What are the requirements and standards for recruiting teachers in key high schools in Nanjing? What is the salary of school teachers? For example, Nanjing Normal University and Jinling Middle School.

I'll give you an education network. You've seen a lot yourself.

The curriculum reform of basic education has raised the professional development of primary and secondary school teachers in China to an unprecedented height, and the training, learning and improvement of teachers are more important than ever. How to improve the quality and benefit of training and how to establish a "school-oriented" teaching and research system is a very urgent task for every education manager-

With the large-scale promotion of new curriculum experiments, teachers' training is vigorously carried out in various places. When reviewing the general situation of teacher training in recent two years, the relevant person in charge of the Department of Basic Education of the Ministry of Education said: "In the process of promoting the new curriculum experiment, teacher training has played an important role, but the existing problems can not be ignored. In order to make teacher training more standardized and orderly, and pay more attention to quality and efficiency, it is necessary to study related issues and constantly explore new modes of teacher training. "

One of the concepts is that general training is the primary task of teacher training.

In recent two years, according to the Outline of Basic Education Curriculum Reform (Trial) and the requirements of related training, teachers' training in new curriculum has been widely carried out in various places, which not only highlights the key points and difficulties of curriculum standards, but also systematically analyzes and discusses the educational concept, teaching content, teaching methods, examination evaluation and other issues of curriculum standards with cases. However, how to apply advanced ideas to education and teaching is still a difficult problem for primary and secondary school teachers.

Many teachers reported that when they participated in the training, they felt that the concept introduced by the trainers was very good, and the requirements for curriculum standards and teaching materials seemed clear, but it was difficult to really implement them in actual teaching. Facing the conflict between the traditional training mode and the new requirements of the new curriculum, how to update the training concept, change the training mode and improve the training quality and effect is an urgent problem to be solved at present.

Relevant experts clearly pointed out: "The challenge of the new curriculum to teachers is first of all the impact of ideas. To enter the new curriculum, the concept must first' walk in'. Without a real change in educational concepts, even if new standards, new textbooks and new methods are used, they will be out of shape and taste. Once they encounter difficulties or obstacles, they will eventually go back to their old ways. Therefore, in teacher training, we should first do a good job in general training and change the concept of education. At present, in training, some teachers are not interested in theoretical learning and are eager to operate. As a result, they understood it at once, but they wouldn't do it once. The change of concept cannot be achieved overnight. " Experts reminded: "Don't underestimate the role of general training, but guide teachers to study the relevant documents of curriculum reform seriously and try to change their concepts. For teachers, the guidance of methods is of course important, but what is more important than methods is the guidance of ideas and the guidance of educational concepts. "

The second concept "school-based" teaching and research is the key to follow-up training.

According to the teachers in the experimental area, it is difficult for most teachers to apply the knowledge and skills they have learned to their daily classes after training, which has been puzzling teachers. This shows that no matter what kind of training teachers take, they have to face the problem of conversion from theory to practice, and there is an insurmountable gap between theory and practice. As a principal said, "Training is only a scratch on the top soil, and the soil below is still very hard. It takes some effort to break the deep-rooted things. To transform new ideas into teachers' teaching behavior, teachers need to learn in practice, constantly study and reflect on their own education and teaching, reorganize their knowledge and experience, and constantly adapt to new changes. "

How to solve this problem? The Department of Basic Education of the Ministry of Education clearly pointed out that at present, in order to meet the needs of curriculum reform, teacher training mainly focuses on two aspects: first, centralized and systematic training, that is, general training, curriculum standard training, textbook training, and some special training, such as the implementation of comprehensive courses, the development of comprehensive practical activities, the reform of teaching methods, the reform of evaluation and examination, and the development of school-based courses. , mainly around these topics to carry out lectures, seminars, exchanges and so on. The second is to carry out school-based teaching and research, which is the key to follow-up training.

The so-called "school-based" teaching research refers to the diagnosis, evaluation, research and analysis of teaching by experts, theoretical workers, teaching researchers and teachers under the guidance of advanced educational theory, and after repeated exploration and practice, the new educational concept is truly transformed into teachers' teaching behavior. This "school-based" teaching and research is the most effective way to improve teachers. The research shows that the real growth of teachers lies not only in pre-job training, but also in off-the-job training in the process of education and teaching. Instead of always focusing on studying outside, we should actively advocate that schools are research centers, classrooms are research rooms and teachers are researchers. The remarkable improvement of teachers' ability is in teaching practice.

