Primary and secondary school teacher qualification examination "fire" on the hot search——
What problems should college students solve when they go to teach at the grassroots level?
This is Xiaoxue's first year as a teacher.
In July of this year, she walked out of the university gate, and in September, she entered the rural primary school gate.
From student to teacher, the role of life can be smoothly changed.
Today, more and more college graduates choose to teach in the central and western regions and rural grassroots.
Starting from September 2, 31 provinces across the country will start the registration process for the qualification examination (written test) for primary and secondary school teachers in the second half of 2022. The written test will be held on October 29.
On the same day, the topic of "The registration system for the written examination for teaching funding has collapsed" rushed to the hot search.
Data show that the number of applicants for the teacher qualification exam jumped from 172,000 ten years ago to 11.442 million this year.
At the same time, relevant policies are actively guiding college graduates to go to the grassroots level and to take up teaching positions.
One end is the endogenous demand for grass-roots teaching positions, and the other end is the increasing attractiveness of teaching positions.
More and more college graduates show their preference for the teaching profession in their career choices.
On September 7, General Secretary Xi Jinping, in his reply to the "Excellent Teachers Program" normal students of Beijing Normal University, instructed the students to "go to the place where the motherland and the people need the most after graduation, and strive to become the "four haves" that the party and the people are satisfied with. "Good teacher", which makes the "dream of teaching at the grassroots level" in the hearts of countless college students more firm.
Then, in the process of promoting and guiding college graduates to teach at the grassroots level, what problems should we pay attention to?
The reporter interviewed relevant experts.
"Going down", more college graduates devote themselves to grassroots education
Liu Meng, who graduated this year and planned to stay in Shenzhen to work, finally chose a teaching position in a middle school in Henan.
This was the application exam she signed up for while waiting for the Shenzhen job offer notice, but she did not expect to receive an invitation from the school soon.
Although the school is "far away from the city center and the transportation is not very convenient", it is "close to home and the treatment is good", which is very attractive to her.
In the end, she chose to become a teacher because she didn't want to miss "the best opportunity of the moment."
It has become an indisputable fact that the admission scores of the normal major and the increasing popularity of the normal major.
Liu Jia, a professor at the School of Educational Sciences of Yangzhou University, believes that the stability of the teaching profession, the improvement of teachers' social status and the strengthening of teachers' identity have become a common social consensus.
Therefore, college graduates teaching at the grassroots level and teaching in the central and western regions have also become "popular" career choices.
At the same time, in recent years, in order to attract more college graduates to teach at the grassroots level, various schools have taken many measures.
Strengthening policy guidance, improving the adaptability of talent training, and increasing the training of special post teachers have created good conditions for college graduates to teach at the grassroots level.
In recent years, Southwest University has established 12 innovative experimental zones for teacher education in Yunnan, Xinjiang, Tibet, Guizhou and other places. In the past 8 years, more than 100,000 teachers have been trained, and teachers have been delivered to Changning in Yunnan, Shizhu in Chongqing, Zunyi in Guizhou and other places. More than 100 times, 5,000 teachers have been jointly cultivated.
East China Normal University held a lecture on "First Class for Freshmen" to encourage students to teach at grassroots schools.
The school has the first Meng Xiancheng Academy in the country with normal students as the main body, and invites experts and employment workers inside and outside the school to interpret and preach on employment policies.
About 43% of the undergraduate graduates who have decided to go to the school in 2022 choose to teach in primary and secondary schools.
Since 2016, Jiangsu Normal University has trained rural directional normal students for some economically underdeveloped areas in Jiangsu Province, created a personalized talent training program, and strived to cultivate good rural teachers with "four qualities". So far, a total of 6,563 graduates have graduated from Jiangsu Middle School. Primary school employment, including 1063 rural directional teachers.
Henan Normal University specially carries out pre-examination training for special post teachers for graduates to help 2022 graduates master the relevant content of special post teacher examinations, prepare for the examination, and further improve the quality of employment. So far, 28 training sessions have been conducted.
In the past five years, more than 1,500 graduates have chosen to join the special post teaching team.
In fact, judging from Liu Jia's investigations in Henan, Guizhou, Gansu and other places, in recent years, the number of special post teachers in some places is becoming saturated, and some areas have even spilled over.
"From the perspective of supply-side reform in the field of teacher education, the effect of the policy is very obvious. Among them, the phenomenon of local talents returning home is obvious, and the intention of college normal students to stay in the central and western regions has gradually increased, and they have gradually become expert teachers in the local teaching team. ."
"Use it well", high-level teacher education continues to guide graduates to teach at the grassroots level
Teachers colleges play a vital role in promoting and guiding college graduates to teach at the grassroots level.
Gu Mingyuan, a senior professor at Beijing Normal University, pointed out at the "Strengthening Teachers Project" County Education Development Forum of Beijing Normal University that normal colleges and universities have an inescapable responsibility to implement the "Strengthening Teachers Project".
According to my country's national conditions of large population, large number of students and unbalanced development among regions, normal colleges and universities should still become the main body of teacher education in a long historical period.
Ren Youqun, director of the Department of Teacher Work of the Ministry of Education, introduced that the plan to strengthen teachers in basic education in the new era was launched, and the central government allocated 5 billion yuan to support the construction of normal colleges and universities.
Implement a targeted training plan for outstanding teachers in underdeveloped areas in the central and western regions, and train 10,000 normal students every year for poverty alleviation counties and land border counties in the central and western regions.
Implement the "Cooperative Quality Improvement Plan for Teacher Education", relying on high-level normal universities to support the construction of weak local normal colleges.
