Investigation On The Training Needs Of Primary And Secondary School Teachers

Since the 19th National Congress of the Communist Party of China(CPC),with the release of the documents related to teacher education,building a high-quality teacher team has become an important goal of China's current teacher education.As an important way to improve the professional level of teachers,teacher training has never been out of researchers'view.In the history of our country,teacher training has not only played the role of cultivating a large number of teachers in a short period of time.With the advent of the new era,the quality of teacher training has been increasingly concerned by researchers.How to make the training program more appropriate,how to provide high-quality training content on the basis of meeting the training needs of teachers,and how to promote the professional development of teachers through training have become the focus of people's attention.Both the focus on the quality of teacher training and the demand for diversified training forms need to return to the most basic problem:the relationship between training and people.That is,the relationship between training and trainers and trainees.As participants in the training,teachers have their own unique views on the content and form of the training.However,in the actual training process,the needs of teachers are often absent.As a result,the teacher becomes a passive listener,who only needs to show up on time and listen with his ears,without any idea.For trainers,the trainee teacher becomes a container waiting to be filled,and only needs to pass the training content to them.Whether the teacher can absorb and internalize is not considered.The deviation of the training value makes the teachers gradually lose the enthusiasm of training,or even start to resist training.Therefore,in this context,it is particularly necessary to study the actual needs of teacher training and formulate corresponding supporting strategies.In recent years,although teacher training programs are in full swing,a comprehensive analysis of the performance of many training programs in provinces,counties and cities(counties)shows that it is still more common.The enthusiasm of training institutions is high,but the enthusiasm of participants is low.The training period is gradually extended,and the participation time of participants is significantly shortened.Training methods keep changing,and training results don't change much.The main reason for this result is that the training institutions ignore the training needs of primary and secondary school teachers.Under the new policy form,how to further develop teacher training,promote the construction of high-quality teachers,comprehensive grasp of training needs is particularly important.In the past few years,local governments have invested a lot of money in teacher training,but they have not achieved the expected results.There is no doubt that teacher training should first understand the current training needs of teachers,and design corresponding training contents and forms according to the training needs.This study starts with the related concepts and theories of teacher training,discusses the necessity of teacher training,and then selects 280 primary and secondary school teachers in Daya Bay District of Huizhou as samples to understand the current situation and problems of primary and secondary school teacher training in Daya Bay district through questionnaire survey,in order to further explore the training needs of teachers.Through the investigation,it is found that the training needs of primary and secondary school teachers in Daya Bay mainly include more diversified training contents and forms,and more flexible training time.Through the data analysis,grasp the gap between the status quo of teacher training and training needs,and put forward corresponding suggestions to support the matching of training needs from the internal and external.From the external level,that is to optimize the external environment of teacher development and training,from the regional level,school level,teaching and research group level to support.From the regional level,it is necessary to improve the demand and guarantee mechanism of teacher training,establish layered training system,pay attention to the appropriateness of training content and innovate the training methods of primary and secondary school teachers.In terms of the support for teacher training from the school level,it is necessary to clarify the main position of teachers in training,promote the cooperation between primary and secondary schools and training centers,and establish a teacher learning community.Support the teacher training from the teaching and research group level,that is,regular communication to promote the transformation of training knowledge;teaching schedule flexibility to ensure the absorption effect of training;pay attention to the overall improvement of the teaching and research group level.The internal support strategy of matching the training needs of primary and secondary school teachers is to enhance their awareness of professional development planning;to establish a sense of main body and actively participate in training;to establish a sense of resources and promote the transformation of training effectiveness.