Chinanews.com, May 6th. According to the website of the Ministry of Education, the Ministry of Education has issued five documents including the "Professional Competence Standards for Teachers of Teachers Majoring in Secondary Education (Trial)" (hereinafter referred to as the "Competence Standards"), which clarify the secondary education, Primary education, preschool education, secondary vocational education, and special education majors in the basic professional competence of teacher students, aiming to promote the reform of teacher qualifications for teachers who are exempted from examinations in primary and secondary schools, and establish an assessment system for teacher education and teaching ability.
The head of the Teacher Work Department of the Ministry of Education answered reporters' questions on related issues.
In the main background of the promulgation of the "Competence Standards", the person in charge pointed out that the promulgation of the "Competence Standards" aims to further strengthen the construction of teacher-training majors, establish a teacher education and teaching ability assessment system, and promote teacher education institutions to promote national primary and secondary school teachers Qualification examination standards and syllabus are integrated into daily teaching, academic examinations and related training to improve the quality of teacher-training professional talents, and from the source, improve the ability of the teaching team to teach and educate people.
The development of the relevant "Competence Standards" is mainly divided into the following three work phases:
The first is the development and drafting of documents.
In September 2020, organize experts to conduct a centralized office for document development.
Combining the commonalities and characteristics of the professional competence requirements of the five types of professional teachers in primary, secondary, and junior vocational specialties, conduct research, sort out the writing ideas, clarify the document framework, and form the "Competence Standards" for soliciting comments.
The second is to solicit opinions extensively.
From November to December 2020, solicit opinions from provincial education administrative departments, relevant colleges and universities, the National Teacher Education Advisory Expert Committee, and the Ministry of Education's Higher School Teacher Training and Teaching Steering Committee, etc., to summarize and organize.
The third is to revise and improve the finished manuscript.
Since January 2021, the "Competence Standards" have been repeatedly studied, revised, and improved based on feedback from all parties.
Talking about the general idea of the development of the "Competence Standards", the person in charge pointed out:
The first is to focus on the training goals of teachers in the new era.
Focusing on the cultivation of good teachers with ideals and beliefs, moral sentiments, solid knowledge, and a benevolent heart, highlight the first standard of teacher ethics and style, and refine the requirements for the practical ability of teacher students. Based on the actual level that teacher students can achieve, it emphasizes and Accelerate the promotion of education modernization that matches the quality of teaching and educating people, keep pace with the times, and maintain integrity and innovation.
The second is to persist in classification guidance.
In accordance with the requirements of the "Examination Exemption Recognition Reform Plan", the "Competence Standards" serve the needs of colleges and universities to strengthen the training process assessment and organize the professional ability test of normal students. According to the five types of teacher education and teaching basics of middle schools, primary schools, kindergartens, vocational education, and special education Ability to classify and guide, highlighting professional characteristics.
The third is to strengthen the system design of teacher team building.
The "Competence Standards" developed the "Graduation Requirements" for standardizing teacher professional certification standards, in accordance with the basic framework of "One Practice, Three Learnings" (practice teacher ethics, learn to teach, learn to educate, learn to develop), and integrate it into China The requirements of the primary school teacher qualification examination standards, examination syllabus, and the professional standards for primary, secondary, and special teachers (for trial implementation) guide schools to strengthen the construction of teacher-oriented majors and improve the level of education and teaching ability of normal students.
According to the person in charge, there are five documents in the "Competence Standards" that specify the basic professional abilities of teachers in secondary education, primary education, preschool education, secondary vocational education, and special education.
Each document is divided into four parts to propose four major abilities, namely, teacher's ethics practice ability, teaching practice ability, comprehensive education ability and independent development ability.
The first part is the ability to practice teacher ethics, including observing the norms of teacher ethics and fostering educational feelings, emphasizing the unity of knowledge and action, guiding teacher students to implement the party’s education policy from the aspects of knowledge, affection, intention, and action, and strive to become the "Four Haves" "good teacher.
The second part is the teaching practice ability (the preschool education major is the conservation and education practice ability), mainly from mastering professional knowledge, learning teaching design, implementing curriculum teaching (preschool education major is developing environment creation and game activities, implementing educational activities), etc. On the one hand, detailed requirements are put forward for the basic abilities required for the education and teaching practice of normal students.
The third part is the comprehensive education ability, which mainly emphasizes the essential requirements of education "education-oriented" from the aspects of carrying out class guidance, implementing courses to educate people, and organizing activities to educate people, and implement the fundamental task of Lide Shuren.
The fourth part is the ability of independent development, focusing on professional growth, active communication and cooperation, highlighting lifelong learning, independent development, and the awareness and ability to continuously improve the professional level in the learning community.