Study Based On The The Seci Theoretical Model Of Hierarchical School-based Training

With the implementing and carrying it forward for the new reform of primary education curricula, professional development of primary and secondary school teachers is paid more and more attention by the researchers and educational administration. To promote teacher's professional development is not only the trend of teacher education in the world, but also the direction of our nation's teacher education reform. Teacher's professional development refers to a development process in which a teacher matures gradually and becomes a professional; that is, a process in which a teacher's profession develops. There is no doubt that through the effective career training, the time a teacher needs to be a professional will be shorten and the situation that teacher staff don't adapt to the need of modern education will be improved.Following the principle of practice being instructed by the theory, making full use of existed literatures, and using qualitative research, I analyze thoroughly the theory and practice of school-based trainings at home and outside in recent years. From it, I come to my conclusion that there are disadvantages in the present school-based training of primary and secondary school teachers. After analyzing present situation of school-based training of primary and secondary school in our country, I got my own idea of school- based trainings.Based on the theory of teacher's professional development and learning theory of adult, the different stage of teachers' professional development, and the SECI Theory, concept of layer of school-based trainings is proposed in my thesis; and series of research are carried out in it. First, it summarizes comprehensively the research state of school-based trainings inland and abroad, such as the essence of school-based trainings, its origin and development, its aim, mode, content and methods, and its principle, features and administration guarantee and etc. It also points out the disadvantages that exist in the research of the theory model of school-based training and the construction of system of layer objectives, especially the lack of such kind of school-based trainings as embodies teacher's different development. Second, according to the idea of teacher's ecological professional development, the thought of life-long education and life-long learning and NORS' learning idea of adult, the model of SECI Theory, that is, layer school-based trainings, is introduced in my thesis. Third, it demonstrates the representation of the regularity of teacher's professional development, the stage of it and the description of its features. Fourth, goal orientation is planed according to the idea of layer school-based trainings. Finally, based on the above research, I come to my conclusion that there are regularities in the process of teacher's development; we must make full use of them and by using different methods and modes, explore the more effective new modes of teacher's education.Besides explicit knowledge, there is also lots of implicit knowledge in teachers. The shift between the two through school-based trainings will not only help the teachers with lower development to learn experience, but also help those with higher development to summarize their experience and reflect their actions; furthermore, it will make their teaching life promoted and their teaching experience deepened in this interactive and collaborative circumstance.I Teachers are adult learners and they have their own characteristics in theirlearning; so we should seek, according to these characteristics, an effective way to implement school-based trainings.II Teacher's career is a process in which he or she matures gradually , and it needs to be promoted by the outside; while school-based trainings is just a better way.III Teacher's development has different stage and special features. Higher aims exist at every stage of their development, and so setting goals according to their stage will make more teachers raise their professional level.IV There are many modes and methods to be chosen in implementing school-based trainings; however, it is not the case that every mode and method suits for every teacher. It is necessary to chose a better and effective one according to their maturity and stage that they are in.