Time flies, time is slowly deducing, and we will contact new knowledge, learn new skills and accumulate new experiences. Now let's make a plan and make a good plan. But what kind of plan suits you? The following are five training plans for kindergarten teachers that I have compiled for you. Welcome to read the collection.
Kindergarten teacher training plan 1 I. Training objectives
1. Establish a system of accurate pronunciation and resumption of classes (the kindergarten department is responsible for it), find out problems in correcting pronunciation in time, improve teachers' own English level, and ensure the effect of special activities.
2. Establish a quantitative assessment system for daily spoken language, requiring teachers to actively engage in oral dialogue with children during the day's activities.
3, once a month grading department training, training content according to the plan of the month, to ensure the training time and quality. Establish a class withdrawal system for each training content, and start with the details to help new teachers integrate into the characteristic activity teaching as soon as possible.
4. This semester, teachers in middle class and large class will be required to take classes in pure English, and teachers with English professional knowledge will do a good job of leading and demonstrating.
5. Continue to provide a platform for young teachers to show themselves, such as a monthly English exhibition tour, morning speech activities and exchange of teaching activities, and encourage young teachers to boldly participate and challenge themselves.
Second, the training plan
1, monthly English training time
Every month, every Thursday, a training, an assessment.
2. Implement graded training.
* The training content is mainly based on teaching materials, and the training and assessment are carried out one by one according to the class process, and it is purposefully integrated into the training of 100 sentences of classroom language and children's language in the park.
* In the training, the training of teaching materials, the training and use of daily language and the pronunciation of teachers' spoken language have been added.
3. Speaking in the morning
* At the same time, every Tuesday, Wednesday and Thursday morning, in which the large class starts on Tuesday, the middle class starts on Wednesday and the small class starts on Thursday.
* The content is mainly English textbooks at all levels.
* The host is the teacher who teaches English in each class.
4. English swimming activities
* English swimming activities are held on Tuesdays (large classes), Wednesdays (middle classes) and Thursdays (small classes) in the second week of each month. * The content is still based on teaching materials.
* Ask grade teachers to make suggestions together in the form of group games, in which "interaction between children", "interaction between teachers and children", "interaction between teachers" and "interaction between parents, teachers and children" (big activities) are added to improve children's personal expression ability and stimulate children's interest in learning English. Teachers in every class should take part in the activities seriously.
Third, the specific training time and content
February:
1, exchange training plans for this semester
2, training everyday language
3. Correct pronunciation according to the textbook.
March:
1, training: the richness of teachers' classroom language;
Children's daily language
Textbook pronunciation
2, evaluation: the use of everyday language
April:
1, activity exhibition month: it is recommended that teachers of all grades show English activities, focusing on pure English teaching.
2, evaluation: the use of everyday language
May:
1, training: the game session in class
Training and pronunciation of teaching materials
2. Evaluation: the application of classroom language in games.
June: filing and summary
Kindergarten teacher training plan 2 I. Guiding ideology
Guided by Deng Xiaoping's "Three Faces", according to the national education policies and regulations, according to the requirements of cultivating innovative spirit and practical ability in the implementation of basic education, starting from the quality status and development needs of key kindergarten teachers, following the growth law of key teachers, insisting on teaching on demand, combining learning, research and application, highlighting foresight, creativity, pertinence and effectiveness, and constructing an open, subjective and targeted lifelong education thought. Strive to create a team of key kindergarten teachers with modern scientific and cultural literacy and innovative spirit to meet the needs of the new period.
Second, the training objectives:
Guided by modern education and teaching theory, with educational research as the main line and various educational activities as the carrier, we will guide, motivate and help cultivate teachers' independent development. So as to cultivate and bring up a group of innovative, practical and research-oriented talents with new educational ideas, wide knowledge, reasonable intelligent structure, noble morality, modern educational concepts, quality concepts and talent concepts, mastery of modern educational theories and modern educational means and methods, strong ability to implement quality education, strong teaching ability and standardized educational scientific research ability, distinctive education and teaching personality, certain influence among teachers and demonstration role.
