Research On The Training Of Junior Middle School Head Teachers From The Perspective Of Experiential Learning Theory

In recent years,the state has issued a number of policy documents related to the training of class teachers.In order to effectively implement these policies and promote the professional development of head teachers,it is necessary to understand the current situation of head teacher training,find out the problems and put forward suggestions for improvement.This study combs the previous research literature,defines the core concepts of junior high school head teachers,head teacher training,experiential learning theory,etc.,takes District J of Shanghai as a case,surveys 233 head teachers from 8 junior high schools,interviews 10 personnel from education management departments,training institutions,head teachers,etc.,and describes the organization and implementation of head teacher training in District j from the aspects of content design,method selection,resource allocation,and effectiveness evaluation,And understand the feelings and experiences of the class teacher on the training.From the perspective of experiential learning theory,we can find that there are some problems in the training of junior middle school head teachers in J District of Shanghai: experiential training accounts for a relatively small proportion of the training of head teachers,experiential learning in the training does not form a closed loop,and experiential learning has a superficial phenomenon.The reasons for these problems include: the parties’ understanding of experiential training is not in place,the organizers and trainers’ knowledge and skills are insufficient,and the guarantee measures for experiential training are insufficient.Based on the above reasons,the author puts forward countermeasures and suggestions to improve the training of junior middle school head teachers in J District of Shanghai:(1)change the concept and deepen the understanding of the training of head teachers.The competent department should have the spirit of courage to change and promote the training to keep pace with the times;The organization should strengthen the consciousness of taking the head teacher as the foundation and explore new training mode;The head teacher should establish the attitude of active participation and let the training help his own development.(2)Make up for shortcomings and improve the process of class teacher training.First,create a situation to enrich the specific experience of the class teacher;Second,we should effectively guide and promote the systematic reflection and observation of class teachers;Third,we should summarize and refine,and promote the class teacher to abstract and conceptualize;Fourth,we should transform knowledge into practice and provide the opportunity for class teachers to actively experiment.(3)Take positive actions to improve the guarantee mechanism of class teacher training.First,encourage cooperation between schools and enterprises,and strengthen personnel security of experiential training;Second,increase the input of resources and ensure the conditions of experiential training;Third,improve the evaluation system and promote the quality assurance of experiential training.