actual training of teachers in our school came into being, namely: refining the problem, establishing the theme, theme learning, special exploration, taking stock of the results, and extending the results (i.e., one mention, two establishments, three learnings, four explorations, five inventories, and six extensions).
Regarding learning, a learning teacher is a new type of teacher that adapts to the development of the times. The school has been advocating the transformation of teachers into learning teachers for a long time. Due to the inaccurate positioning of the gripper, the effect is not obvious, after the systematic contact with the theme of training, the direction of teacher learning is clarified, and the "four learning" activities are carried out among the majority of teachers. The development of the "Four Learnings" activities has strengthened teachers' awareness of learning, enriched teachers' cultural heritage, promoted teachers' professional growth, improved teachers' quality and ability, and enabled the school to move towards the road of sustainable development.
Regarding exploration, we require teachers to carry out the "four explorations", in which they can combine the characteristics of disciplines and individual research themes, that is, independent exploration, mutual assistance exploration, cooperative exploration, and special exploration, which echo with the "four lessons of xx school", that is, research courses, diagnosis courses, grinding courses, and model courses, and strive to use various forms of training activities to design and solidly promote school-based theme training.
At the end of the semester, the school will hold a special exchange meeting on the extension of the results of the theme training, at which the teachers who have achieved effective training will promote the results, perceptions and specific achievements in the training to the other two academic years, and strive to share educational resources and maximize the results.
Since the theme training, in the research on improving the effectiveness of classroom teaching, the majority of front-line teachers have made extraordinary achievements in their ordinary jobs. To give a few examples: for example, Li Hong, a physics teacher in our school, found that the existing junior high school electrical training could not meet the teaching needs, and leaned down to carry out an inventory of the efficient topic of junior high school physics and electricity. Mathematics teacher Ma Yanqiu, combined with the characteristics of eighth-grade geometry learning, in order to cultivate students' thinking ability, analytical ability, reasoning ability, comprehension ability, writing ability, and adapt to the provincial unified xx school examination, with isosceles triangle as the starting point, through continuous learning and exploration. Several thematic explorations were carried out. The more successful cases include "double line hand in hand", "double isosceles on the top of the co-top", "double angle", etc.
This thematic exploration has been shared across the entire Mathematics discipline. Ms. Liu Ya has been engaged in teaching history in the ninth grade for many years in our school. In the theme study work of the graduation year, a set of effective review modes are summarized, that is, it pays attention to the cultivation of students' ability to perceive the connection between historical events as a whole, systematically summarizes and sorts out the knowledge clues through the review of the high school entrance examination, and strengthens the quality analysis and learning method guidance of the stage test, so as to eliminate the volatile points of students' review, improve the accuracy of students' questions, and imperceptibly enable students to achieve the ultimate goal of improving students' high school entrance examination scores in the process of cultivating the core literacy of historical evidence. This model has also formed a distinctive teaching feature in the regular teaching of the history department in our school for three academic years.
In addition, Ms. Wang Nana's "Research on Improving Students' Enthusiasm for English Learning through the Design of Competition Activities", Ms. Sun Youfang's "Research on Optimizing Homework and Cultivating Students' Listening, Speaking, Reading and Writing", and Ms. Feng Chengcheng's "Research on Layered Homework in Physics Review Class" have been promoted in the school, benefiting all teachers and students in the school. This series of activities made the teachers feel the fun of training, reflected the value of training, and realized the sharing of training results.
Through the development and promotion of this series of activities, the construction of the training group has been strengthened, and the team spirit of the training group has gradually formed. In each training group, the role of teachers in influencing each other is becoming more and more prominent. New and old teachers promote each other, peers become teachers and students of each other, teaching ideas penetrate each other, and help each other when encountering difficulties. As Professor Li Yuanchang said, a "microclimate" that is easy for teachers to develop has been built, and the prototype of a research-based training team has emerged.
3. The series of activities carried out and the achievements made
To be continued).
The specific table of contents of the compilation of school-based teaching and research training materials (abridged version) is as follows (friends who need to leave your wx directly):
1. Catalogue of school-based teaching and research materials
a) Work programme.
1.Implementation plan for school-based teaching and research work in xx schools.
2.School-based teaching and research work plan for schools.
3.Implementation plan for school-based teaching and research in xx schools.
4.The school's annual school-based teaching and research work plan.
5.School-based research work plan for schools.
6.School-based theme training work plan for schools.
2) Work plan.
1.School-based teaching and research work plan of xx school.
2.XX School Year School-Based Training Program.
3.202x school-based teaching and research work plan of xx school.
4.School-based teaching and research work plan for the 202x-202x school year.
5.School-based training program for winter and summer vacations.
3) Summary of work.
1.Summary of school-based training in schools.
2.Summary of the training of school teachers.
4) Work report.
1.Report on school-based teaching and research work of xx school.
2.Report on the school-based theme training of xx school.
5) Work system.
1.School-based training system.
2.School-based teaching and research work system.
3.School-based training system.
4.School-based teaching and research activities system.
5.School-based research and training management system of xx school.
6.School-based teaching and research evaluation system for xx schools.
7.The system and requirements for school leaders to participate in school-based teaching and research.
2. Catalogue of materials for teacher training
a) Training programmes.
1.xx School Teacher Training Programme.
2.Training programme for young teachers in xx schools.
3.Training program for new teachers in xx schools.
4.Pre-service training program for new teachers in xx schools.
5.202x New Teacher Training Program for XX Schools.
6.Implementation plan for the classroom competition of young teachers in the school.
2) Training plan.
1.Work plan for the training of school teachers.
2.XX School Young Teacher Training Work Plan.
3) Training summary.
1.Summary of the training of school teachers.
2.Summary of training activities for teachers in xx schools.
4) Training system.
1.Teacher training management system.
2.XX school teacher learning and training system.
3.XX school teacher out-of-office training system.
4.XX School Young Teacher Training System.
5.XX school "three promotion" and "four belt" teacher training system.
6.Interim Provisions on the Approval and Reimbursement of Teachers Going Out for Training in XX Schools.
5) Training records.
1.Documentary of the training activities for new teachers carried out by xx school.
2.xx school's 2024 new teacher training experience.
3. Catalogue of materials for the president's training work
1.Presentation materials for the Principals' Forum on School-based Thematic Training.
2.Principal's speech at the Young Teacher Training Meeting.
3.Speech at the XX School Teacher Professional Growth Training Conference.
4.Principal's speech at the award ceremony of the Efficient Classroom Teaching Competition.
5.Summary report of the principal's visit to xx education.
6.Learning experience of the President's Advanced Seminar.
7.Principal's training and research experience.
8.The principal of xx school went out for training.
9.Summary of xx school's on-the-job learning and training.
4. Catalogue of summer training materials
1.XX School 2024-2025 School Summer Teacher Training Activity Program.
2.Summer Training Program for Teachers of XX Schools.
3.XX School Summer Teacher Training Program.
4.Summer school-based training programme for teachers in xx schools.
5.Summary of the school's 202x summer teacher training and new curriculum standard training.
6.Principal's speech at the Summer Teacher Training Session.
7.XX School Year Teacher Summer Vacation Training Checklist.