There are many focuses of basic education reform, among which teacher development is one of them. What qualities should teachers have in order to cultivate innovative talents? What old ideas do teachers need to update? What good traditions should we inherit? What should an ideal teacher look like? How to develop teachers’ talents through institutional innovation and professional training? In a word, it is how to promote the professional development of teachers through multiple channels. Especially with the proposal of "education equity and balanced development of education", as a primary school Chinese teacher who has been working on the front line of primary and secondary schools for a long time, I feel more and more deeply that primary school Chinese teachers should take the path of professional development and pass various Such measures to promote the professional development of teachers are beneficial measures to adapt to the new curriculum reform and comprehensively improve the quality of primary school education and teaching. What practical measures can effectively promote the professional development of primary school Chinese teachers? Based on the author’s practice in recent years, it can be achieved through the following ways:
1. Lead teachers to learn and improve their professionalism
p>The professional qualities of primary school Chinese teachers include professional concepts and teacher ethics, professional knowledge, and professional abilities. Specifically, the comprehensive penetration of new modern educational concepts, the comprehensive improvement of literary literacy, the comprehensive development of modern teaching skills and educational research capabilities all require teachers to improve through learning. Teachers should be learners at all times. The new curriculum reform clearly states that teachers are the cultivators of students' learning ability. Teachers' teaching and learning will gradually give way to teachers and students teaching and learning from each other. Classes are not only about imparting knowledge, but also about mutual understanding, mutual inspiration and mutual learning between students. It is no longer a one-way effort, but a life activity, professional growth and self-realization. The "Basic Education Curriculum Reform Outline" also says this: encourage students to actively participate, be willing to explore, be diligent in doing things, cultivate students' ability to collect information and process information, and form students' active and personalized learning. This means that teachers must learn to study through research. Therefore, in order to improve teachers’ professional quality, it is necessary to organize and guide teachers’ learning through various forms. For primary school Chinese teachers, the following three effective learning methods can be adopted:
(1) Actively read books
Through research and development, almost all special teachers have a *** The same hobby - loving reading and improving oneself in reading. Their classes full of wisdom and aura are due to their extensive knowledge accumulation and profound cultural heritage. Many teachers always feel that they have nothing to say when writing papers, and sometimes the articles they finally come up with are dry. The most critical reason for this is lack of study and accumulation of knowledge. "To give students a glass of water, the teacher needs a bucket of water." Where does this bucket of water come from? A very important way is to read. As "literate people" in the eyes of the world, teachers should develop a good habit of constant reading. The professional growth of teachers requires the improvement of theory, and practice without theoretical support is blind practice. Therefore, teachers can choose to study some classic books on educational theory according to their own needs. In particular, they need to read some works of masters regularly to deepen their own knowledge and improve their own knowledge through reading. Only by “charging”, “storing energy”, “absorbing oxygen” and “replenishing calcium” during reading can we continuously receive the supply of living water from the source. Make classrooms and teaching wonderful.
(2) Organize a curriculum reform salon
This is a symposium where teachers with similar interests can speak freely. The relaxed and free research atmosphere created by the curriculum reform salon allows everyone to explore the "doubtful points", "difficulties", "hot spots" and "focus" topics in the Chinese curriculum reform through "taste, taste and chat". Discussions can be held on one curriculum reform topic at a time without forcing a unified conclusion. The purpose is to broaden the mind, guide thinking, deepen teachers’ understanding of a certain issue, seek more teaching strategies, and explore new methods and new methods in curriculum reform. model. For example, in the teaching salon with the theme of "Talk about Chinese Cooperative Learning", teachers focused on "What are the characteristics of cooperative learning in the true sense", "How to carry out effective cooperative learning? Do you have any golden ideas?" "The current implementation process What confusions do you have?" and other questions to speak freely. Through communication, it is easy to collect information and materials, deepen understanding, and form new teaching strategies to guide teaching practice, thus enriching teachers' learning atmosphere.
