广州市基础教育教研员专业标准（3稿）（童宏保 主持）
为贯彻落实《教育部关于加强和改进新时代基础教育教研工作的意见》（教基〔2019〕14号）和《广东省教育厅关于建立健全新时代基础教育教研体系的实施意见》（粤教教研〔2020〕1号 ）精神，结合《关于加强广东省中小学校本研修工作的指导意见》和《幼儿教师专业标准》《小学教师专业标准》和《中学教师专业标准》，促进教研员专业发展，建设高素质教研员队伍，特研制《基础教育教研员专业标准》（以下简称《专业标准》）。
基础教育教研员是研究基础教育教学规律，运用教育教学理论指导教育教学实践，为基础教育教师提供教育教学咨询、服务、研究和指导，促进教师专业发展的教育引领者。本《专业标准》是对教研机构中合格的基础教育教研员专业素质的基本要求，是选拔、培养和考核教研员的重要依据。
一、基本理念
（一）以德为先
热爱基础教育教研工作，具有职业理想，践行社会主义核心价值观，遵守教师职业道德规范和教科研道德规范。尊重、关爱教师，自尊自律，以专业德能感染、引导教师，成为教师专业成长的指导者和引路人。
（二）师生为本
遵循教育改革与发展规律、教师专业成长规律、学生学习规律，不断探究教育教学规律和教育主体发展规律。以学定教，帮助教师改进教育教学，促进学生全面发展，提高教育质量。以教定研，尊重教师的权益，充分调动和发挥教师的主动性，为教师专业发展提供适合的指导。
（三）研究为学
研究课程理解和学科教学研究前沿成果，搭建区域教学研究平台，引导教师研究课程标准落地课堂教学。引领团队在线教研，以学校为团队基础、以学科为团队依托、以教师发展阶段为团队梯队，发挥不同团队的微教研、微创新以及为教师教学和学生学习的作用。
（四）服务为要
坚持把“服务”作为教研工作的理念或核心指导思想，服务学校教育教学，引领课程教学改革，提高教育教学质量；服务教师专业成长，指导教师改进教学方式，提高教书育人能力；服务学生全面发展，深入研究学生学习和成长规律，提高学生综合素质；服务教育管理决策，加强基础教育理论、政策和实践研究，提高教育决策的科学化水平。
（五）终身学习
学习国内外先进的教育理论和教育改革与发展模式；优化知识结构，提高文化素养；具有终身学习与持续发展的意识和能力，做终身学习的典范。
二、基本内容
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一级 指标 |
二级 指标 |
具体内容 |
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专 业 理 念 与 道 德 |
专业 认知 |
1.熟悉教研规范性：领会教育教学法律法规和教育发展政策。 2.理解教研专业性：认同教研工作的专业性和不可替代性。 3.认同教研有效性：认同教研引领教师成长促进教育发展。 |
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专业 态度 |
4.尊重教研规律：尊重教研理论与实践相结合规律，教研主体以教研客体为前提，以教研活动为桥梁促进客体发展的规律。 5.关注先进价值：关注前沿教育研究思想、注重教研科学方法，关注教研的人文精神和科学价值。 6.重视校本教研：尊重校本教研的引领作用，发挥教师合作意识，课程意识和教学理念，尊重不同阶段教师发展特点，积极推进校本课程发展。 |
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专业 道德 |
7. 坚定理想信念：热爱教研事业，具有职业理想信念，合理规划职业生涯，重视自身专业发展。 8. 坚守道德情操：坚守教研员职业道德规范，为人师表。 |
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专 业 知 识
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教学研究知识 |
9.领会教研知识：掌握教育教学基本理论，熟悉教育科学研究方法和观课、议课原理与方法。 10.熟悉课程原理：熟悉课程开发的原理与方法。 11.掌握教育动态：把握国内外教育教学改革的动态和趋势，学习和借鉴促进基础教育教学改革成功的经验。 |
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学科专业知识 |
12.了解学科前沿：了解学科发展前沿，新成就和新趋势。 13.掌握学科课标：准确理解和掌握学科课程标准，洞察各种教材的结构以及教材与课程标准之间的关系。 14.精通学科体系：精通学科领域的基本观念、基本原理、知识体系、基本思想与方法。 15.关注交叉学科：关注交叉学科、增强学科融通知识。 |
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教师发展知识 |
16.了解教师发展法规：了解关于教师发展和保护的有关法律法规以及政策规定。 17.理解教师发展方法：了解教师专业发展需求的方法，掌握设计教师专业发展的知识。 18.掌握教师发展规律：掌握不同阶段教师专业发展的特点、规律和促进教师专业发展的策略与方法。
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学生发展知识 |
19.掌握学生发展规律：掌握学生身心发展规律和学生发展知识。 20.运用学生学习规律：掌握学生学习方法、学习习惯和学习发展知识。 21.掌握学生发展动态：掌握国内外学生学习发展的基本情况和前沿动态。
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专 业 能 力
专 业 能 力 |
研 究 |
22.研究教研规划：研究教研计划，根据工作实际选择合理主题，设计系列专题和丰富多彩的教学研究活动。 23.研究课程教学：研究基础教育课程改革发展趋势和特点，把握基础教育课程改革方向；研究课程发展理论与实践，从课程与教学设计、实施与评价，帮助教师理解和把握课程发展与课堂教学。 24.研究主体发展：研究学生身心发展，帮助教师在教学实践中促进学生的全面发展；研究教师发展，开展教师教学和学生学业评价研究，积极探索符合课程标准的评价；研究家校管理者发展，积极探索家校合作领导与管理规律。 |
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指 导 |