The specific requirements are:
1. Adhere to the correct political direction, love the cause of early childhood education, have a strong sense of professionalism, a high sense of responsibility and noble professional ethics.
2. Establish a correct view of education and children: have the spirit of innovation and awareness of teaching reform, and gradually form the initial thinking of early childhood education.
3. Broaden scientific and cultural horizons, study modern educational theories in series, master richer and more solid professional knowledge of preschool education, be familiar with the latest achievements of preschool education theory and practice at home and abroad, and gradually build a more reasonable knowledge structure.
4. Have a high level of teaching, the ability to say and evaluate lessons and the ability to design classroom teaching, and gradually form an effective education and teaching style with distinctive personality characteristics. It plays a leading and exemplary role in teaching reform and can guide the education and teaching work of young teachers.
5. Master modern educational technology based on computers and their networks, be able to obtain relevant information independently, and master the method of using multimedia computer-aided teaching.
6. Master the research methods of pre-school education, improve students' ability to preside over or independently carry out educational research, and write papers that can be published or exchanged in journals above the municipal level in Wuxi. Can use scientific evaluation technology to carry out various types of education and teaching evaluation in the field of preschool education.
Third, the training objectives:
Kindergarten backbone teachers are trained for young and middle-aged teachers who have worked in kindergartens for more than 5 years. The details are as follows:
1. has good political and ideological quality and professional ethics.
2. The basic knowledge and teaching skills of preschool education are solid.
3. Have certain abilities in education, teaching, scientific research and innovation.
Fourth, the training content:
In order to achieve the training goal, according to the relevant requirements of the Regulations on Continuing Education of Primary and Secondary School Teachers and the existing conditions and foundations of the trainees, the training of kindergarten backbone teachers is set up with a cluster model course, which consists of five sections.
1. Education and teaching theory:
Focus on improving students' professional ethics and theoretical level of education and teaching, broaden their horizons, update their knowledge and ability structure, and enhance their self-development ability. Students should not only concentrate on theoretical counseling, but also conduct extensive and targeted self-study under the guidance of tutors, and collect information through various channels to lay the foundation for research.
2. Educational practice and investigation:
Pay attention to improving students' ability to implement quality education, strengthen the ability of theory to guide educational practice, learn from excellent kindergartens and excellent teachers, exchange experiences, learn from each other's strengths, and lay a good foundation for forming their own teaching style and teaching characteristics.
3. Modern educational technology:
Focus on improving students' basic computer knowledge and operational skills, mastering the ability to use computer-aided teaching and carry out educational and scientific research to varying degrees, improving their ability to acquire and use modern information technology, and serving education, teaching and scientific research.
4. Study:
Focusing on improving preschool teachers' scientific research consciousness and ability, they are good at summing up practical experience in a reflective way and constantly enhancing their innovative ability. Starting from their own education and teaching practice, students set up topics under the guidance of tutors, combining the hot choices of current preschool education reform or their own research topics.
5. The specific course names of ideological and moral cultivation are as follows:
Education and teaching:
1. Basic qualities of key teachers
2. Modern concept of early childhood education
3. Kindergarten curriculum theory and practice
4. The application of games in preschool education
5. Research methods of preschool education
6. Psychology of early childhood education
Practice and research:
1. Systematically observe the instructor's teaching, lecture and evaluation.
Teachers listen to each other, evaluate and talk about courses.
3. Teachers' open teaching in a certain range.
4. Investigate the teaching, thoughts and art of local famous teachers, and study the moral cultivation of modern educational technology.
Verb (abbreviation of verb) training form:
The training form of kindergarten backbone teachers emphasizes openness, diversity and creativity, and the specific methods are as follows:
1. To achieve "four combinations": the combination of centralized training and decentralized guidance, the combination of theoretical study and teaching practice, the combination of education, teaching and scientific research, and the combination of professional guidance and character edification.
2. Basic form: theoretical study-decentralized practice-on-site communication-visit and inspection-summary and promotion-achievement display.
