First, the classroom should become the permanent position of front-line teachers. As a front-line teacher, the classroom is always a stage for spreading culture, conveying beliefs, displaying wisdom, embodying values and realizing ideals; The classroom is a place to sweat, sow spring, harvest autumn and harvest hope; Classroom is a life field for deducing educational stories and enlightening life, and it is a unique soil for front-line teachers. If the classroom is successful, the teacher is successful. The exploration of teaching mode, the optimization of teaching links, the selection of teaching methods, the attention to teaching details, the improvement of learning methods, the refinement of teaching problems, the extension of teaching resources and the improvement of teaching efficiency all occur in and depend on the classroom. If you lose the fertile soil of the classroom and talk about your own growth, abandon the unique advantages of the classroom, and engage in "research-style" research on topics that you are not good at, it is undoubtedly "looking for land outside the boundaries", and it is undoubtedly the end of the road, which is undoubtedly the end of the road.
Second, "I Go to Three Provinces in My Day" emphasizes self-reflection.
Many people in ancient and modern China and foreign countries have become masters of education, largely thanks to "three provinces alone." Teaching reflection is a convenient way to promote teachers' professional development. Many teachers' work has not changed much for more than ten years and has not achieved a qualitative leap. I'm afraid the main reason lies in the lack of summary and reflection on the normal work day after day, the lack of exploration of the things behind the teaching behaviors such as preparing lessons, attending classes and attending classes, and the lack of traceability of these behaviors.
In teaching practice, we should insist on pre-class reflection, reflect on whether our preparation is sufficient, quickly show the "film" to all links, check whether there are any omissions, and re-verify students' cognitive premise; Insist on classroom reflection, reflect on whether each link is reasonable and effective, and quickly adjust teaching presupposition according to classroom generation; We should pay more attention to self-reflection after class, the gains and losses of teaching, whether each link is smooth, whether the details are effective, and whether the students have gained anything.
In the way of reflection, first, pay attention to reflection under professional guidance, find the scientific basis for action, and get professional guidance in concept and theory; Second, we should pay attention to reflection with the help of our peers, correct operation methods and skills, and correct action details; We should pay more attention to self-reflection based on practice, and constantly ask "what can I do", "why should I do this", "what can I do" and "what can I do to do better" about our teaching behavior and every detail, so that our teaching skills and level, research ability and professional level can be rapidly improved and professionally developed in the process of discovering, studying, perfecting, optimizing and improving problems.
Third, reading is a career as a scholar.
What books are you reading? Read classic books, increase cultural accumulation and thicken humanistic self-restraint; Read the master's books, become attached to the master, talk to the master, listen to the true meaning, and enrich life; Read professional books, broaden professional horizons, absorb the latest achievements, inject fresh blood and provide a steady stream of nutrition.
How to read? A person can read books in a planned way, which books to read when, how many books to read and whose books to read; The other one can read with questions. If you want to improve the classroom teaching mode, you can search for books on classroom teaching mode research, explore ways and means of class management, find books on the work of class teachers, and optimize teaching details. You can read books such as 50 Details of Classroom Teaching. On the contrary, if you don't study, you can't talk about growth and career development.
Reading is not endorsement, not "loading" books with your brain, but "using" books. It is important to chew, digest, ruminate and absorb the knowledge or profound theories in books and turn them into "nutrition" that our bodies need.
Fourth, scientific research is the methodology of our front-line teachers.
Educational research is not mysterious or unattainable. For our front-line teachers, it is not to engage in "research-oriented" academic research, but to emphasize "grassroots" research, which is carried out by actors, in action and in action. In short, it is a research that examines teaching behavior from the perspective of scientific research and solves specific problems in classroom teaching with scientific research, so it is a basic research method suitable for front-line teachers.
Under this cognitive premise, we will find that the process of collective lesson preparation is scientific research, and the design of classroom teaching process itself is also scientific research; The choice of teaching method is scientific research, and how to make students learn more easily and happily is also scientific research; The solution to common problems in teaching is scientific research, and the reasonable treatment of classroom generation is also scientific research.
Only by endowing our daily behavior with more research consciousness and ideas will our normal behavior be naturally added with "scientific and technological content" and unlimited "wisdom" When all educational and teaching behaviors are asked "why" and "how", scientific research will become a booster for our development, and scientific research will put wings on our growth.