According to relevant sources, at present, education reform at home and abroad generally agrees with two viewpoints: first, teachers are crucial; Second, the reform finally took place in the classroom. The growth of many excellent teachers in China shows that "learning to teach" in "classroom struggle" is an important course for their development. Therefore, it is an urgent problem to combine training with teachers' teaching practice and research to make it a process of promoting teachers' professional sustainable development and ability improvement.

The third idea is to study the working mode in the state.

Which training method is most helpful to teachers? According to a survey, 83% of teachers believe that they will hold several influential classroom teaching seminars or open days by combining their own work experience and understanding, using the existing resources of the school and relying on professional strength to carry out the whole process of preparing lessons, evaluating lessons, researching, reflecting and improving, instead of just listening to several reports and watching several "quality lessons" that embody the new curriculum concept.

The experience from the experimental area shows that teachers should not only participate in training and teaching research activities, but also strengthen their research awareness, form the habit of theoretical study and practical reflection, constantly improve their ability to study and solve practical teaching problems, and improve their ability to develop and build courses, so that daily teaching work can be integrated with teaching research and teachers' professional growth, forming a working mode under the research state.

Experts pointed out that teachers' research is based on teaching research and is carried out by teachers through their own educational and teaching practice. This kind of research is based on problems and teachers' needs, and the process of solving problems is the process of teaching research. Moreover, this kind of research is based on actual teaching, and a series of discussions are carried out around a class before, during and after class. The teaching examples provided for teaching and research are not the display of excellent classroom teaching behavior, nor the observation of high-quality classroom, but the teaching design with practical problems to be solved before class, the teaching with strategies and methods to explore and solve problems in class, and the reflection and communication after class.

Experts stressed that for school administrators, a research atmosphere should be formed in the teachers' collective, helping each teacher to make professional development plans and conduct case studies, promoting teachers' continuous reflection and combining curriculum reform with teachers' professional development. Teachers should choose and establish research topics according to the goal of curriculum reform and the actual situation of schools and individuals. Combining with daily teaching activities, this paper analyzes a typical case or teaching details with the ideas and viewpoints of the new curriculum, which helps teachers to transform advanced educational ideas into teaching behaviors, apply their professional knowledge and skills to teaching, improve teaching and promote students' development. In this way, teaching and research is no longer simply preparing lessons, but studying problems, which should become a new bright spot of teachers' teaching and research activities.

One of the modes is personal reflection, peer communication and professional guidance.

How to carry out school-based teaching and research? The relevant person in charge of the Department of Basic Education of the Ministry of Education pointed out that there must be three elements to carry out "school-based" teaching and research. First of all, teachers should reflect on their teaching behavior. Reflection is not a "review" in the general sense, but a teacher's reflection on his own educational practice and educational phenomena around him, from which he can find problems, improve his work and form a rational understanding. In this process, he gradually became a professional with self-improvement consciousness and self-improvement ability. The second is to advocate exchanges and mutual assistance between peers. The research shows that "extensive communication between teachers is the most effective way to improve teaching ability." A study found that 75% of teachers can effectively use what they have learned in class if they participate in mutual guidance among colleagues in school, otherwise only 15% will have the same performance. The reporter learned from the interview in the experimental area that some teachers have encountered some thorny problems in teaching strategies and teaching methods, but they don't know how to improve them. In this regard, some schools classify problems and organize teachers to "consult" with teaching cases as bystanders to find the best way to solve problems, thus receiving the effect of "bystander clearing". Teachers generally believe that communication anytime and anywhere in the office is very helpful to them. Therefore, formal or informal teaching and research activities are equally important. The third is professional support. At present, some countries and regions are promoting the method of "peer assistance", but at the same time, some shortcomings have been found, that is, mutual assistance and horizontal support among colleagues exist, but vertical guidance is obviously lacking, especially in the current period of great educational reform. Without the guidance of advanced educational theory, teachers will only repeat at the same level. To this end, the relevant person in charge of the Department of Basic Education of the Ministry of Education stressed that "personal reflection, peer assistance and professional guidance" constitute a school-based teaching and research system, and these three elements are indispensable.

The second mode makes participatory training set off a "brainstorming" among teachers.

With the deepening of curriculum reform experiment, teachers will inevitably encounter all kinds of problems and difficulties. What they urgently need is no longer to listen to expert reports in the great hall of thousands or hundreds of people, but to have more extensive and in-depth exchanges and communication.

