2015 National Training Program for Rural Primary and Secondary School Practice and Training Methods and Contents

The General Office of the Ministry of Education The General Office of the Ministry of Finance Notice on the Implementation of the National Training Program for Primary and Secondary School and Kindergarten Teachers in 2015

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The Department of Education (Education Commission) and the Department of Finance of each province, autonomous region, and municipalities directly under the Central Government (Finance Department), as well as the Department of Education and Finance of the Xinjiang Production and Construction Corps:

In order to further promote comprehensive reform of teacher training, improve the quality of training, now on the 2015 primary and secondary schools and kindergarten teachers national training program (hereinafter referred to as the "national training program") implementation of the following requirements:

A clear focus on the work, do a good job of the overall design

From 2015 onwards, the "national training program" will be implemented. The "National Training Program" is mainly for rural teachers, taking the top replacement, send teaching to the countryside, network training, short-term concentration, expert guidance, school-based training and other effective ways to provide professional training for teachers. Each province should select project counties in batches in accordance with the requirements of the "National Training Program" - Central and Western Project and the National Training Program for Kindergarten Teachers, and step by step to promote the implementation of the project in a solid manner.

Provinces should organize in-depth local education administration, teacher training institutions at all levels and rural primary and secondary schools and kindergartens, take field visits, questionnaires, talks and interviews, etc. to conduct a comprehensive and detailed research, focusing on the overall situation of the local rural teacher team, the development of training for rural teachers, the level of rural teachers' competence and quality of rural teachers, rural teachers' learning styles and the development path of rural teachers. The research focuses on the overall situation of the local rural teacher team, the implementation of rural teacher training, the competence level of rural teachers, the learning style of rural teachers and the development path of rural teachers. Through the special research, to clarify the weak links of rural teacher training, to identify the short board of rural teacher development, to find out the training needs of rural teachers, to clarify the scope of coverage of primary and secondary school teacher training and kindergarten teacher training in 2015, the scale of training, the key tasks, to promote the steps, the management initiatives and safeguards, etc., and to do a good job in the overall design of the project.

Second, optimize the project setup, carefully develop the planning program

"Demonstration project" to build the training team, backbone teachers high-end training, teacher training in areas of shortage as the focus of innovative training mode, strengthen the construction of high-quality resources. The "Midwest Project" and the "Kindergarten Teacher National Training Program" mainly focus on the needs of rural primary and secondary school teachers and kindergarten teachers, and implement training team replacement and off-the-job training, sending teachers to the countryside for training, teachers' online training, rural teachers' visit to famous schools for training, and training for rural school principals. Five types of programs. To strengthen the shortage of areas and weak subject teacher training, calligraphy and other Chinese traditional culture and school soccer teacher training.

Provinces should, according to local realities, further subdivide the training targets, refine the project settings, and carefully develop project planning programs. Clearly the training objectives of each sub-project, training objects, training content, training methods, implementation requirements and other content, standardized guidance colleges (institutions) and districts and counties of the project declaration, implementation and assessment and evaluation work.

Three, the selection of training institutions, enhance the effectiveness of training

In order to ensure that the project landing, by the higher education, qualified public and private teacher training institutions, county-level teacher development centers and high-quality primary and secondary schools and kindergartens collaborative declaration of the national training program. Higher education institutions are required to integrate on-campus training resources and establish cooperation mechanisms with county-level teacher development centers and high-quality primary and secondary schools and kindergartens. County-level teacher development centers shall realize integration with teacher training institutions, teaching and research and e-learning departments. Reform and improve the bidding mechanism of the project, combining cycle bidding with annual reporting, and implementing a 2-3 year cycle bidding system for units with excellent performance evaluation, while implementing annual final elimination, with an adjustment ratio of no less than 20% in principle.

The training task bearer institutions (agencies) should scientifically diagnose the training needs of teachers, categorize, sub-discipline, and stratify the design of progressive training courses to enhance the teaching ability of teachers as the focus of the training with a clear theme. Teacher ethics education, rule of law education, mental health education and information technology application are made mandatory content of the training. Effective use of teachers' online training community, the effective implementation of centralized face-to-face teaching, online training and on-site practice of the combination of blended training, to promote the combination of learning and use of teachers.