25.指导课堂教学：指导教师开展基于课程标准的教学改革实验，总结提升一线教师草根性的课程教学改革典型经验，积极推广优秀教学成果。 26.指导教育科研：掌握教育教学研究的基本原理和方法，能对教师的教学研究给予有效的指导 27.指导教育测评：能选择或开发科学的课程实施与教育教学质量监测工具，并能开展有效评价，分析反馈监测获得的数据和结果，指导教师及时进行教育教学策略调整或改进。 |
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服 务 |
28.服务教育决策：主动承担教育行政部门委托的相关研究，为教育行政部门决策提供建议。 29.服务学校发展：加强与教师、校长的沟通合作，共同促进学校发展，提高学校发展质量。 30.服务教师发展：组织与管理教研队伍，有序组织开展教研活动，服务教师课程、教学和研究以及职业发展。 31.服务学生发展：深入研究学生学习和成长规律，提高学生综合素质 |
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发 展 |
32.制定教研规划：制定专业发展规划，积极参加专业培训，不断提高自身专业素质。 33.提升教研能力：通过多渠道进行信息收集、整 理、分析、运用，灵活地支配信息为教育教学服务，并探究新信息，提升教研能力。 34.发展教研资源：提升教研员信息技术应用能力，搭建线上线下教研平台、拓展区域教研空间、发展教研课程资源共享教研积累、发展教研人力资源，搭建教研团队。
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三、实施建议
（一）各区县教育行政部门要将《专业标准》作为教研员队伍建设的基本依据。根据发展的需要，充分发挥《专业标准》引领和导向作用，不断提高教研员的专业水平。制定教研员准入标准，严把教研员入口关；制定教研员聘任、考核、退出等管理制度，保障教研员合法权益，形成科学有效的教研员队伍管理和督导机制。
（二）区县教研机构要将《专业标准》作为教研员管理的重要依据。制定教研员的专业发展规划，注重教研员职业理想与职业道德教育，增强教研员的责任感与使命感；开展教研员培训，促进教研员专业发展；完善教研员岗位职责和考核评价制度，健全教研员绩效管理机制。
（三）《专业标准》作为教研员自身专业发展的基本依据。制定自我专业发展规划，爱岗敬业，增强专业发展自觉性；大胆开展教育教学研究，不断创新研究方法；积极进行自我评价，主动参加教研员培训和自主研修，逐步提升专业发展水平。
根据2020年11月20日于广州市教育科学研究院的论证会意见进行修改，最终形成广州市基础教育教研员专业标准（3稿）终稿。此稿仅供教研员培训课程设计参考，贵州省教科院教研员培训课程参考此标准设计。本专业标准制定和论证得到了方晓波、胡庆芳、康世刚、潘希武、席春玲、陈坪等教研专家和一线教研员的宝贵意见和大力支持，特此致谢。
The Professional Standards for Teaching and Research Staff in Basic Education in Guangzhou
（Discussion Draft 3）（Tong Hongbao)
To promote the professional development of teaching and research staff and contribute to the creation of a high quality,well-educated team,on the implementation of the "Opinions of the Ministry of Education on Strengthening and Improving the Teaching and Research Work of Basic Education in the New Era" (Elementary Education [2019] No. 14) and the "Implementation Opinions of the Guangdong Provincial Department of Education on Establishing and Improving the Teaching and Research System of Basic Education in the New Era" (Teaching and Research in Guangzhou Education[2020] No. 1), also combined with the "Guiding Opinions on Strengthening School-Based Research Work in Primary and Secondary Schools in Guangdong Province" and "Professional Standards for Preschool Teachers" "Professional Standards for Primary School Teachers" and "Professional Standards for Secondary School Teachers", thus, the “Professional Standards for Teaching and Research Staff in Basic Education” is developed.(hereafter referred to as “Professional Standards”).
Teaching and research staffs are the leaders in basic education who study the laws of education and teaching, exert its leadership role for providing advisory, services, research and guidance, and promoting teacher professional development by bridging the theories with realistic practice. This "Professional Standard" is the fundamental requirement for the professional quality of qualified teaching and research staffs in teaching and research institutions, and it is the important basis of the selection, training and assessment of teaching and research staffs.