3. Centralized training: relevant experts, scholars and tutors will be invited to teach in the theoretical part of education and teaching, and lectures, lectures, case studies, student forums, special discussions, field visits, and paper exchanges will be adopted; Decentralized guidance takes the form of individual self-study, project research, courseware development, teaching practice and thesis writing under the guidance of tutors.
4. Pay attention to the individual differences of training teachers. Tutors make personalized "teaching plans" according to the characteristics of their students, strengthen individual guidance, and cultivate educational and teaching styles and characteristics.
5. In addition to the phased intensive training, the trainees will be given follow-up training for about 10 months. Follow-up training: students independently train various teaching skills, tutors provide professional guidance, and training units provide information consulting services.
VI. The assessment found that:
1. The training assessment of key kindergarten teachers consists of three aspects: theory and skills course assessment, teaching practice assessment, subject research and thesis assessment.
2 assessment in the form of comprehensive evaluation.
3. The assessment conclusion is formed by an assessment team composed of members of the training leading group and the tutor group.
4. Specific assessment contents:
(1) passed the examination on education and teaching theory.
(2) The teaching level has been significantly improved, and the teaching can reflect the new educational concept and successfully practice the teaching in each class. During the training period, according to the teaching plan, the teaching practice tasks in the form of appearance class, research class and report class were completed, and a certain teaching style was formed.
(3) Mastering the basic operation of computer, using relevant teaching software reasonably and making multimedia courseware independently can be used in classroom teaching and has certain promotion value.
(4) Each teacher completes a research report or survey registration.
(5) Each training teacher completes a paper and passes the defense. During the training period, at least one teaching paper was exchanged or published in Xihu District.
(6) Complete the teaching task of teaching at least 1 time in the on-the-job training course for teachers, and the specific task shall be decided by the trainees and the training unit.
(7) Attendance
(8) Work performance (kindergarten is responsible for assessment)
5. Students who pass the comprehensive assessment will get the training certificate of key kindergarten teachers.
6. In the process of training, the system of survival of the fittest is implemented. Those who violate the training discipline, do not study hard, fail to pass the exam or miss more than one third of the class during the training will be disqualified.
Kindergarten teacher training plan 3 I. Training objectives
(A) the overall goal
Learn the basic knowledge and skills of preschool education, form a correct understanding of the profession of preschool teachers, and become a basically qualified preschool teacher.
(2) Specific objectives
1. Professional concept and ethics
I have a preliminary understanding of the professional standards of kindergarten teachers and the basic characteristics of kindergarten education. I am willing to engage in preschool education and have a correct view of teachers.
2. Professional knowledge
Understand the basic characteristics of children's physical and mental development, understand the goals, contents and requirements of all aspects of daily activities such as kindergarten teaching, game activities and daily life activities, and form a scientific view of children and education.
3. Professional ability
Mastering the basic norms and processes of one-day activities, games, education and teaching in kindergartens can make the routine of kindergarten classes, create class environment, design and organize education and teaching activities and improve teaching ability according to the actual situation. Can demonstrate basic skills such as playing, jumping, singing and painting.
Second, the training object
"Transfer teachers" who have not been engaged in preschool education.
Third, training methods.
1, combining theoretical training with teaching practice. Organize teachers to thoroughly study the Outline of the National Medium-and Long-term Education Reform and Development Plan, grasp the spirit, and further deepen theoretical study through written examination and writing learning experiences. Re-study the guiding outline of kindergarten education, strengthen the integration of theory and practice in the form of competition classes, actively infiltrate the idea of the outline into the objectives, contents and evaluation of the curriculum, and internalize the spirit of the outline into the actual operation behavior of teachers through various practical studies.
2. The combination of off-campus training and kindergarten-based training. According to teachers' specialties and hobbies, organize teachers to go out to participate in various trainings. Some teachers participated in the Xi 'an Morning Reading Teaching Seminar, the Self-evaluation Strategy of Kindergarten Morning Exercises, the Fourth National Seminar on the Application of New Media and New Technology Teaching in Primary and Secondary Schools, and the Operation Strategy of Teachers' Personal Research Process, and took turns to participate in various trainings organized by the district.