(3) Get close to famous teachers’ classes
Teachers’ professional development is inseparable from the guidance of famous teachers. Schools should use various methods to bring Chinese teachers closer to the classrooms of famous teachers. Through studying, observing and discussing the classes of famous teachers, such as watching CD-ROMs, classroom observation, remote training, etc., teachers can review their own education and teaching in the process of witnessing the grace of famous teachers, so as to improve themselves. For example, by observing Yongzheng's class, we can let teachers appreciate the five teaching characteristics of "emphasis on perception, emphasis on accumulation, emphasis on interest, emphasis on transfer, and emphasis on habits" formed in his Chinese class, and feel his "new, practical, lively, and doubtful" teaching characteristics. , love, emotion, fun, beauty" the Eight-Character Scripture. Observe Sun Shuangjin’s class and learn how he embodies “one subject and three natures” (i.e., image-based, emotional, realistic, and student-centered) in his teaching, and understand that he advocates that the Chinese language classroom should be a smart classroom and an emotional classroom. , humanistic classroom, tool classroom and children’s classroom. It will undoubtedly be of great help to the professional growth of our primary school Chinese teachers.
"Teachers' knowledge starts with a bucket of water, then it needs to become tap water, regular running water, and finally it needs to teach students how to find water on their own." Wang Wenzhan, National Superintendent of Schools and former Director of the Elementary Education Department of the State Education Commission, said, Where does this water come from? Learn, learn, and learn again. Only by improving one's professional quality in learning can one achieve the happiness of education in learning.
2. Polishing teachers’ classrooms and improving classroom effectiveness
Polishing teachers’ classrooms mainly includes the polishing of regular open classes and the polishing of observation classes, competition classes or evaluation classes at all levels. Polished.
The starting point for polishing regular open classes is the personal professional growth of teachers, which focuses on classroom qualifications and classroom effectiveness. It mainly focuses on improving the quality of classroom education and teaching and optimizing teacher education and teaching behavior. The goal of polishing this kind of class is to enable every teacher to take up-to-standard classes, key teachers to give demonstration classes, and outstanding teachers to give high-quality classes. Thus taking the path of teacher professional development.
The starting point for polishing observation classes, competition classes or evaluation classes at all levels lies in the growth of the teacher group and the professional development of the teacher team. Because this kind of class often involves the collective wisdom of all teachers and related professionals. In the process of polishing the classroom, we continue to learn from the excellent experiences of the teachers around us and absorb advanced ideas and wisdom. The meticulous polishing process is also a good opportunity for teachers to inspire each other and comprehensively reflect on their daily teaching behaviors, so that their classroom teaching can become increasingly sophisticated. This kind of class generally requires multiple rounds of training from the same class. This process is a process in which teachers think deeply, ponder over and over again, brainstorm ideas, and continuously improve. It brings professional experience and behavioral follow-up to teachers that cannot be achieved in normal classes. Comparable. When teachers work tirelessly to build the classroom, the classroom also undoubtedly builds the teacher. After polishing this kind of class, teachers will become very clear about how to grasp the teaching materials, how to grasp the students, and how to design every aspect of the class. After the class, teachers can also give feedback on their own strengths and weaknesses from the class evaluation teacher. One more professional guide. If teachers write open classes as lesson study reports, it will be of great benefit to professional development. It can be said that the training of this kind of class can greatly shorten the teacher's growth cycle and is a catalyst for teachers' professional growth. For example, the primary school in Guanyin Town where the author works has formed a "five-class classroom" standard through polishing the classroom, that is, there is independent learning time, a positive speaking atmosphere, a cooperative communication scene, an opportunity for learning feedback, and a good incentive mechanism. This effectively promotes the construction of the school's main classroom and effectively promotes the professional development of teachers.
