A Research And Practice Of The Organizing & Managing Model Of School Teachers In-Service Training

As the 21st century comes, the reform of the new curriculum spreads all over the world. Meanwhile, teachers' in-service training has become the focus in the circle of education. Therefore, how to establish an organizing and managing model of the teachers' in-service training which suits the need of the local district is getting more and more important.In the introduction the essay sets forth the key concepts, the research background and research significance. The text contains five chapters. The first chapter mainly presents and analyzes the organizing and managing models of the School-based Training, School-oriented Training and Professional Development School abroad as well as the models of the University-oriented Training, Teachers Training College-oriented Training and School-based Training at home. At the end of the chapter, the writer also makes clear the likely developing trend in the future. In the second chapter, two cases are included: one case is about the set of training curriculum in the Teachers' Training College and the other is about the performance of the organizing and managing model of the school-based training in a primary school in J District during the 9th Five-Year Program. The two cases are intended to expose the actual performances of the teachers' in-service training in J District from different angles. The following is an objective analysis of the main existing problems which are drawn from a district-scaled survey. Finally the writer reflects on the main causes of the problems. Chapter Three talks about the establishment and the operation of the new organizing and managing model - "College-School Cooperative Model" in J District. In the new model, the curriculums are set in module, the credits are managed in drawer, the resources come in diversity and the time is arranged in flexibility. The writer also introduces the effect of the new model being operated in J District during the 10th Five-Year Program and points out some still-existing problems. In Chapter Four, some reasonable suggestions are put forward to the Educational Administrative Department, Teachers University, Teachers Training College and schools. The above mentioned are expected to be more responsible for the school-teachers in-service training. Chapter Five is a conclusion, which looks into the future of the organizing and managing model of teachers' in-service training. The essay has five appendices to prove the facts in the text.