Compare the difference between participatory teacher training and other training modes.

In order to make primary and secondary school teachers accept and adapt to the new concept of the new curriculum as soon as possible, all kinds of teacher training institutions at all levels have devoted themselves to the new curriculum training of primary and secondary school teachers with great enthusiasm. Their training institutions are various, but they can be roughly divided into two categories: lecture training and participatory training.

In the traditional teacher training class, we always follow the lecture style. In the current curriculum reform training, people advocate participation more and more. But in teaching practice, we feel that these two training methods have their own advantages and disadvantages. Therefore, we have made a multi-angle investigation, comparison and analysis, so as to have a brand-new understanding of the application of the two training methods in teacher training classes.

First, the analysis of speech training

Lecture training is a kind of teacher training method in which trainers systematically impart new educational and teaching theoretical knowledge to participating teachers in the form of concluding questions according to the training plan. This training mode is one-way information transmission, and the participating teachers only need to accept and understand the information transmitted by the trainers. However, the acceptance and understanding of information can also be divided into passive and active: if you attend classes passively, then the participating teachers lack interest and motivation in the information conveyed by the trainers and cannot actively integrate what they have learned into their existing knowledge system and behavior system. They are just a container for receiving information. After listening to the lecture, many participating teachers often feel that "it sounds reasonable, but they just don't know how to do it", which shows that this training method can not be ignored.

First, it is not conducive to mobilizing the enthusiasm of participating teachers. Due to the lack of participation of participating teachers in the classroom, their psychological fatigue is easy, so it is difficult to mobilize their learning enthusiasm. Moreover, in the long run, it will lead to their aversion to participating in training.

Second, it ignores the personality differences of participating teachers. Teachers participating in the training have different experience bases and theoretical attainments, that is, they have different theoretical needs. It is unfair to most teachers who participate in the training if they are only asked to passively accept the same content arranged by the trainer in advance.

Third, it has a direct impact on the future classroom teaching of participating teachers. If the participating teachers passively attend classes for a long time, it is easy to forget the training content and directly imitate the teaching form. Even if we constantly remind them to change the teaching methods of teachers and students in lectures, they are often at a loss and will eventually adopt the teaching form used by trainers directly.

Active class attendance is a process in which participating teachers understand, select and process the information transmitted by trainers. This process can integrate new theoretical knowledge into one's own theoretical system, think comprehensively in combination with one's own teaching practice, and adjust one's teaching methods in time. Therefore, taking the initiative to attend classes has irreplaceable advantages.

First, it is conducive to completing the training of the specified number of people within the specified time. Lecture-style training can give full play to the trainer's control over the training content and teaching rhythm, which is beneficial for the trainer to complete the training task on time. Moreover, there is no strict requirement for the number of participants in lecture training, and large-scale training can be carried out in large classes in a decentralized manner to speed up the training progress.

Second, it is helpful for participating teachers to master theoretical knowledge quickly, accurately and systematically. Trainers present the cutting-edge teaching theory knowledge and teaching reform trends accurately and systematically to the participating teachers in the fastest way, so that they can broaden their horizons and appreciate the atmosphere of modern education, provide favorable theoretical basis for their teaching and scientific research, and avoid many unnecessary twists and turns and difficulties in their teaching research and teaching practice.

Second, the analysis of participatory training

Participatory training refers to a teacher training method in which trainers fully mobilize the existing experience and theories of participating teachers by creating situations or giving materials, and independently explore, share and generate new experiences and theories in equality, cooperation and communication. The information transmission of this training mode is two-way and multi-channel, and its advantages are quite obvious.

First, the personalities of participating teachers complement each other. Participatory training can not only study some necessary problems, but also choose personality problems according to different experiences and problems to be solved. Moreover, participating teachers can choose their own learning and research methods according to their own preferences, and replace the original single acceptance with diversified learning and research methods. Therefore, content selection and learning research methods make the similarity and personality of participating teachers promote each other and develop harmoniously.

Secondly, the participating teachers are encouraged to reflect on the past teaching practice in activities, performances and experiences, and share the experience gained by others and themselves in cooperation and exchange, so as to be promoted to their own teaching theory. In this process, the participating teachers not only gain theoretical knowledge, but also greatly improve their teaching and research ability and the ability to cooperate and communicate with their peers, which has a paradigm role for their future teaching and research.

