Hunan "Delivery to School" empower the development of teachers in the county vocational school

From the beginning of this century, starting with the planning and layout of the national key construction professional teacher training base, my country has gradually formed a multi -level and systematic chemical teacher training system such as national, provincial and school -based training, which has effectively promoted the vocational institution The construction of the school teachers has laid a solid foundation for the development of vocational education. However, at the same time, in the county vocational schools, due to problems such as "uneven resources", "contradiction between engineering," and "supply failure", the training opportunities and development needs of secondary vocational teachers have been seriously restricted. In recent years, Hunan Province has established a precise teacher training model through institutional reform and means of innovation, improved the efficiency and level of training, and enables the high -quality development of vocational education in counties with the construction of teachers to help rural revitalization. In the past five years, the vocational teacher training and innovation project with the core of "delivery to school" has benefited more than 200 vocational schools and weak vocational vocational vocational vocational schools. Realize the comprehensive improvement of educational concepts, education and teaching capabilities, and curriculum development capabilities.

"Effective training" value orientation builds a precise training system

In the context of multiple economic and social development strategies such as rural revitalization, common prosperity, and digital rural construction, county vocational education is facing unprecedented development situation. Real dilemma with relatively low level of professional skills training, we must also actively provide talent support and skill support around the strategy of rural revitalization. The county -level vocational teachers need to update the knowledge structure in a timely manner, improve literacy and ability, and adapt to the development of the times. However, due to factors such as time and space restrictions, work burdens, funding shortages, and training model defects, teachers' willingness to participate in training and active development is not strong.

In order to solve the needs of county vocational education and teacher development in a targeted manner, Hunan Province has designed a precise training system with effective training as a value orientation.

First, the precise training system is based on the "high -quality balance" of training resources, and focuses on the county's vocational schools and teachers in the development of rural vocational schools and teachers in remote areas. Research and teachers interviews, find requests, and clarify the focus of training resources for vocational education teachers. Taking the first round of training in 2018 as an example, the Provincial Department of Education has designed "solving basic teaching capabilities" as the key delivery project, which is developed based on the province's county -level vocational research.

Second, the precision training system becomes the "expert center" and "curriculum center" as the "trainee center", and the training teachers are used as the central elements of the vocational faculty training system to design the system.

Third, improve the training implementation mechanism. While attaching importance to the full use of digital technology, it explores the reform of the specific implementation mechanism and improvement.

In terms of the implementation of the specific system, on the one hand, the provincial -level policy design, setting a separate set of innovative teacher training programs for county -oriented teachers in the county, and the universality of vocational teacher training programs and the particularity of county and school needs. Combined with the design and training plan, the Department of Education organizes the bidding of the project, and the expert team of the units who undertake the training tasks of vocational teachers will be bidded. On the other hand, focusing on the construction of standards, management departments organize experts for training content, training methods, training processes, and training assessment and development standards for vocational faculty projects, and continue to improve the quality and performance of accurate delivery.

The "one school, one case" training model will precisely introduce high -quality resources

In order to meet the different needs of the training of vocational schools in all counties, Hunan has developed 9 training project modules such as "New Vocational Education Policies and New Thoughts", "Teaching Ability and Art", "Development of Talent Training Plan" and "Modular Course Development" Essence At the same time, providing three -dimensional resources with training standards, online and offline courses, teaching projects, and work schemes, which are freely combined with project resources according to the needs of each school to form a customized and personalized training plan based on school needs.

In terms of training, experts come to the door, face -to -face tutoring, and connecting the class lines, etc., providing sufficient learning and training opportunities for teachers in the county vocational schools in the county. At the same time, the competitive participation mechanism for high -quality training resources will be established, and a team of experts will be established by the national key construction of vocational teacher training training bases to form a leading high -standard and high -standard construction training lecturer team. The lecturer team participating in the training seller participates in the centralized standardization training implemented by the training management department at least once a year, and clarifies the training goals, content, procedures and methods. On this basis, promote the diversification of training and evaluation, ensure the effect of training projects, achieve sustainable projects, strengthen training effect evaluation, and improve performance regulation.

At the same time, according to the needs of vocational education reform and development, combined with the development of national vocational education policies and teaching ideas, the content and training requirements of curriculum are constantly updated. Give full play to the overall planning functions of the education administrative department, establish vocational teacher training courses and resource development mechanisms and renewal mechanisms. Provincial education research institutions use their own overall functions and resource advantages to organize experts according to different periods and different types of vocational teacher training needs Develop courses and resources, and provide the training experts in a timely manner to provide curriculum renewal training services.

The "one teacher, one order" training plan focuses on the comprehensive development of teachers

The problem that a single teacher training program can solve is limited. It is impossible to solve all teachers' training needs at one time. It is also impossible to solve all training needs for teachers at one time. Based on the basic principles of simple applications, migration and easy obtaining, design low -structured resources. The training plan must not only be accurate content and highlight the characteristics, but also reflect the common trend of the construction of teachers. "One division and one order" is designed and developed on the basis of this. The "one teacher, one order" refers to the professional practical practical practice base of the teachers who participated in the training of high -quality vocational colleges and industry -leading enterprises based on the major category of professional categories, and accepted and independently completed a professional skills training task form. Each task carrys two design goals: one is to solve the skills of each training teacher with personalized and accurately solve the actual needs of the development of professional skills at this stage; the other is to use a comprehensive work project to solve the knowledge summary of the knowledge. , To skill training, to reflect on the whole process of development. Each individual task order includes work tasks, training processes and acceptance standards, and based on the basic process of "experience -proposal -participation -independent completion -reflection and summary" The combination of exploration with the group cooperation enables teachers to achieve a comprehensive improvement of teaching ability, operating skills, and professional literacy.

Facing the needs of rural rejuvenation in the future, county vocational education is looking forward to innovation and high -quality development. Build a teacher training system with the goal of adapting to a high -quality vocational education system, continuously stimulate teachers' enthusiasm for actively participating in training and self -development, and build a teacher internal development promotion mechanism that integrates incentives, restraint mechanisms and punishment mechanisms. Comprehensively enhance the high -quality development of vocational education in the county, and will contribute vocational education for rural revitalization and common prosperity.

(The author Tang Zhibin is a professor at the Institute of Vocational Education of Hunan Normal University, researcher at the Institute of Vocational Achievement Institute of Hunan Provincial Institute of Education and Sciences)

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