Fourth, strengthen supervision and evaluation to ensure the quality of training

The state improves the qualification standards of national training institutions, and adopts the methods of big data evaluation, trainees' anonymous evaluation on the Internet, experts' sampling evaluation and third-party evaluation to supervise and evaluate the process of implementing the program and its effectiveness in various regions. All localities should refine the evaluation of training programs and training courses according to the relevant standards, and strictly control the entrance gate. Relying on existing resources, an information management system for project implementation process supervision and performance evaluation is established to comprehensively monitor the training process and effectively carry out training performance evaluation. Establishing a public system for training performance, the evaluation results will be used as an important basis for the selection and adjustment of project counties and training institutions.

In accordance with the national requirements, combined with the local reality, a reasonable allocation of funds for the "Central and Western Program" and the "National Training Program for Kindergarten Teachers". The company's website is a great place to find out more about the latest developments in the field of education and training. Training and accommodation arrangements should be diligent and thrifty, to effectively implement the requirements of the eight provisions of the Central Committee, strictly prohibit the use of training funds to arrange for training unrelated visits and investigation activities. Each place to implement the work of the funds to ensure the smooth implementation of the project.

Provincial education administrations should issue bidding notices on the webpage of the Department of Teachers' Work on the Ministry of Education's website within 30 days of the issuance of this notice. The relevant provinces (autonomous regions and municipalities) should complete the "Midwest Project" and "Kindergarten Teacher National Training Program" within 60 days of the development of the planning program, training institutions (institutions) and the selection of project counties, in accordance with the relevant requirements of the Ministry of Education, the Ministry of Finance review. Verified in the implementation of the project in the process of training organization and management ineffective, low satisfaction of trainees, training funds used inappropriately and other similar problems in the provinces, the central financial institutions will reduce the province's current year "national training program" special funds.

Attachment: 1. "National Training Program (2015)" - Demonstration Projects

2. --Midwest Project and Kindergarten Teacher National Training Program

General Office of the Ministry of Education General Office of the Ministry of Finance

April 7, 2015

Attachment 1

"National Training Program" --Demonstration Projects

In 2015, the National Training Program (NTP) - Demonstration Projects focuses on the building of training teams, high-end training for backbone teachers, and training for teachers in shortage areas. The program focuses on creating training teams, high-end training for backbone teachers, and training for teachers in critical areas, innovating the teacher training model, vigorously implementing blended training, focusing on promoting cross-year progressive training, strengthening the development and construction of high-quality resources, and actively exploring the mechanism of regularized training for teachers.

I. Promoting Comprehensive Reform

Two programs were set up, namely, high-end training for backbone teachers to improve their abilities and growth assistance for outstanding young teachers, respectively for 2,000 special teachers and 2,000 outstanding young teachers with high potential for development, combining centralized face-to-face teaching and online training, and taking task-driven as the main theme to carry out cross-year progressive training through the stages of diagnosis, evaluation, action research, summarization and promotion of the results. Through the stages of diagnosis and assessment, action research, summarization and promotion, the training will be conducted in a progressive manner across the year, helping outstanding teachers to refine their teaching experience, shape their teaching style, condense their educational ideas, generate landmark results, improve their ability to innovate in education and teaching and train local backbone teachers, and cultivate a group of leaders in education and teaching reforms and training specialists in various regions.

Second, focusing on the training of backbone teachers in shortage areas

To 500 backbone teachers in shortage areas such as rule of law education, 3,000 physical education and aesthetics, 1,900 special education, 2,000 pre-school education, 1,000 classroom teachers, and 1,300 education in the excellent traditional culture, a combination of centralized face-to-face teaching and web-based training will be conducted to provide special training and help teachers to The training will help teachers solve practical problems in education and teaching, improve their education and teaching abilities and training capacity, and demonstrate and lead the way for localities to strengthen the construction of teachers in the shortage areas.