1. Basic Concept
1.1. The Primacy of Virtue
Teaching and research staffs are consistently acknowledged as a man who devotes himself into education, hasprofessional ideals, practices socialist core values, and always abides by the professional ethics of teachers and research. These people , who become instructors and guides for teachers' professional growth by influencing and guiding them with their professional ethics, will fully understand respecting and caring for teachers and also have highly self-respect and self-discipline.
1.2. Teacher-Student-Oriented
Teaching and research work follows the laws of education reform and development, teacher professional growth and student learning. What’s more, it guides staff members to explore the laws of education and teaching, and the development of teachers and students. With fully respect to the rights of teacher staff, it focus on teaching through learning and researching through teaching, provides suitable guidance for teachers' professional development, and also inspires their initiative, which can not only improve teachers’ teaching education, promote overall development of students but improve the quality of education.
1.3. Learning While Researching
By means of the research in the cutting-edge outcomes of curriculum understanding and subject teaching research, the staff build a regional platform for teaching and research to guide the teachers to study how the curriculum standards successfully integrate with teaching practical in classroom. Apart from this, they draw on the strengthen of three basic unions which include foundation-based school unions, support-based academic subject team as well as development staged-based teachers team, leading online teaching and research workshop which is supported by the power of their micro-teaching and research, micro-innovation, teachers and students’ teaching and learning.
1.4. A Strong Sense of Service
Adhere to implement the strong sense of service in teaching and research work, which is the main concept and the core guiding thoughts of teaching and research work. Teaching and research work serves for four basic contents , namely, first of all, education and teaching in schools which leads curriculum and teaching reform, and improve the quality of teaching education; Second, teachers' professional growth which guides teachers to improve teaching methods and teaching ability；In addition, comprehensive development of students, in terms of cultivate all-rounded quality of students, which implement in-depth study and analysis of the laws of students’ growth and learning; Furthermore, educational management decision-making which can strengthen education theories, policy and practical research, also improve the scientific level of educational decision-making.
