"The three tasks that schools should do well for teachers are in turn: setting growth goals for teachers, regular assessment and providing economic support; Increase books and periodicals; Organize some etiquette lectures and clothing collocation lectures. " ■ Yan Zilong "Let me be a class teacher, I will be a good teacher" and "I will also participate in this topic" ... For the promotion of professional titles, teachers have unlimited work motivation. But after getting the senior title, "I'm too old to keep up with the trend, so let young people be class teachers." "I can't be an educator if I pursue it again, but I teach well and write more papers." This is what the headmaster often hears when talking with some old teachers and arranging work. After meeting the demand for professional titles, teachers' thoughts have changed, their work enthusiasm is insufficient, and they have lost the motivation of professional development.
First of all, we conducted a questionnaire survey on how to promote teachers' professional development in order to understand the needs of teachers' professional development. The questions we set are: what do you think you need most in promoting teachers' professional growth; What aspects of work should schools do well; What are the activities that the school will resume this year? Do you have any specific suggestions for schools to promote teachers' professional development? The survey shows that the first three items that teachers need most are: the combination of their own knowledge and teaching; Get the guidance of the implementation strategy of education and teaching; The theoretical guidance of education and teaching includes expert guidance, online learning and learning by famous teachers. The three tasks that schools should do well for teachers are: setting growth goals for teachers, regular assessment and providing economic support; Increase books and periodicals; Organize some etiquette lectures and clothing collocation lectures. The three activities that the school should increase most this year are: organizing grade subject topics, asking famous teachers or county teaching and research offices to guide them, and evaluating them in the school; Carry out the basic skills competition of educational theory and teaching professional knowledge and reading notes activities. Through the investigation, the "most need" of teachers' professional development is clear at a glance, and our work can also be targeted.
Since then, our school has held a special seminar to solve the immediate needs and make specific arrangements in the work of this semester. Those that cannot be arranged should be included in the three-year plan. We set up a "reading corner" in the grade office, bought a number of subject magazines and educational newspapers, and moved the library to the teacher's office to provide convenient reading services for teachers. When our school commends teachers, it also takes books as the first prize. New Curriculum magazine in our school continuously and comprehensively publicizes the new concept of new curriculum reform to teachers, systematically introduces the advanced experience of famous schools around the country, reports the progress and typical practices of new curriculum experiments around the country in time, and discusses the hot and difficult points of education and teaching under the new curriculum concept; Exchange experiences and understandings of new curriculum reform. Our school also calls on teachers to contribute to the new curriculum magazine, express their experiences and practices in education and teaching, and form the habit of "reading-using books-thinking". In addition, we also hold a teacher's "Show Your Hands" activity, so that teachers can show their intelligence and wisdom that is conducive to helping students develop and help teachers grow professionally.
In order to improve the development motivation of teachers with senior professional titles, we create opportunities for them to show their talents and actively "run" on the track of in-depth professional development. For example, let these excellent teachers be masters of their own affairs and bring new people. In the teacher pairing activities, our school explicitly requires teachers with senior titles to form learning pairs with 2 to 3 young teachers, make practice plans in a three-year cycle, and carry out activities such as class evaluation, teaching demonstration and experience exchange, and evaluate classes once every semester. This not only promotes the growth of young teachers, but also plays the leading role of teachers with senior titles and promotes the in-depth development of their own majors. In the activity of "Tell everyone about your good methods" organized by the school, these teachers are very serious and tell everyone about their good practices without reservation. In the interview and exchange activities of "My Senior High School Learning Life", they were asked to be interviewees of different ages, which changed the boring educational methods in the past and cultivated their ability to try new educational methods.
We should closely combine the needs of teachers' development with those of schools. Our school requires teachers not to be mediocre teachers, but to have educational goals, to be professional and expert teachers with special skills, to be "all-round" teachers with unique teaching ideas, to write subject papers, to control the classroom and to achieve teaching results. We should seriously live every day of our education, make a detailed and persistent analysis, reflection and record of the educational events we encounter, and make corrections, applications and sum up experiences in the practice of education and teaching. Teachers should choose and determine the above goals independently and write their own professional development plans.
In fact, it is unfair and objective to complain about teachers' working attitude, professional title evaluation system and deny the positive role of professional title evaluation. It is more realistic and effective to meet teachers' psychological needs, create and explore the needs of teachers' in-depth professional development, and internalize them into teachers' own development motivation.