Three: Innovative Web-based Training

Selecting project counties in each province, building exemplary teacher web-based training communities, implementing integrated training of web-based training and school-based training, setting up teams of trainers at a graded level, promoting expert guidance for school-based training, and setting up benign operational mechanisms for school-based training, and providing special training for 80,000 primary and secondary kindergarten teachers. Model teacher workshops will be established in various places, combining centralized face-to-face teaching with online training, training 400 teacher workshop facilitators, leading 40,000 backbone teacher-researchers in cities and districts and counties to conduct workshop training, and creating teacher learning ****similarities in the information technology environment.

Fourth, strengthen the training team construction

Mainly for the 7,000 higher education and teacher training institutions of full-time trainers, as part-time trainers of front-line excellent teacher teaching and researchers, to take the centralized face-to-face teaching and network training combined with the way to carry out the training capacity to enhance the special training. The training for full-time trainers focuses on improving the ability to diagnose training needs, program design, curriculum development, teaching implementation, teacher workshop facilitation and performance evaluation. The training for part-time trainers focuses on improving the ability to develop training courses, design activities, implement teaching and conduct teachers' workshops. Through specialized training, a solid foundation is laid for the establishment of provincial teacher training teams in various regions.

V. Training for Backbone Campus Principals

The training mainly targets rural principals in remote and impoverished areas, backbone principals of primary and secondary schools, backbone kindergarten principals, and principals of special education schools, etc., and adopts a combination of centralized training and web-based training to provide special training, help principals to update their concepts of running schools, improve their ability to govern schools, and cultivate a group of leaders to lead the reform and development of education in various regions.

Attachment 2

"National Training Program" - Midwest Project and National Training Program for Kindergarten Teachers

Central financial support for the implementation of the "National Training Program" - Midwest Provincial Education and Finance Departments. The central government supports provincial education and finance departments in the central and western provinces to organize and implement the "National Training Plan" - Central and Western Program and National Training Program for Kindergarten Teachers, selecting project counties in batches on an annual basis, and mainly focusing on primary and secondary school and kindergarten teachers in rural areas to conduct cyclic training for 2-3 years, so as to continuously improve the competence and quality of teachers in rural areas.

I. Project Settings

Implementation of replacement off-the-job training, the establishment of rural teacher training teams; the implementation of sending teachers to rural areas for training and teacher web-based training, the establishment of a professional development support services system for rural teachers, and the formation of a regular operating mechanism for regional and school-based training; the implementation of short-term centralized training, support for the training of teachers in village primary schools and teaching points, rural kindergarten teachers and rural campus principals.

(I) Teacher Training Team Replacement for Off-the-job Training

Selecting institutions of higher learning with outstanding training achievements, remote training institutes for national training with high performance in web-based training, teacher development centers at the county level that can play an exemplary role, and primary and middle schools and kindergartens with distinctive characteristics in school-based training, we will organize the top-grade teacher training students to support the teachers, and replace those who are going to take up the task of delivering education to the countryside and training for web-based training. The key teachers and researchers of primary and secondary kindergartens and kindergartens will conduct off-the-job training for a period of 4-6 months, which can be implemented in sections across the year in various places. The training mainly includes the centralized training of institutions (agencies), county-level teacher development centers and primary and secondary kindergartens and kindergartens "shadow teachers" to follow the practice, return to the training practice and summarize the improvement of the four links, follow the practice of no less than 1/3 of the time. must establish workshops, the network training throughout. Provincial education administrative departments should organize experts to coordinate the design of the curriculum, a reasonable configuration of theoretical courses and practical courses, the systematic integration of network training courses, adhere to the teaching and research courses and training courses, training courses must cover the implementation of the methodology and skills of sending teachers to rural training, network training and school-based training. Through the training, comprehensively enhance the backbone of teachers and researchers of the teaching ability and training guidance capacity, to create a "useful, good" county-level teacher training team.