3. Reflect on teaching and accumulate educational wisdom
“Teaching is to find an effective method so that teachers can teach less and students can learn more. Therefore And less noise and toil, more leisure, happiness and solid progress”! Comenius spoke truthfully. The process of seeking an effective method is a process of reflection and practice. No teacher, even a brilliant teacher, can be perfect in the process of teaching. Examining and analyzing one's own teaching behaviors, teaching decisions and teaching results can effectively correct deviations in teaching concepts and teaching behaviors, form one's own independent thinking and creative insights into teaching phenomena and teaching issues, and improve self-awareness and teaching monitoring capabilities. . If "teaching is to cultivate a habit" is an educational creed respected by everyone, then it is not only applicable to the education object-students, but also to the teachers themselves. What teachers need to develop is a habit of research, a habit of reflection, and constantly thinking about their own excellence and mistakes. This is an essential quality for professional teachers. Teaching reflection can take the form of writing postscripts and group reflections.
? (1) Writing a teaching postscript
After the teacher has finished teaching a topic, he should promptly analyze and summarize the success or failure of the lesson, re-understand and make evaluations, affirm the achievements, and find out the existing problems. , analyze the specific reasons, and promptly propose measures to improve teaching. Teaching postscripts are generated from teaching practice and are the crystallization of teachers’ thoughts and wisdom. The content of teaching postscript writing involves all aspects of teaching work. It includes the selection or supplement of teaching material content, the arrangement of lesson plans, the establishment of teaching objectives, the choice of teaching strategies, the determination of teaching key points and difficulties, the organization of teaching content, the arrangement of teaching procedures, and the teaching methods. The selection of teaching media, the analysis of teaching phenomena, the discussion of typical problems, the design of student learning, the reflection of students' reflections, the evaluation of teaching effects, etc... These contents can be based on the teaching requirements. Based on the actual situation, select one or two to summarize, or make comments and comments, or connect them into an article. This creates experience and promotes the development and growth of teachers.
(2) Group reflection
This is a collective discussion organized by teachers in subject groups, teaching and research groups, and grade groups. After all, teachers' personal reflection and "personal understanding" have certain limitations. If colleagues participate in mutual lectures, joint analysis, and provide "different opinions" and "multiple voices", teachers can be prompted to use collective wisdom to continuously correct. The bias of personal understanding can lead to deeper and more comprehensive reflection, so that teachers' concepts can be sublimated in a subtle way.
For example, grade groups conduct unit teaching reflections, subject groups conduct mid-term and final reflections, and mutual discussions in teaching and research classes can effectively promote teachers' collective progress and professional growth.
Taking a class as an example, the author's school put forward the "Four Questions, Two Concentrations, and Three Inspections" model around teaching reflection: that is, four questions before class, what should I teach in this Chinese class? How to say it? Why do you say this? Is there a better way to put it? The second expert in the class: Did I explain it well? Are students proficient? Three checks after class: check whether students’ homework has been completed; check whether teaching objectives have been achieved; check whether after-class tutoring has been implemented.
This kind of reflection helps to continuously optimize teachers’ education and teaching levels, continuously enrich teachers’ education and teaching wisdom, pursue efficient classrooms, promote the improvement of education and teaching quality, and promote teachers’ professional development.
4. Carry out subject research and strengthen scientific research awareness
Having scientific research awareness, knowledge and ability are the common characteristics of all professionals. Therefore, to improve the professionalism of primary school Chinese teachers, we must emphasize the cultivation of relevant research abilities. The Chinese curriculum reform highlights the cultivation of students' innovation and practicality, which requires teachers themselves to make new leaps and breakthroughs in innovative spirit, innovative thinking, innovative ability, innovative methods, innovative methods, etc., which are the core of scientific research capabilities. , Scientific research ability is a necessary condition for high-quality education and the continuous development of primary school Chinese teachers’ own professional abilities.
Combined with the actual practice of primary school Chinese teaching, there are the following three ways to carry out subject research:
(1) Carry out educational narrative research
Educational narrative is through the study of relevant subjects. Research on the description and analysis of meaningful teaching events and educational life events, discovering or revealing the educational significance, educational thoughts or educational beliefs hidden behind these events, thereby highlighting the essence and value of education. To put it simply, teachers "tell stories" and trace the vivid educational events that they have experienced and left a deep impression on in the stories. Through narration, the events experienced by teachers in past educational activities can be reproduced, the impressions or confusions that have been obscured in teachers' memories can be revealed, individual educational experiences can be shared with others, and educational events can be revealed. Become the most valuable presence in educational activities.