(The author is the deputy director of the Education and Teaching Research Office in Jixian County, Tianjin) Let teachers find their own keys ■ At the beginning of the new curriculum reform, the enthusiasm of teachers in our school was well mobilized, and everyone worked nervously and orderly according to the requirements of the school. However, after a period of time, some teachers began to perfunctory, and even produced resistance. It is found that the crux of the original problem lies in the fact that the work of the new curriculum reform is "required" by the school and the teachers are in a passive state.
In the past, the way we often used to solve the problems in teachers' work was to report the problems to the grass-roots level, and then the teachers implemented them after the leaders studied and decided. This seems reasonable on the surface, but because the enthusiasm of teachers has not been effectively stimulated, there is no intrinsic motivation to actively seek change and development. After finding out the cause of the problem, the school decided to start with the teaching reform of teachers, form a "bottom-up" research method, and mobilize the enthusiasm of teachers to participate in the teaching reform.
We mobilize every teacher to set up a set of problems in teaching reform, record the problems in teaching reform at any time, and divide the problems into three levels, namely, teachers' immediate solution, delayed solution and mutual assistance solution.
For the questions raised by teachers, we first arouse their enthusiasm for exploration and encourage them to solve the problems through self-study for a period of time. At the same time, school leaders should go deep into teachers, find clues and problems, affirm their progress in time, and provide help to the problems that arise. For teachers' own problems that are difficult to solve, we need to expand peer-to-peer discussion to help teachers tide over the difficulties one by one and eliminate their fear of difficulties in the new curriculum reform. We adopted a demonstration, two-level discussion and three ways to solve the problem. 1. Display: The school newspaper is used as a platform to display the views, practices and experiences of teachers' collective discussion. Two-level discussion: for problems that teachers can't solve by themselves, they will discuss them within the subject group and at the school level. Three ways: using spare time, selecting teachers to organize online seminars; Excellent teachers organize the whole school forum to discuss and solve the problem of educational reform.
Open the "lock" of teachers' negative attitude towards the new curriculum reform and let them find the "key" themselves. Through the process of finding the answer, I believe that teachers can go deeper into the new curriculum reform, stimulate motivation, and let themselves feel the sense of professional accomplishment and the pleasure of realizing self-worth.
(The writer is the Party branch secretary of Daxing Town Central School in Tailai County, Heilongjiang Province. ) Booster for professional growth ■ After Liu Fenghua was awarded the senior title, the enthusiasm of some teachers to participate in the teaching reform suddenly declined, and it is very common to "slam the brakes" to avoid the teaching reform. In order to rekindle the enthusiasm of senior teachers' professional development, principals should become their professional development boosters.
Strengthen post-cultivation. Our school will organize them to learn the job responsibilities of teachers with senior titles, so that they can realize that the burden is not reduced, but increased, their sense of responsibility is stronger, and their requirements for education and teaching level will be higher. Our school has also taken the initiative to build a re-growth platform for them: First, we send senior teachers to other places for further training from time to time, and strive to help them become expert teachers. Second, learn from the practice of other principals, and "buy" senior teachers' lesson plans at a high price every semester and store them in school files as precious materials for young teachers to learn. The third is to praise the performance of teachers with senior titles. For example, there are profiles of teachers with senior titles in the publicity window and campus network of our school. These teachers will work harder at ordinary times while their self-esteem is satisfied.
Establish a follow-up evaluation system. Without pressure, there is no motivation. Our school has set up an assessment team headed by the principal to organize a follow-up assessment of teachers with senior titles every academic year. The assessment covers a wide range of contents, including teachers' morality, attitude towards teaching reform, the cultivation of young teachers, the writing and publication of papers, and subject research. According to the substantive materials and work reports provided, the assessment team will score one by one and pay corresponding performance pay.
Cancel the appointment of professional titles and change it from "lifelong system" to "contract system". Senior titles in our school are evaluated and hired once every four years, and renewed once every four years. After the expiration, senior teachers, like ordinary teachers, re-graded and participated in unified competition, completely breaking the disadvantages of a lifetime evaluation. Senior teachers have lost the sense of superiority of "sit back and relax" and are always straining the strings of their efforts.
(The author is the vice president of Hanting No.2 Experimental Primary School in Weifang City, Shandong Province)