Study On The Effectiveness Of The "Trinity" Key Teacher Training Model In Guangdong

A new round of basic education curriculum reform has been carried out,which is focusing on student development core literacy system.Under this background,it is of very important theoretical value and practical significance to study on the effectiveness of the trinity key teacher training mode in Guangdong,which has been carried out since 2009.The trinity training mode refers to that the provincial key teacher training of primary and secondary schools is undertaken by provincial training colleges and universities,district(city and county)teacher training institutions,and top teacher workshops.In order to achieve the goal of training,the four training sessions of "focus training,post learning,post practice and results" are followed in one year.If the key teacher training object and the former three types of trainers are listed as the training activity subjects,the model is also called "four main bodies and four links" mode.This paper has taken the 2012 annual geography key teacher of Guangdong middle school as the research object,in order to investigate their exemplary leadership and its influencing factors,and explore the effectiveness of the trinity provincial key teachers training mode and its corresponding optimization strategy by the research methods of following the training of the key trainees.The survey results have shown that the training of key teacher has gradually revealed its effect after years of training.The aim of the key teacher training is to cultivate a group of subject leaders,who will give a exemplary leadership to teachers' professional development.The 2012 annual geography key teachers have effectively played a leading role in classroom teaching practice,teaching and research,construction of teachers and curriculum resources,teaching team construction.They have generally taken on a very heavy load of teaching tasks,and parts of them have been promoted to the administrative positions and higher professional titles.Most of them have a higher sense of responsibility for guiding the non-backbone and young teachers.However,junior middle school key teachers' and high school key teachers' performance has a certain gap.The key teachers' ability to improve themselves and tolead other teachers also has a certain distance.The self-and other-evaluation of key teacher leading role also has a certain distance.There is a gap between the state of being and the state of should-being,which is caused by various factors,such as the constraints of key teacher subjective and objective conditions,the lack of hardware and software environment in some primary schools,and the lack of landing ability of training content and the way.This requires that the education administrative department should make great efforts to perfect the key teacher training system;the institutions of higher learning should set out to improve the existing training implementation mechanism;the primary schools should provide good space and platform for the key teachers;of course,the key teachers should improve their own subjective and objective conditions to enhance leadership.So to speak,in order to improve the effectiveness of Guangdong trinity key teacher training mode,we should aim at analyzing the deficiencies and problems in each subject and each link of "four main bodies and four links".Thus,the key cultivation mechanism will be optimize with overall coordination.