As a primary school Chinese teacher, writing educational narratives is also about accumulating materials, and it is also about writing hydrology. The specialty of Chinese teachers is writing. Find inspiration in educational narratives and guide students to write about stories around them, wonderful lives, unforgettable classes, and their own thoughts and gains. In the narrative, teachers and students encourage each other and make progress together. This can effectively improve the professional level of Chinese teachers.
(2) Actively conduct micro-topic research
Micro-topic is also called "problem research" or small-topic research. Micro-topic research is a teaching research based on reality with the classroom as the scene, teaching as the center, teachers and students as the main body, and it is a booster to promote the professional growth of teachers.
Primary school Chinese teachers often take project research too seriously. They always think that topic research is a matter for experts, and they always feel that they have no topic worth studying, and some teachers always like to study this model or that model. The author believes that as primary school Chinese teachers, there are many issues worthy of our study during the teaching process, correcting homework, and communicating with students. For example, in view of the phenomenon that students are now prone to typos, can we conduct a research on "students' typos" and conduct research and practice on the following issues: How to recognize the problem of students' typos? How do we teachers in primary school treat the problem of students writing typos? What should students do if they cannot write words during the process of composing words, writing sentences, and practicing exercises? Can we allow students to look up dictionaries during essay writing exams? Are our unrealistic demands damaging student development? How can we fundamentally expand students' literacy and reduce typos in students' writing? What is the relationship between text literacy and reducing students’ typos in the new curriculum environment? How to expand reading by guiding students to carry out extracurricular reading? Each of these questions can be studied as a micro-topic. By thinking in this way, our research becomes more practical and easier to operate. At the same time, through the research of this kind of micro-topic, teachers can understand that to study this kind of problem, we only need to solve the questions of "What am I going to study? How will I do the research? What effect has my research achieved?" These questions, our research It worked. Such requirements on teachers can, on the one hand, promote teachers' new understanding of subject research, and also make our research more practical for our education and teaching. Our teachers will organically combine our regular education and teaching with our research topics.
? (3) Organize key teachers to conduct project research
Project research is when teachers sort out the problems in their own teaching, sort out the characteristics and styles of their own teaching, and elevate it to a theoretical level It is a process and an effective way for the professional development of teachers. On the one hand, it can promote the rapid growth of key teachers; on the other hand, it can give full play to the radiating role of key teachers to improve the overall level of teachers.
For example, last school year, the author's school organized key Chinese teachers to conduct "Research on Integrated Reading in and Out of Primary School Chinese Classes" and "Research on the Effectiveness of Pre-class Preview of Chinese in Primary Schools" to promote the construction of the school's main classroom. Through integrated reading training and main classroom presentations, the professional development of school teachers is promoted. Nearly 20 county key teachers of primary school Chinese integrated reading have been trained, one of whom has become a national-level seed player of integrated reading. All Chinese teachers pursue "one less and four more" in Chinese reading teaching - "less talk and more reading", "less talk and more thinking", "less talk and more discussion", "less talk and more stimulation", so as to truly make the classroom active. Get up, students become active, and teachers become relaxed. Let Chinese teaching become a realm of pure Chinese, pure reading, and pure enjoyment.
The above are some superficial practices of the author based on his own practice on how to promote the professional development of primary school Chinese teachers. As the implementers of the new curriculum, the professional level of primary school Chinese teachers directly affects the success or failure of basic education and curriculum reform. As schools and education authorities, we should constantly seek new ways to promote teachers’ professional growth, strive to build a platform for teachers’ professional growth, and comprehensively improve the professional quality of primary school Chinese teachers. This is not only the need for new curriculum reform, but also the development of education. inevitable.