In the past, training was generally conducted by inviting experts to give lectures or organizing lectures and evaluating classes. This method has a certain effect, but the biggest problem is that teachers are always in a passive position and do not participate. Trainers always want to "tell the teacher something" and "let the teacher learn something", and even pour it into the room. As a result, the teacher was very excited when listening to the report, but it was still difficult to move after the heartbeat. Over time, it is difficult for teachers to form the habit of reflective analysis, and they can only use it, but not creatively. Once the process encounters some resistance, the research often ends automatically. In fact, on the basis of independent thinking, teachers need to communicate with their peers, especially experienced peers, and talk to teaching and research personnel. At the same time, they also need to generate new teaching inspiration in collective discussion. Therefore, experts remind that we should attach great importance to participatory training, especially the equal exchange and dialogue between trainers and trainees.

To help teachers truly understand the concept of the new curriculum, we must change the past "report" training. In addition to organizing theoretical study, it is also necessary to analyze the problems and give on-the-spot guidance and help to teachers who implement the new curriculum, so that teachers can master the requirements and methods of the new curriculum as soon as possible and improve their ability to implement the new curriculum.

Special attention should be paid to classroom discussion and impromptu guidance, and the training place should be set in the classroom and discussed while teaching. Trainers attend classes in person first, and then tell the theory in combination with the actual situation, for a while to the teachers, for a while to the students, and intuitively show the concept of the new curriculum through the classroom. You can also talk to the teacher first. In view of the problems existing in classroom teaching, the trainer stepped onto the platform, organized teaching, gave impromptu guidance and guided teachers to discuss. The whole classroom has become a place for learning and communication. Everyone will come up with their own understanding and confusion about the new curriculum and find the answer to the question by asking each other questions.

There are no "teachers" and "students" in the traditional sense. Everyone is an equal participant. Teachers no longer regard themselves as passive trainees, but actively participate. This brand-new training set off a "brain storm" among teachers, built a platform for equal dialogue and exchange between education administrators and teachers, and made teachers get unprecedented training and improvement.

The third mode is to establish a guarantee mechanism for teacher training.

At present, training primary and secondary school teachers is a huge and complicated project. How to improve the efficiency of training and maintain the consistency of training is a problem that needs close attention and exploration in the training of teachers in this curriculum reform. The relevant person in charge of the Department of Basic Education of the Ministry of Education stressed that it is necessary to establish an effective training mechanism to ensure the quality and efficiency of training from the system.

First of all, we should create an atmosphere and a relaxed environment conducive to teachers' research, so that teachers can fully discuss the problems encountered in the reform, and should not suppress teachers' personal professional opinions in any form or authority. In the process of educational reform, teachers are under great psychological pressure and should be given help. For teachers, reform is a process of continuous growth and development. In this process, communication, exchange and dialogue between teachers and managers are particularly important.

Secondly, we should strengthen the communication and cooperation between teachers and schools and form a long-term mechanism. The key to carrying out school-based teaching and research lies in establishing a high-level teaching and research collective, that is, the atmosphere in which teachers work together to support teaching and learning. Only with this kind of atmosphere can we form the power of reform. In the past, managers paid more attention to teachers' autonomy and personal development; Nowadays, under the background of the new curriculum, we should emphasize peer assistance and cooperation, establish a positive partnership among teachers, establish a school culture to promote teachers' cooperation and development, form a relaxed environment and an open atmosphere, strengthen exchanges and dialogues, communication, coordination and cooperation among teachers, and share experiences and successes with them.

Third, it is necessary to establish a research system and form a strong academic research atmosphere. Only in this way can we fundamentally solve the problem, make the school have the research function and ability, form the internal mechanism of self-development, self-improvement and self-innovation, and make the school a real learning organization.

Curriculum reform is a complex system engineering, involving all aspects. Therefore, it is also necessary to coordinate the relationship between various functional departments of the education system and integrate all aspects of power to provide conditions and guarantees for teacher training. At the same time, we should strive for the support and guidance of teaching and research institutions and teacher training departments at all levels, and strengthen contact and cooperation with universities and scientific research institutions.

In order to promote the establishment of "school-based" teaching and research system, the Ministry of Education has made plans to establish a number of experimental demonstration bases for the construction of "school-based" teaching and research system in national experimental areas, and all provinces should also establish provincial and municipal research bases for "school-based" teaching and research system. In particular, it is necessary to give full play to the radiation role of central schools in combination with the actual situation of rural education and improve the professional level of rural teachers through effective measures such as joint teaching and research.