Research On Practice Pattern Of Credit Bank For Teacher Training In Primary And Secondary Schools

In 2018,the "Opinions of the CPC Central Committee and The State Council on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era" proposed that "in order to comprehensively improve the quality of primary and secondary school teachers and build a high-quality and professional teacher team,it is necessary to strengthen teacher training,carry out the independent selection of training courses,implement training credit management,and establish a training credit bank.Build an ’overpass’ connecting teacher training and academic qualification education ".The Ministry of Education has issued several documents requiring the establishment and improvement of the teacher training credit system to promote the reasonable conversion of credit hours.Some cities and counties in Hubei,Chongqing and Henan have actively explored the construction of credit banks based on the regional actual situation.It is an effective way and key measure to improve the credit management system of teachers’ training and build a credit bank to promote the standardization,systematization and specialization of teacher training.Under the dual driving of policy requirements and realistic demands,the credit banks for the training of middle and primary schools teachers in our country have stepped the step of practice exploration in recent years,and made some achievements.However,some problems also emerged in this process,such as how to construct the practice pattern of credit banks for the training of primary and secondary school teachers,how to apply credit banks to provide independent learning selection and intelligent research services for primary and secondary school teachers,and how to use credit banks to break through the training barriers for primary and secondary school teachers and build the overpass for the training of primary and secondary school teachers.This study focuses on the practice of credit banking for teacher training in primary and secondary schools,explores the practice patterns of credit banking for teacher training in primary and secondary schools,identifies and leads personalized teacher learning,enables teacher professional development,and improves teacher education and teaching ability.The credit bank of primary and secondary school teacher training carries out high-quality intelligent management of the credit of primary and secondary school teacher training credits by referring to the credit bank concept,solves the problem of high consumption and low efficiency of the current credit management of primary and secondary school teacher training,links the training and cultivation,and improves the effectiveness and long-term effectiveness of the training.Therefore,the credit structure of primary and secondary school teacher training consists of three dimensions:elements,levels and proportions.The content elements can be constructed based on the core qualities of students’ development,and the concept of teacher ethics first and competency-based should be established in terms of levels.In terms of proportions,the contradiction between generality and particularity should be well grasped and dynamically optimized with The Times.The credit management of primary and secondary school teacher training includes credit recognition,credit storage,credit transfer and so on.At present,the credit management of teachers’ training in primary and secondary schools presents three management systems: state,local and school.From the perspective of development,the credit management of teachers’ training in primary and secondary schools should change from management to governance,construct a community of interest for teachers’ training credits,promote diverse participation and realize good governance by common governance.The credit bank of primary and secondary school teacher training needs and cannot do without technical support.The credit bank platform system of primary and secondary school training is constructed based on blockchain technology to realize the decentralized and credible recognition of credits.Big data technology helps transform the training management of primary and secondary school teachers from "experience-based" to "data-based" in a scientific and precise way.In addition,data mining technology can be used to optimize the learning and training of primary and secondary school teachers.Artificial intelligence technology is conducive to the intelligent operation of primary and secondary school teacher training credit bank.At the same time,we should also pay attention to the fact that the credit bank for the training of primary and secondary school teachers is not risk-free but risk-loaded.The risk of the credit bank for the training of primary and secondary school teachers exists objectively,with the characteristics of subject-client isomorphism,individual difference,dynamic complexity,harm probability,value duality and so on.From the technical point of view,the credit bank risk of teacher training is mainly caused by the negative effect of technology,the autonomy of technology and the contradiction between technology logic and teachers’ learning logic.From the perspective of human nature,the bank risk of primary and secondary school teacher training credit is mainly caused by human nature defect,human knowledge limitation and human behavior limited rationality.In order to prevent and control bank risks,we should follow the principle of prevention first,the principle of comprehensive prevention and control,the principle of risk sharing,and deal with it based on the process of risk identification,risk assessment and risk response.Finally,this study shows and analyzes three types of cases of the application of credit banks for teacher training in primary and secondary schools,that is,cases of optimizing credit management for teacher training in primary and secondary schools,cases of breaking through training barriers,and cases of building integrated teacher education overpass.To construct a system supporting the independent development of primary and secondary school teachers,and to improve the pertinence and effectiveness of primary and secondary school teacher training,and to promote the type of high-quality cases of primary and secondary school teacher training.It is imperative to construct a scientific practice pattern of credit banking for teacher training in primary and secondary schools.By defining credit structure and establishing flexible systems of learning conversion,achievement certification,storage accumulation and application conversion,barriers between various training and learning can be eliminated,hierarchical classification and independent learning selection can be promoted to improve teacher training practice.