School-based training management system

To quality education as the leading, quality education will be subtle to the effect of the various types of education aggregation. The so-called "quality education" is based on the actual needs of human development and social development, follow the laws of education, in order to comprehensively improve the basic quality of all students, to promote the physical and mental development of the students in a comprehensive and harmonious manner, respect for the subjectivity of the students, the development of the students of the wisdom of the potential, the formation of the students of the healthy personality as the fundamental purpose of the educational activities.

Chapter I Art Courses:

Article I training courses should strengthen the concept of quality teaching, to meet the needs of different trainees to set up a professional art courses, and set up a mandatory art courses and elective courses.

The course focuses on improving the overall quality of the students, to help students to strengthen the basic knowledge of art, to develop practical application skills. The combination of theoretical learning and hands-on practice enables students to go from quantitative accumulation to qualitative leap, greatly improving the artistry and professionalism of their works. In the learning skills of compulsory courses at the same time to choose elective courses, which is conducive to the rapid improvement of the standard of works, more flexible grasp of the training of students.

Article II combined with the actual situation of the development of art compulsory courses and elective courses of the teaching plan (curriculum program) for teaching. Teaching materials for art courses should be provided to the students through the teacher's curriculum.

Article 3 compulsory art courses and elective courses will be included in the assessment subjects, regularly organized exams, exams or exams by the teacher to decide their own way, for the stage of the examination of the students learning degree.

Chapter 2 Extracurricular Art Education:

Article 4 Extracurricular family education is an important part of the overall curriculum education. Extracurricular education should actively cooperate with the center, the progress and development of the trainees can be very good. Participants should follow the teacher's arrangement for extracurricular supplementary exercises.

Article 5 in accordance with their own conditions, organized regular, comprehensive, diverse art activities, combined with art course teaching, expanding and enriching the content and form of art education in the center. The center will regularly organize art exhibition activities for students, major festivals celebrations, etc., in which students are educated on patriotism and collectivism.

Article 6 shall make full use of social art education resources, supplement and improve the content of art education activities, promote the quality and level of art education activities, and promote the construction of the center's cultural and artistic environment.

Will regularly organize students to participate in a variety of commercial art activities or commercial celebrations; organize students to participate in social groups, social and cultural departments and other social organizations to hold art competitions or activities.

Article 7 creates a favorable teaching cultural and artistic environment for the trainees. The promotion, performance, exhibition and display of trainees' works as well as their participation in the overall design of the center are conducive to the creation of a healthy and elegant teaching culture and art atmosphere, and to the aesthetic education of trainees.

Article 8 has a cultural and artistic products marketing activities, the value of the sale of students' works, in the form of end-of-term scholarships to the students.

Chapter III Art Education Guarantee:

Article 9 has a team of educational research and development, integrated planning, high level of cooperation in education, equipped with educational management personnel to guide the work of art education. Equipped with competent art education leaders, and clear art education management department.

Article 10 of the center is equipped with full-time and part-time art teachers, do a good job in the training of art teachers, management, art teachers to provide the necessary working conditions.

The center's professional art teachers must have pioneering new teaching concepts and innovative teaching models; part-time teachers should be stable teaching, and strictly abide by the provisions of the center to complete the content of the teaching program; part-time teachers graduated from non-art majors, to receive professional training in the arts after the art teacher.

Art teachers organizing and guiding extracurricular art activities in the center should be counted as part of the teachers' workload.

Article 11 centers have art classrooms and interest activity rooms, and are equipped with teaching materials for art courses and interest activity courses.

1, school-based training management system:

(1) the establishment of the principal as the head of the school-based training leadership team responsible for the overall leadership and coordination of the work of the director of the relevant section members.

(2) school teaching office as the organization of school-based training, specifically responsible for the day-to-day organization and management of school-based training. Teaching and research group is the most basic unit of school-based training, the teaching and research group to determine the subject of research, to ensure that everyone participates, and research results to participate in the exchange.

(3) Other school departments should cooperate with school-based training.