3. Combination of professional training and practical skills. Such as: organizing large-scale listening and evaluation class activities, writing teaching papers and cases, writing teaching and research papers, organizing and guiding strategies for morning exercises, new strategies for parents' work, and integrating information technology with courses.
Fourth, train the preset effect.
Our garden has established a "teacher growth portfolio" for all teachers, which records the complete information of the whole process of teachers' professional growth. The content is rich and complete: there are teachers' personal development plans, the process and records of participating in teaching and research activities, as well as teaching reflections, feelings, reading cards, papers, daily observation diaries, papers, cases, awards, etc. Through it, we can intuitively understand the process of teachers' professional growth. And through the final results sharing and evaluation activities, learn from others' good experiences and practices, find out the gap between yourself and others, so as to find and analyze your own shortcomings, constantly sum up experience, and do better in future work and study.
Through one year's training and various exercises, teachers who have transferred to other posts can understand the basic laws of children's physical and mental development, age characteristics and the uniqueness of children's learning methods, and have basic professional qualities; ; Familiar with the content and requirements of kindergarten education, understand the basic principles of kindergarten education, understand the basic knowledge of early childhood care and education, and form the initial ability of early childhood care and education; Initially form the basic skills of engaging in early childhood education and effectively organize the basic activities of kindergartens; We can recognize the professional value of preschool teachers and the value of preschool education, enhance the pride of engaging in preschool education and improve the initiative of preschool education.
The fourth part of the kindergarten teacher training plan, as a student of the fourth key teacher training class in Tianjin, I feel very honored. I want to take this opportunity to increase my knowledge of preschool education, broaden my horizons, and know that my knowledge theory is very scarce, so I will study hard and apply the theory to practice in my future training life. The following is my training and study plan:
1, read 1 hour every night, take notes while reading, record your reading feelings, and actively participate in exchange activities in training courses.
2, reading, online contact with education and teaching practice, change educational concepts, change educational behavior, apply what you have learned, and pay attention to practical results.
3. Actively participate in training and group training activities, carefully ponder the purpose, form and method of guiding teachers to organize activities, and reflect on the activities in combination with the actual education and teaching in the park, effectively guiding and leading teachers to organize activities.
4. Actively participate in the research of group projects, obtain relevant research strategies, ways and methods, enrich their own teaching and research experience, and make the teaching and research activities in the park carry out scientifically and orderly.
5. Try not to be late or leave early for each interactive study and group study, make full use of each training and research activity, listen carefully to other people's opinions, express their opinions in time, communicate with teachers in classes or groups, and get more information and experience strategies. Doubts and demands in education and teaching activities can be solved and promoted in the activities.
6. After each intensive training and collective study, I will sort out the contents of training and learning in my spare time as a whole, think deeply about the problems or crux from multiple angles, and apply the ideas and strategies I have learned to education and teaching practice, so as not to make what I have learned superficial or formal.
The following are the specific arrangements in the plan:
1. Write the term plan and personal development plan.
2. In-depth study guide, outline, outline interpretation, what teachers need, some suggestions for preschool teachers, etc.
3. Understanding after writing and reading, educational essays and case analysis.
4. Write a personal study summary.
The above is my study plan based on my actual situation and the learning content of the training course. I will conscientiously implement this plan, combine learning with application, constantly improve my professional ability and teaching and research ability, promote the professional development of the team faster, and let myself climb towards higher goals.
The fifth chapter of Kindergarten Teacher Training Plan aims to lead the reform of teacher training in various places and increase the innovation of teacher training mode. In xxxx, the "Demonstration Project" focused on promoting comprehensive reform, strengthening teacher training in areas in short supply, innovating and improving teachers' online training and enhancing training ability, and carried out the following training.
