岗位胜任系统培训 

1.新任教师岗前培训。建立学校和院系两级岗前培训体系，分别由教师发展中心和院系制定培训计划并组织实施。培训内容围绕新任教师必备的基本理论、基本规范和基本技能这“三个基本”展开。通过参观考察、典型报告、示范课观摩、优秀教案展示、试讲点评、优质课研讨、教师誓词宣誓等形式，对新任教师进行多方面的训练和指导，使新任教师树立职业理想，明确岗位职责，了解教学要求，提高贯彻执行教育方针政策及学校各项管理制度的自觉性。分期编印《郑州科技学院新任教师培训心得集萃》，巩固培训成果，促进学习交流。

1. Pre-work training.

First, Establish the college-department training system which is supposed to be formulated and carried out by the teachers’ development center and colleges. The content of the training should be focused on the essential theories, codes and skills which are expected to be equipped by the new teachers. The training is implemented by many ways, such as study tours, typical reports, the model and criticism lessons, the exhibition of excellent teaching plans, comments on trial teachings, seminars and teaching pledge and so on. Through these practices, the new teachers will have the career planning, realize the responsibilities, grasp the requirements and improve their cognition on execution of the related policies and management systems. Second, publish “the collection of the training experience ” by stages. The strategy aims at consolidating the achievements of training and promoting the exchanges.

2.在职教师全员培训。开办暑期教师全员培训班，邀请省内外专家名师举办专题讲座或论坛，组织教师系统学习高等教育理论，全面了解高等教育特别是民办高等教育改革发展所取得的巨大成就，深入思考和讨论教育教学、科学研究、教学规范、职业发展等重大的实践和现实问题，提高运用高等教育理论指导和推进本职工作的能力和水平，坚定投身民办高等教育事业的信心和决心。

2. Training for all teaching staffs;

Importance should be paid to teaching staff including establish summer training classes, invite experts in and out of the province to give seminars or symposiums and organize the teachers to study higher education theories systematically so that they have a comprehensive understanding of the remarkable achievement of the higher education, especially the private higher education reform and development. Meanwhile, it is crucial for the teaching staff to discuss and think deeply of education teaching, scientific research, teaching specification, professional development and other major practical and realistic problems, to improve the ability of applying for higher education theory to guide and promote the work they are responsible for, and to throw into the cause of private higher education with firm confidence and determination.