(2) Send Teachers to the Countryside Training

Provincial coordination, project county organization, higher education, county teacher development centers, township area training centers, local teacher training team as the main body, the integration of the province's (districts, municipalities) expert resources, the formation of disciplines to send the team to train to carry out the training of teachers to the countryside. The provincial education administration department guides the project counties to establish a perfect training mode for sending teachers to the countryside, placing equal emphasis on sending teachers to the countryside and school-based training guidance, taking task-driven as the main line, and implementing thematic training in phases according to the year, which should include diagnostic demonstration, research and grinding lessons, results demonstration, and summarization of the upgrading and other phases, so as to practically improve the classroom teaching ability of rural teachers. In principle, the same township and the same subject will be sent for training no less than four times a year, each time for no less than two days. County-level teacher development centers should reprocess the training courses and generative results to form training resource packages to support rural schools to carry out school-based training.

(3) Teachers' Network Training

Selecting higher education institutions and professional teacher training institutions with the qualification of distance training under the National Training Plan to undertake the network training tasks, organizing and realizing the docking of network training task-bearing institutions with the project counties, and docking one institution in each county to support the two sides to collaborate in carrying out the 2-3-year cyclical training, and establishing the county-level teacher development center. The project counties shall establish a network training community for teachers in the counties, and form a normalized operation mechanism for regional and school-based training. The project counties should establish a collaborative mechanism between the web-based training institutions and local teacher development centers, primary and secondary schools, and make effective use of the integrated web-based training system of "personal space - teacher workshop - training community" to carry out the integrated training of web-based training and school-based training and teacher workshop training. The program effectively utilizes the "personal space-teacher workshop-community" integrated network training system to carry out training on the integration of network training and school-based training, as well as teacher workshops. Special training is implemented for teachers to improve their IT application skills, and about 50% of the funding is allocated for web-based training. The focus of the integrated training of network training and school-based training is on selecting primary and secondary kindergartens that are in a position to establish a normalized operation mechanism for network-based school-based training. Teachers' workshop training focuses on relying on local training teams, subject (field) to establish backbone leading the whole teacher's regular learning mechanism.

Integration of web-based and school-based training. Relying on the network training community, the combination of network training and school-based training, the rural primary and secondary kindergarten teachers with network learning conditions, each year to carry out no less than 120 hours of special training, the first year should be no less than 50 hours of information technology application capacity enhancement training. The organization undertaking the task of online training should open a "personal space" for each trainee, set up a "teacher's workshop" for each trainer, establish a "school community", and form a "regional community". "Regional communities". The project counties should establish training teams at the county and school levels. The task-bearing organizations of online training should work closely with counties and schools to systematically design training courses, adhere to the combination of overall planning and highlighting characteristics, take the task-driven as the main line, categorize and design the training of trainers, regional training and school-based training courses, organically integrate the online and offline training courses, preset a wealth of applicable high-quality courses, process and converge the generative courses, and establish a local course resource base to ensure the relevance and effectiveness of training. The program has been designed to be a good fit for the students and the students themselves.

Teachers' workshop training. Relying on teachers' workshops, a combination of centralized face-to-face teaching and online training is adopted, with task-driven as the main line, and progressive training is conducted across the year through the stages of diagnostic assessment, practical reflection, summarization and promotion of the results, so as to establish a regular learning mechanism for teachers. Coordinate the design of two levels of training, the provincial education administrative departments to take the workshop training mode, focusing on the selection of project counties with high information technology level of full-time trainers and teaching researchers to carry out special training, training to become a workshop facilitator and continue to improve their training capacity. Centralized face-to-face teaching is no less than 15 days per year (divided into 2-3 times), and web-based training is no less than 60 hours per year. Relying on the workshop facilitators, the project counties utilize the county teachers' online training community to form teachers' workshops by subject (field), select rural teachers who have the conditions for e-learning to conduct workshop training, and continuously improve the education and teaching ability of rural teachers. In principle, there are no less than 50 students in each workshop, and the centralized face-to-face teaching time is no less than 4 days per year (divided into 2 times), and the online training is no less than 80 hours per year.

