The Top-down Design Of Primary And Middle School Teachers' Training Course

Teachers are the key to educational reform,teachers' team building and teacher training have been placed in an important position both at home and abroad.But with the decline in the attractiveness of the profession,the global teacher gap has widened.With the implementation of the national system of teacher qualification examination,a group of unprofessional people who have not received systematic teacher training have entered the teaching team,which will inevitably have a bad impact on the quality of teachers.In Shenzhen district B,there is still a great difference between the reality of education and the orientation of development.It is urgent to build a high quality teaching team in order to promote the development of education in this district.This study takes Shenzhen District B as a sample,comprehensive using literature,questionnaire,interview and other research methods,combing the worth learning and continuing training experience at home and abroad,to investigate the present situation,existing problems and developing direction of teachers' team and teacher training in Shenzhen District B.From the perspective of system theory,we should pay more attention to the top down of teacher training curriculum design,design main line of stratified classification division,scientificiy design the teacher training course in Shenzhen B District.Research finds that firstly,the development of teachers in Shenzhen B District is in a predicament.The idea of "whole person" teachers in teacher training courses is the key to solve the dilemma.Secondly,the teachers in Shenzhen B District are complex,the stratified classification division should be the main line of the curriculum design.In this study,teachers are divided into three levels: novice teachers,experience teachers and backbone teachers.Each level of teachers is divided into two categories: teachers and class teachers.Thirdly,teacher training courses are lack of systematicness,and regional top-level design is the way to solve them.In this study,the top-down design of primary and secondary school teacher training course is divided into three large systems.The First-level system is the concept and goal Establishment of teacher training course,the Secondary system is the Optimization of teacher training Curriculum structure,and the tertiary system is the support and guaranteesystem of teacher training courses.The three systems are interlocked and progressive,and the training objectives of "the whole teacher" are gradually refined and ground.Reflecting on the whole research process,this study still has the following problems.First,the research results of teacher training are abundant,while my energy is limited,so some important training experiences are inevitably omitted.Secondly,due to the periodicity of teacher training,it is difficult for me to verify and correct the results of this study.Future research can be carried out from the following aspects: First,broaden the field of study.Increasing the enlightenment of teachers' autonomous learning on curriculum construction,and promoting teacher training from “want me to learn” to “I want to learn”.Second,strengthen the empirical investigation and dynamic revision of teacher training course.Curriculum development is a cyclic process.It is necessary to re-evaluate the curriculum design so as to ensure that the training course is always close to the needs of teacher development and can solve the problem of teacher development.