Ren Youqun said that since the 18th National Congress of the Communist Party of China, my country has established a teacher education system with Chinese characteristics with 215 normal colleges and universities as the main body and 510 non-normal colleges and universities participating in it. Education has jumped to the three-level teacher education of "specialist, undergraduate and postgraduate".
The training and training of basic education teachers has achieved remarkable results. The public education of teachers, teachers, students and students under subordinate teachers has been implemented. In ten years, 85,000 students have been enrolled, and 90% of the graduates have gone to teach in the central and western regions.
Zhou Zuoyu, vice president of Beijing Normal University, introduced that Beijing Normal University actively thinks about and takes the initiative to deal with outstanding problems such as "can't recruit, retain, and teach poorly" teachers in underdeveloped areas in the central and western regions.
Implement the "Set sail plan", set up bonuses through self-raised funds, carry out school-enterprise, provincial-school cooperation to ensure post-employment development and other measures, guide outstanding graduates to join the basic education cause in the central and western regions, and achieve "support on horses, send a ride, and serve for life." ”; implement the “Teacher Ability Improvement Plan”, explore the “online + offline” and “ability + academic qualifications” training mode, build an “overpass” connecting teacher training and academic education, and build strong local basic education teachers; "Education Quality Monitoring and Diagnosis Plan", which accurately detects the pulse of primary and secondary schools in underdeveloped areas in the central and western regions, provides improvement plans, and provides support for national decision-making.
In April of this year, eight departments including the Ministry of Education issued a document on strengthening the construction of the teaching staff, namely, the Plan for Strengthening Teachers in Basic Education in the New Era.
The document mentions that, with the support of the National Development and Reform Commission, the implementation of the education-strengthening country promotion project will support about 50 normal colleges and universities to strengthen the construction of teaching and scientific research facilities.
At the same time, build a number of national teacher education bases, strengthen the construction of first-class normal university groups and first-class teacher education discipline groups, which is the "high level" of teacher education.
On the other hand, strengthen the "integrity", implement the coordinated quality improvement plan for teacher education, focus on the construction of weak normal colleges and universities, together with high-level normal universities and local high-level normal colleges and universities, help more than 30 weak normal colleges and universities in the form of groups to strengthen The construction of talent teams and disciplines promotes the coordinated development and overall improvement of teacher education.
Zhong Binglin, former president and professor of the Chinese Society of Education, said: "During the work of the Society, I clearly felt that the training of teachers at all levels and types has been strengthened in recent years, and the construction of the teaching staff is moving towards a new stage of focusing on the improvement of quality and ability. The law of education and teachers' work meets the requirements of high-quality development of education."
"Retention", college classrooms should increase local knowledge
Ning Meng is a master's student at a non-normal university and became a rural teacher after graduation.
For more than a year, she has gradually adapted to the work of primary school English teacher.
People often ask her: "How come you are a graduate student to teach elementary school?" She replied, "What's wrong with being able to shine in the position you love?"
Is there a gap between rural education and imagination?
"There must be." Ning Meng said with a smile, "For example, the school is far from home, more than 30 kilometers one way, and the commute time is relatively long. But as long as you love it, you can persevere no matter how tired you are."
In order to enable young teachers to live and work in peace and contentment at the grassroots level and in the countryside, in recent years, policy implementation and reforms on affordable housing, performance-based wages, establishment security, professional title review and other aspects have achieved a great leap forward, and teachers' "pain points" have been effectively resolved. .
Liu Jia believes that new graduates are uncomfortable because many students are confined to classrooms and campuses and cannot touch the real countryside. It is difficult for school courses to involve regional cultural characteristics, and there is a lack of development of local courses that carry local knowledge. awareness and institutional arrangements.
"Students' emotions towards the countryside are still conceptual and idealized emotions, not from real life situations. The weak cognition of the countryside and the lack of rural orientation are a prominent problem in the training process of normal students. ."
Liu Jia believes that the graduates who are about to become teachers have relatively weak rural awareness, rural feelings, and rural cultural responsibilities. These problems cannot be solved until they arrive at the local area.
For traditional normal colleges and universities, the school curriculum should increase students' practical experience of rural culture and rural style, and enhance graduates' sense of identity with the countryside and the grassroots.
In addition, many teachers in normal colleges also have problems of urban orientation or book orientation. Coupled with the relatively closed classrooms, college graduates are far away from real rural life.
"One of the attempts I am making is to cultivate the feelings of 'one understanding and two loves' (understanding agriculture, loving the countryside, and loving farmers) through the teaching of the first and second classrooms." Liu Jia introduced, In traditional normal classrooms, we should start from cultivating high-level abilities and emotional value to achieve "curriculum support". In the professional theoretical curriculum system, increase the curriculum design and implementation of the educational content of the major theme of "one understanding and two loves" to form a whole The systematic, systematic and integrated practice education system of "one understanding, two loves" and "big ideological and political courses" will help cultivate "beautiful village" builders with "returning to agriculture" feelings and the spirit of the times.
In addition, after graduates arrive at the grassroots level, whether teachers’ professional development can be effectively improved is also the key to “retention”.
Liu Jia provided a solution to the problem: grass-roots schools, especially county-level schools, can organize integrated and professional training activities and teaching and research activities.
Each discipline selects more prominent teaching and research staff, through resource sharing, curriculum development, etc., to set an example for young teachers who have just graduated, and achieve professional guidance, so as to drive young teachers who have just joined and form an education and teaching community.
This can effectively help young teachers improve their teaching level, and also enable them to discover the joy of teaching in rural areas, enhance their professional identity and identity, and then generate a local cultural identity.
(Our reporter Yang Sa)