I. Promoting comprehensive reform
1。 High-end training to improve the ability of key teachers. Conduct two-year training for 1600 provincial key teachers in primary and secondary schools and kindergartens, and combine centralized face-to-face teaching with online training, in which face-to-face teaching is not less than 15 days per year, and online training is not less than 80 hours per year. Take task-driven as the main line, improve special ability, sum up teaching experience, shape teaching style, condense educational ideas and build training team. In the face-to-face teaching stage, it is important to sum up experience, diagnose problems, concise ideas, and clarify the goal and path of promotion; The online training stage is dominated by tutor guidance, topic research, practical reflection, exchange and discussion, achievement display and radiation guidance. Through years of continuous and progressive training in stages, a group of educational reform leaders and backbone trainers will be trained for all localities.
2。 Research on the growth assistance of outstanding young teachers. 1600 outstanding young teachers in primary and secondary schools and kindergartens with great development potential will receive three-year training, and face-to-face instruction will be combined with online training, of which face-to-face instruction will be no less than 15 days per year and online training will be no less than 80 hours per year. Through task-driven, improve teachers' teaching ability, scientific research ability and innovation ability, and build a training team. The face-to-face teaching stage focuses on problem diagnosis, case demonstration and situational experience, making a good development plan and defining the development path; In the network training stage, it focuses on tutor guidance, peer communication, practical reflection, subject research, achievement assembly and radiation guidance. We will train a number of provincial-level backbone teachers and trainers for all localities through multi-year and phased continuous progressive training.
The above two projects are included in the local training plan, and the training institutions (institutions) cooperate with the provincial education administrative departments to implement them, with the support of provincial funds and national projects.
Second, strengthen teacher training in the shortage areas.
3。 Cultivate outstanding backbone teachers of traditional culture education. Special training was given to 150 backbone teachers of classical reading education and 1000 bilingual teachers in ethnic areas, and 200 backbone teachers of calligraphy education and teaching researchers, so as to enhance teachers' ability to carry out excellent traditional culture education and promote the cultivation of moral people.
4。 Training of key teachers in special education. Implementation of the "Special Education Promotion Plan (xxxx—xxxx)", 1800 key teachers in special education schools will be intensively trained for 10 day, and at least one key teacher will be trained in every special education school in China to improve teachers' teaching ability and school-based teaching and research guidance ability.
5。 Cultivation of backbone teachers of physical education and aesthetic education. 3000 key teachers and researchers in sports, music, fine arts and other disciplines were trained intensively for 10 day, combining basic skills training with special skills training, focusing on improving teachers' special skills and training ability.
6。 Training of key kindergarten teachers. By combining centralized training with distance training, 52,000 key kindergarten teachers were specially trained. Among them, 20xx key kindergarten teachers and teaching and research personnel were trained intensively for 10 day, focusing on improving their training ability; 50-hour distance training for 50,000 key kindergarten teachers can improve teachers' ability to protect and guide kindergarten-based teaching and research, prevent and correct the tendency of "primary school" in kindergarten education, and promote the scientific development of preschool education.
7。 Training of backbone class teachers. 1000 The backbone class teachers in primary and secondary schools (including 150 backbone Young Pioneers Brigade counselors) and the backbone teachers in mental health education will concentrate on studying 10 day to improve the professional ability and quality of the class teachers and teachers in mental health education.
Third, innovate and improve teachers' online training
8。 Integrated training of network research and school-based research. Relying on the teachers' online training community, we will combine online training with school-based training, and conduct mixed training of not less than 120 hours per year for 50,000 primary and secondary school teachers, including not less than 80 hours for online training and not less than 40 hours for offline training. Focusing on improving teachers' information technology application ability, we will further innovate the distance training mode, form a benign operation mechanism of school-based training, improve the quality of school-based training, promote the combination of learning and application of teachers, and promote the normalization of teacher training.
9。 High-end training for teachers' workshops. Relying on the teacher network training community, we will combine centralized training with teacher workshop training, train 300 "seed" teachers, set up 100 teacher workshops, train 30,000 regional backbone teachers, improve the teaching and training ability of backbone teachers, push "seed" teachers from excellent to excellent, create a * * * body of teacher learning under the information technology environment, and explore the normal training mode of backbone teachers.
Fourth, improve the training ability.