(4) school-based training files have a special collection, organization and categorization archives.

2, attendance system:

(1) each centralized training teachers should sign in.

(2) During the school-based training, if something needs to be excused in advance.

(3) Make a good record of the training as required.

3, assessment system:

(1) The principal's office to do a good job of teachers' school-based training attendance records, as the basis for determining the credit hours.

(2) Teachers after the end of the training to submit the relevant record forms, books, learning experience, results set and other assignments recognized training hours. Do a good job of school-based teacher training file management. Regularly check the situation of teacher training once a semester, and each teacher to participate in school-based training notes, thematic lectures, insights, case studies, research exchanges, assessment and evaluation of materials collected in a timely manner archives.

(3) Strengthen the orientation and incentive mechanism. Schools to establish and improve the sample training incentive system, the results of the teacher's personal training and development identified to be linked to the evaluation of the first model, job evaluation and assessment, performance pay and reward allocation, in order to mobilize the enthusiasm of the majority of teachers.

(4) school-based training assessment of those who passed the test according to the provisions of the municipal and county education departments to determine the credit hours.

School-based training management system7

With the in-depth implementation of quality education and the implementation of a new round of curriculum reform, the current teachers to carry out systematic and standardized school-based training is the need for the progress of the times, the need for educational reform and innovation, and the need for teachers to grow. To this end, the development of teachers school-based training system:

I. Participate in school-based training is the right and obligation of each teacher, all teachers must complete the corresponding training content in accordance with the provisions.

Second, the establishment of a leading group, responsible for the development, organization and implementation of school-based training programs and annual training plan. The plan should be targeted, systematic, operable and effective.

Third, school-based training organizers and implementers must organize training activities according to the content of the school-based training program, and keep good notes, each time there are attendance statistics, process records. Every school year, teachers to participate in school-based training assessment, the assessment results are divided into qualified, unqualified two levels, no reason not to participate in the school-based centralized training for more than three times as unqualified. The teachers who do not pass the assessment will be deducted points in the teachers' year-end assessment.

Fourth, the assessment of school-based training will be used as a teacher's annual assessment of excellence, job appointment, the necessary conditions for promotion and linked to performance pay.

V. Teacher training should be flexible, practical and feasible, without formality, without going through the motions. Different levels of teachers to put forward different training requirements, but should be improved on the original age of the foundation. So that teachers by the gradual realization of the transformation of the initial to competent, competent to the transformation of the backbone, the transformation of the backbone to well-known, well-known to the transformation of experts to the goal of the struggle.

Sixth, do a good job of school-based training assessment and summarize the work. The assessment should adhere to the principle of strict and comprehensive; summarize the achievements, identify problems, conduct a comprehensive analysis of the training work, summarize the experience, put forward improvement measures to ensure that the training work to the right track of healthy development.

Seven, financial security. Schools actively raise funds, increase investment, for the smooth implementation of school-based training to provide the necessary material basis to ensure that training funds accounted for more than 10% of public funds.

VIII. Logistical support. Logistics for training services, initiative, timely provision of material security.

Nine, clear responsibilities

1, the leading group responsibilities

(1) the development of our teacher training program, the establishment of assessment and evaluation measures, the establishment of the teacher's business records.

(2) Regularly check and guide the training of teachers in learning and teaching, and help teachers to solve learning and teaching difficulties.

(3) summarize the teacher training at the end of the period, evaluation and assessment. Do a good job of backbone teacher training.

2, backbone teacher duties

good demonstration classes, lectures, to assist the school, do a good job of new teachers to pass on the work.

3, the teacher's duties

(1) actively participate in the school, the school district, the teacher training school training activities organized.

(2) seriously study the concepts of the new curriculum, improve their theoretical level, so that reading notes, learning experience, teaching and research cases, research papers, the subject of results.

(3) new ideas to be combined with teaching practice research and reflection, learning to practice, reflection to improve, explore the new curriculum concepts, and the new curriculum concepts from the classroom teaching out.

(4) Organize their own business files.