Third, it is conducive to the combination of theory and practice. You could say that. Our participating teachers are also the product of exam-oriented education. Influenced by traditional education and culture for a long time, they can't really accept a lot of new theories in a short time, and they won't have fundamental behavior changes in a short time. Participatory training enables trainers and participating teachers to have a dialogue between theory and practice. They contact their own practice, observe and analyze cases or problems together, and finally reach a * * * understanding. The elements of theory are reflected in reality. Only when the participating teachers get this experience in person can they naturally accept the theory and truly and consciously use the theory they have learned to guide their future teaching practice.

However, participatory training is not perfect, and its limitations are reflected in the following aspects: most of the theoretical knowledge obtained by participatory teachers is studied by experts, and we let participatory teachers repeat the process of theoretical exploration and formation, which makes it difficult to popularize the training on a large scale in a short time; The theoretical knowledge obtained by the participating teachers is fragmented and systematic, because the individual's understanding is different. Some problems are difficult to understand through discussion and communication.

Thirdly, analyze the relationship between the two training methods.

Lecture training and participatory training are two different training methods.

First, the sources of training content are different. The content of lecture training comes from the extensive collection of recent educational research results, teaching methods and teaching reform trends. , combined with the trainer's understanding and formed a systematic topic as the training content, directly passed to the participating teachers; The content of participatory training is often derived from a central concept, and then confirmed by the participation of teachers and students in research, or a case leads to a series of debates, and finally rises to a certain theoretical knowledge. These contents are gradually generated with the deepening of participating in the research, which conforms to the new trend of current educational reform, has both commonness and individuality, and is the urgent demand of participating teachers.

Second, the training institutions are different. There is only one form of lecture-style training, especially passive lecture-style training, that is, the whole classroom trainer gushes and the participating teachers take notes in a hurry; Participatory training is organized in various forms, including mutual discussion, case analysis, experience sharing, teaching observation, role playing and so on. Emphasis on "experience", "activity", "discussion", "communication" and "personality" reflects the formation of diversified training institutions.

Third, the roles of teachers and students are different. In lecture training, the trainer is an authority, an information provider, a publisher or verifier of standard answers, and a "maker" who conveys superior administrative orders. Participating teachers are recipients of information and orders, and they are trainees. The relationship between trainers and participating teachers is a one-way teacher-student relationship of "I → you". In participatory training, the roles of trainers and participating teachers have changed greatly. Trainers step down from the "altar" and become "collaborators" and "collaborators" of participating teachers, and study and study with them to improve together; Participating teachers are the main creators of training contents and forms, rich training resources and "partners" of trainers. The relationship between trainers and participating teachers is an equal teacher-student relationship with mutual feedback from "you-me".

Fourth, the training concept is different. Lecture training and participatory training have established different basic concepts. Lecture-style training aims to achieve the acceptance of the theory by participating teachers, improve the level of education and teaching, and improve teaching methods through the transmission of appropriate theories. Just like charging a battery, give the participating teachers some necessary theoretical knowledge. Participatory training focuses on the real change of teachers' concepts and methods. Just like using existing wind energy, water energy and atomic energy to generate electricity, let them go through the process of theoretical formation and then naturally accept the results of the theory.

Participatory training and lecture training are closely related and promote each other. On the one hand, lecture training is the basis of participatory training, and without a certain theoretical basis, participatory training can not achieve good results; On the other hand, participatory training is also an important condition to promote lecture-based training. Through participatory training, teachers participating in the training will be promoted to master and understand the content of lecture-based training.

Fourth, knot

Through the above analysis, we can draw the following two understandings.

One of the understandings is that in the training that pays attention to efficiency, especially speed, lecture training and participatory training should be closely combined, and one of them should not be regarded as the only training method. Lecture training has its advantages. In particular, it can mobilize the participating teachers to take the initiative to accept lectures, so that the participating teachers can receive the essence of many educational theories in a short time and improve their educational, teaching and scientific research capabilities. Participatory training can make the training classroom democratic, active and personalized, make the teachers who participate in the training become the "masters" of the training, make them adapt to and love the training classroom, and be willing to acquire and apply theoretical knowledge. Small lectures should be added in participatory training to enhance the participation of participating teachers in lecture-based training, so that the two kinds of training can be integrated, learn from each other's strengths and improve training efficiency.

The second understanding: traditional lecture training is not completely negative, and participatory training is not without flaws. Each has its own advantages and limitations. The key depends on the needs of participating teachers, what kind of problems to study, different participating teachers, different problems and suitable training methods, which requires us to choose training methods according to local conditions.

In a word, lecture training and participatory training are very important training methods. We should use them flexibly to continue education for primary and secondary school teachers and strive to improve the training effect.