10。 Improve the training skills of outstanding teachers in the front line. Conduct 10-day special training on training skills for 5,000 outstanding teachers and teaching researchers in primary and secondary schools and kindergartens who are part-time teacher trainers, focusing on improving training, teaching and organizing implementation capabilities. 150 teachers were trained in competency assessment, and the teacher assessment tools were developed and improved, and a new model of teacher training based on competency assessment was explored.
1 1。 Train the team to learn. 1500 backbone trainers from universities and teacher training institutions were trained intensively for 10 days to improve their ability to organize and implement training programs, including training demand analysis ability, training program design ability, training course resource development ability and teachers' learning ability. And build a high-level full-time trainer team.
12。 Special training for backbone trainers of information technology. Carry out 1000 IT backbone trainers special training 10 day, focusing on improving the design and implementation ability of mixed training, training key managers and trainers of IT application ability training for primary and secondary school teachers everywhere, and promoting the development of mixed training combining online research and field practice.
"National Training Program (XXXX)"-Midwest Project and Kindergarten Teacher National Training Project "Midwest Project" and "Kindergarten Teacher National Training" this year should focus on rural teachers who have not participated in the training, especially for remote, poor and ethnic minority areas, and effectively expand the benefits of training to achieve full coverage of rural compulsory education schools and kindergartens in the central and western regions. It is necessary to further innovate the training mode, change the project management system and mechanism, and lay the foundation for the comprehensive reform of the "National Training Plan".
First, the replacement of off-the-job training. All localities should explore the joint declaration mechanism of institutions of higher learning, high-quality primary and secondary schools and kindergartens, mobilize the enthusiasm of practice bases, and ensure the practice quality of "shadow teachers". Using online training community to provide effective services for students' learning during training and follow-up guidance after training, online training community should be regarded as an important condition for the selection of training institutions. Carry out internship, consolidate the research results of transformation, and explore the linkage mechanism between trainees and post-service normal students. Further subdivide the training objects, strictly select the students, and promote the layered training instead of full-time training.
Second, short-term intensive training. In order to strengthen the training of dispatched teachers, in principle, all project districts and counties should be covered, and a division of labor and cooperation mechanism should be established among colleges and universities, district and county teacher training institutions and primary and secondary kindergartens. Through the demonstration of famous teachers, on-site diagnosis, heterogeneous classes, exchanges and seminars, etc., the mode of sending teachers and training is improved. So as to improve the quality of sending teachers and training. Increase the training of special education teachers, in principle, not less than one-third of the total number of special education teachers in the region. Strengthen the training of full-time and part-time teachers of physical education and aesthetic education in rural primary and secondary schools, combine basic skills with special skills training, focus on upgrading special skills, and strengthen part-time teacher training by selecting teachers. Teachers of science, physics, chemistry and biology should set up experimental teaching training courses to improve their experimental teaching skills. Increase the training of teachers in newly-built kindergartens and inclusive private kindergartens in rural areas, principals and directors of rural primary and secondary schools, bilingual teachers in border ethnic areas, and head teachers in boarding schools. Actively use the online learning community to improve the effective mechanism of tracking and guiding teachers after training. Select qualified institutions and carry out cross-year continuous training pilot projects.
Third, distance training for teachers. Actively promote the integrated training of network research and school-based research, implement special training for teachers to improve the application ability of information technology, and arrange about 50% of distance training funds. Strengthen the participation of municipal, district and county education administrative departments in the process of training project establishment and organization and implementation, establish cooperation mechanisms between training institutions (institutions) and local education administrative departments, district and county teacher training institutions and primary and secondary schools, improve the organization and management system of distance training, and ensure the implementation of training. Relevant provinces should strengthen the process monitoring and performance evaluation of training institutions (institutions) and local organizations, and publish the evaluation results. The implementation of teacher training should meet the needs of teachers and effectively avoid repeated training. In principle, the courses selected for teachers should not be less than 2 times of the prescribed hours. Training institutions (institutions) should further innovate the monitoring means of students' learning process, explore the use of mechanisms such as mutual evaluation of students' homework, stimulate students' enthusiasm for learning, and improve the effect of distance training.