According to the website of the Ministry of Education, the Ministry of Education recently issued the "Guidelines for the Training of Kindergarten Teachers in Primary and Secondary Schools (Compulsory Education in Chinese, Mathematics, and Chemistry)," said the head of the Teacher's Work Department of the Ministry of Education. Through the introduction of the "Guidance Standards", we will further standardize and guide the training of all teachers in the five-year cycle of classification, sub-division and stratification.
Data Map: In the kindergarten, teachers and parents interact with the children. Photo by Wu Junjie
The person in charge pointed out that in recent years, the central and local governments have continuously increased training efforts, and teacher training has made significant progress, but there are also problems such as lack of pertinence, generalization of content, and single approach. How to improve the professional development of training courses for teachers The satisfaction of individualized needs, improve the relevance of the content of training courses and the actual teaching of frontline education, strengthen the normative design, development and implementation of training courses, and further enhance the pertinence and effectiveness of teacher training. It is a comprehensive and current period. An important task to improve the quality of teacher training.
The person in charge said that through the introduction of the "Guidance Standards", the school will further standardize and guide the training of all the teachers in the five-year cycle of classification, sub-division and stratification; guide the local scientific research on the teaching and teaching ability of teachers, and set up targeted training courses. Ensuring on-demand training; promoting the system according to the professional growth rules of teachers, systematically designing training course content, continuously improving teachers' professional ability and overall quality; promoting localities to follow the characteristics of teacher training, innovating training models, improving training effectiveness; exploring the establishment of teacher training credits The structural system lays the foundation for the implementation of teacher training credit management.
It is reported that the "Guidance Standards" are in accordance with 18 criteria in 15 subject areas such as teacher's moral cultivation, class management, learning and development, and subject teaching in the compulsory education stage, as well as early childhood research and support for teachers in preschool education, early childhood care and education. There are 4 standards in 4 subject areas, and a total of 22 standards.
The person in charge said that the "Guidance Standards" adopt the same system and are divided into four main modules: training objectives, ability diagnosis, course content, and implementation requirements. Among them, the training objective is the specific requirement for the professional development of the teacher, the ideal state of the teacher's work ability, and the development of the “modeling child†for the teacher; the ability diagnosis is used to determine the actual state of the current teacher's work ability, and the performance performance level difference table is Judging the gap between the actual state and the ideal state, scientifically diagnosing the teacher training needs, taking the teacher's individual "looking in the mirror"; the course content focuses on shortening the gap between the actual state and the ideal state, helping the teacher solve practical problems, improving the ability and quality, and improving the teacher's " The implementation requirements are focused on providing effective ways and means to shorten the gap, promoting innovative training models everywhere, enhancing the effectiveness of training, and “finding the way for teacher trainingâ€.
The person in charge interprets the main characteristics of the "Guidance Standards". First, the establishment of a sub-discipline teaching ability standard system, the essence is to convert the student's curriculum objectives into the teacher's teaching ability standards, according to the teaching tasks of the curriculum, combined with the daily work content of the teachers And the activity division to design its "core competence items", so that training and work are closely combined, fully embodying practicality, and determining the ability index system of teachers' professional development according to the specific performance of core competence items, as the task goal of teacher professional development. The second is to develop the “ability performance level difference table†for teachers' self-diagnosis, which provides teachers with typical differences in different behaviors when doing the same work. The purpose is to help teachers to self-diagnose against the “performance level difference tableâ€, so as to measure their education more intuitively. The current level of teaching ability, consciously perceive the "gap" between its own ability and training objectives, and stimulate its inherent needs for active participation in training. The third is to set up a training course on “training on demandâ€, to carry out thematic training in the teacher training course, to provide training topics that are oriented to solving practical problems, and to construct a curriculum structure combining theoretical courses with practical courses. Different needs of different levels of competence, providing reference suggestions for course topics and content points, truly setting up courses based on diagnosis, implementing training, and enhancing the pertinence of training.
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