1.5. Life-Long Learning
Besides keep learning the cutting edge of education theories, educational reform and development models from domestic and foreign countries, staff members pay more attention to optimizing knowledge structure, improving cultural literacy, having an awareness of life-long learning and sustainable development, and be a model of life-long learning.
2. Basic elements
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The first level indicators |
The second level indicators |
Specific elements |
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Professional Philosophy and Ethics |
Professional Cognition |
l Be familiar with the norms of teaching and research：Comprehend the laws、regulations and policies of teaching education and the development of education. l Comprehend the professionalism of teaching and research：Agree with the professionalism of teaching and research work and it is irreplaceable. l Acknowledge the effectiveness of teaching and research：Recognize that teaching and research promote the development of teachers and education. |
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Professional Attitude |
l Respect the regular pattern of teaching and research：Respect the laws in teaching and research which include combining theory with practice, taking teaching and research object as the premise and promoting the development of it through teaching and research activities. l Focus on the progressive value of teaching and research：Pay attention to cutting-edge educational research ideas and scientific methods, focus on the humanistic spirit and scientific value of teaching and research. l Pay attention to school-based teaching and research：Respect the leading role of school-based teaching and research, play its part in teachers' cooperation awareness, curriculum awareness and Pedagogical idea, respect the characteristics of teachers' development at different stages, and promote the development of school-based curriculum positively. |
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Professional Ethics |
l Firm ideals and beliefs：Have deep passion about teaching and research, work with professional ideals and beliefs. Also a reasonable career planning is needed. Pay more attention to their own professional development. l Stick to moral sentiment: Stick to the professional ethics of the staffs , act as a model. |
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Professional Knowledge |
Academic Research knowledge |
l Comprehend the knowledge of teaching and research: Be expected to master the basic theory of education and teaching, familiar with the methods of educational scientific research, the principles and the methods of classroom observation anddiscussion. l Be familiar with the principles of curriculum: Be familiar with the principles and methods of curriculum development. l Master the educational dynamics: Grasp the dynamics and trends of the reform of education and teaching both in domestic and abroad, and learn from the successful experience of promoting the reform in basic education and teaching. |
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Subject Expertise |
l Understand the frontiers of subject: Learn about the frontiers of the subject development, the latest achievements and trends. l Master the curriculum standards of subject: Understand the curriculum standards accurately, comprehend the structure of various teaching materials and the relationship between teaching materials and curriculum standards. l Be well up in the system of discipline：Proficient in the basic concepts, basic principles, knowledge system, basic ideas and methods in the field of subject. l Focus on interdisciplinary：Pay more attention to enhancing the knowledge of cross-discipline and interdisciplinary. |
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The Knowledge of Teacher Development |
l Understand the regulations of teacher development:Understand a range of laws, regulations, and policies which related to the development of teacher and the protection of teachers’ rights. l Comprehend the methods of teacher's development: Know the approaches of the needs of teacher professional development and also know the knowledge about how to design teacher’s professional development. l Master the laws of teacher development: Master the characteristics and the laws of teachers' development at different stages, besides，master the strategies and methods to promote professional development for all teachers. |
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The knowledge of Student Development |
l Master the laws of student development: Master the laws of students' physical and mental development and the knowledge of students' development. l Apply the laws of student’s learning: Have a good grasp of students' learning methods, learning habits and the knowledge of their learning development. l Grasp the dynamics of student development: Master the basic situation and frontier dynamics of the development of students’ learning both in domestic and foreign countries. |
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Professional Competence
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The Capacity of Research
