The Current Situation And Countermeasures Of School

The proposal of China's education modernization has brought greater challenges to the professional development of teachers.How to adapt to the current situation and develop an effective path for teacher training,so as to truly cultivate a team of teachers that meet the requirements of modern education development and help every teacher in education The improvement of concepts,professional qualities and professional capabilities has become an urgent problem to be solved by education departments and primary and secondary schools at all levels.For teachers working on the front line of education,the classroom is undoubtedly the main position for their professional growth.Many experts and scholars have conducted research and discussion on the effectiveness and suitability of the teacher training model.Their research results show that teachers in primary and secondary schools In continuing education,a school-based school-based training model is the most appropriate and effective for promoting teacher professional development.However,through a survey of the school-based training practice of various primary and secondary schools,it was found that most school-based training has deviated from the teacher's professional reality and has not exerted its true training effect.This article selects a representative group of Chinese language teachers as a sample of the survey.At the same time,it makes a concise summary and analysis of relevant research at home and abroad,obtains relevant research experience and theoretical basis,and then understands the primary school Chinese teachers in Area L through the survey.Based on the current situation of school-based training,it analyzes and summarizes its school-based training,and conducts a more in-depth study on how to take the road of professional language teacher school-based training.The investigation found that the following problems existed in the school-based training of primary school Chinese teachers in Area L:First,the subjectivity of the school-based training of primary school Chinese teachers in Area L was lacking and the training content was not targeted;The training method is single;the third is the lack of resources,capital and material input for school-based training of primary school Chinese teachers in District L,and the imperfect school-based training management,resulting in a "fault phenomenon" in school-based training in terms of time and content.The training lacks continuity and training The fault caused by the teacher's ability and knowledge,the teacher's professional development level appears more uneven.This article makes an in-depth analysis of the causes and symptoms of these problems,and proposes strategies to solve the problems:first,conduct extensive and in-depth needs research,and carry out targeted school-based training;second,take professional language-based school teacher training The road is to carry out various forms of school-based training;finally,set up a special school-based training organization,build a chapter system,and build a school-based training management platform.It is hoped that through thinking and summarizing the problems and their causes in the school-based training of elementary school Chinese teachers in District L,we can take points to explore the school-based training strategies that can really promote the professional development of primary and secondary school teachers,and provide some feasible suggestions for the construction of teacher teams and the improvement of teacher quality.