(D) Rural Teachers Visiting Famous Schools for Training

The organization in batches of teachers from teaching points in the province (districts and municipalities) to the first-line or high-level colleges and universities in the eastern central cities, and teachers from village primary schools to the capitals of the province (districts and municipalities) or high-level colleges and universities in the eastern central cities, to carry out centralized training for a period of about 10 days to address the outstanding problems of teaching and learning and to adopt the methods of thematic lectures, case study seminars and school observation, etc. to help teachers open up their teaching abilities and to help them to learn how to teach. In order to address the outstanding problems of education and teaching, special lectures, case studies and observation of famous schools are adopted to help teachers broaden their horizons, update their ideas and improve their abilities. Organize 15 days of practical training for teachers with special posts in quality primary and secondary schools in urban areas to improve their classroom teaching skills. The company's website has been updated with the latest information about the company's website, and the company's website has been updated with the latest information about the company's website.

Selected schools of higher learning and urban quality kindergartens, to take a combination of centralized training and follow-up practice, mainly for the rural new kindergarten teachers and kindergarten teachers transferred to carry out a period of about 15 days of special training, of which, no less than 10 days of follow-up practice. Through the training, to enhance the rural kindergarten teachers teaching ability, to prevent and correct the kindergarten education "elementary school" tendency.

(E) Rural Campus Director Training

Selecting institutions of higher learning and high-quality urban primary and secondary schools and kindergartens, the program combines centralized training with on-the-job training, and provides a 15-day special training for rural primary and secondary school principals and kindergarten garden directors, which mainly includes rural teacher development policies, school-based training design and implementation, and rural teacher development support strategies and methods, to comprehensively enhance the professional competence of campus directors. The training mainly covers the design and implementation of school-based training, and the strategies and methods of supporting rural teacher development, etc., so as to comprehensively enhance the professional competence of campus directors.

Second, the relevant requirements

(a) Strengthen the project management

Provincial education and finance departments should, according to the overall requirements of the State, focus on project planning and design, selection of project counties and training colleges and universities (institutions), monitoring the project implementation process, and evaluation and assessment of the performance of the training, etc.; to promote the standardization of the project management, in order to implement the project counties to implement the management of the responsibility and to promote the coordination of all parties, and to establish a sound project management system. Focusing on the implementation of project county management responsibilities and the promotion of synergy among all parties, a sound project management system has been established; an expert guidance mechanism has been set up for the whole process of project design, tracking of project implementation, strengthening of project guidance and project evaluation; the project's fine management has been comprehensively pushed forward, and the specialized agencies have been relied upon to do a good job of coordinating and managing the project to ensure the orderly implementation of the project.

(2) do a good job of project county selection and management

To be in line with the principle of justice, fairness and openness, to take the combination of material evaluation and expert field visits, the selection of project counties on merit, for 2-3 years of cyclical support. Reporting counties (districts and cities) should have the following conditions: attach importance to teacher training, the realization of the integration of teacher training institutions, teaching and research and e-learning and other departments, the county finances the full implementation of the training of special funds at this level, the school by not less than 5% of public funds to be expended on training funds. Develop evaluation criteria, effectively do a good job of assessment and evaluation of rural teacher training work in the project counties, focusing on the assessment of the training support service system construction, local teacher training team building, teacher web-based training community building, regional and school-based training operation mechanism construction work, comprehensive work effectiveness, the implementation of the annual elimination of the last, the proportion of the principle is not less than 10%.

(3) Establishment of Rural Teacher Training Teams

Provincial education administrations should strengthen the construction of teacher training teams, and establish provincial teacher training expert teams in accordance with the ratio of experts to primary and secondary kindergarten teachers in the province, which should be no less than 1:500; guide county education administrations in accordance with the ratio of trainers to local rural teachers, which should be no less than 1:30 to establish county teacher training teams; and establish a management mechanism for the training teams at both levels. The management mechanism of the training team is established at two levels, with unified identification, strengthened incentives, detailed assessment and dynamic adjustment.

(4) Promote the project information management

We should rely on existing resources to establish and improve the project information management system, and realize the information management of the whole process of project declaration, project evaluation, management of trainee selection and assignment, supervision of the training process and performance evaluation. Relying on the information management system, the implementation of the national training credit recognition and registration system, the establishment of electronic files of trainees, an effective record of the trainees' learning process and the effectiveness of the training, to stimulate trainees to participate in the training of motivation. The information management system should be docked with project counties, training institutions (agencies) and primary and secondary kindergartens to realize convenient and effective information query.