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l Study on the planning of teaching and research: According to the actual work, choose a reasonable theme, study the teaching and research plan, as well as design a series of topics and colorful teaching and research activities. l Study on curriculum teaching: Study on the development trends and characteristics of basic education curriculum reform and grasp its direction. Study the theory and practice of curriculum development, guide teachers through pedagogy and curriculum’s design, implementation and evaluation , in order to help them understand and grasp the curriculum development and classroom teaching. l Study on the development of educational subject: Study onstudents' physical and mental development can help in promoting students' all-round development in teaching practice. besides, study on the development of teacher so that the research can be done in teaching and the evaluation of students' academic，and also play its part in exploring the appropriate assessment actively which can meet the curriculum standard. What’s more, study the development of home-school administrators, and explore the laws of home-school cooperative leadership and management. |
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The Capacity of Guidance |
l Guide the classroom teaching: To guide teachers to carry out the curriculum standards-based experiments of pedagogical reforms, and then through summarizing and refining the typical experience of grass-roots curriculum teaching reform of front-line teachers to promote the extension of excellent teaching achievements. l Guide the educational research：Master the basic theory and methods of educational and teaching research, and give effective guidance to teachers' teaching research. l Guide the educational assessment: Be able to select or develop scientific tools which works on curriculum implementation and educational teaching quality monitoring, and carry out effective evaluation, as well as the analysis of data and results which collected from monitoring feedback so that can guide teachers to adjust or improve their education and teaching strategies timely. |
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The Capacity of Service |
l Serve for education decision-making: Take the initiative to undertake the relevant research commissioned by the education administrative department, besides, provide advice for the education administrative department decision-making. l Service for the development of schools: Strengthen the communication and cooperation between teachers and principals to jointly promote the development of school, meanwhile, improve the quality of school development. l Serve for the development of teachers: Organize and manage the staff, and conduct orderly activities so that serve for teacher’s curriculum, teaching, research and the development of profession. l Serve for the development of students: Study the laws of students’ learning and growth in-depth, and improve the overall quality of students. |
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The Capacity of Development |
l To formulate teaching and research planning: To formulate the planning of professional development, participate in professional training actively, and improve their professional quality continuously. l Improve the ability of undertaking research: Through multiple-channel to collect, manage, analysis, and use information resources, and serve for educational teaching. Meanwhile, keep going on exploring the latest information and improve the capacity for undertaking research. l Develop the resources of teaching and research : Enhance the staff’s capacity of information technology applications, build platforms for teaching and research which contain online and offline. Meanwhile, expand regional space, develop curriculum resources and staff resources, create teaching and research team for sharing their valuable accumulation and improving their work. |
3. Implementation of recommendations
3.1. The construction of teaching and research staffs development in all district and county education administrative departments should in accordance with the “Professional Standards”
According to the needs of development, ensure that "Professional Standards" plays its full part in guiding and continuously improving the professional level of teaching and research staffs. In order to protect the legal rights and interests of their staff members, establish a collaborative team which has scientific and effective management and supervision mechanism, setting admission standard for staff members, strictly restricted the access and establish a management system for their appointment, assessment, and withdrawal behaviors.
3.2. The management of staff members in district and county’s Teaching and research institution should be consistent with the “Professional Standards”
The management of teaching and research staff members including formulate professional development plans, focus directly on the education of their professional ideals and ethics, and enhance a sense of responsibility and mission. Staffs are provided with professional training to facilitate individual professional development. Meanwhile, improve the postaccountability and evaluation system of teaching and research staff, and perfect their performance management mechanism.
3.3. “Professional Standards” served as the basic basis for professional development of teaching and research staffs
"Professional Standards" is used to involve teaching and research staffs in a range of actions to reach professional development, such as, formulate self-professional development planning, work with love and dedication, enhance the consciousness of professional development, conduct education research and consistently innovate research methods，as well as actively implement self-evaluation and willing to take part in training or self-study activities, thus can improve the level of professional development gradually.
According to the views of the demonstration meeting of the Guangzhou Academy of Educational Sciences on November 20, 2020, the final draft of the professional standards (discussion draft) for teaching and research staffs in basic education in Guangzhou was formed.（Translated by Li Jie）