First, the enlightenment of "road signs"

During the two-day meeting, we watched the "Theme Teaching" in the Primary School Attached to Tsinghua, listened to the "Love Education" in Beijing Experimental No.2 Primary School, and the animation course in Hangzhou Baima Lake School. What are the inspirations? My understanding is:

First, the starting point of reform is to reflect on reality. From yesterday's activities to today's report, we can see that every reform begins with a reflection on the education situation. Reflection is to find out the shortcomings and the breakthrough point of reform in the gap between past experience and social development and children's growth needs. For example, the theme teaching in the primary school attached to Tsinghua is mainly based on the lack of existing Chinese teaching; Beijing Experimental No.2 Primary School found that students have enough knowledge, but lack love, and so on. Therefore, reform is first and foremost a wake-up call to "needs".

Second, the reform practice is a process of continuous advancement and phased breakthrough. We were in a hurry. It is best for a reform to take effect as soon as it comes out, as soon as it takes a semester, and then it will be summarized and announced immediately. I think everyone's heart is sinking slowly now, and they realize that the reform of basic education is a difficult process, and they also know that such a huge and systematic reform cannot be achieved overnight. During the speech at the two-day meeting, we saw that the spokesman clearly expressed the progress and breakthrough in each stage of the reform. This means that we have an understanding of the arduousness, protracted nature and complexity of basic education reform, so these reforms are carried out in a down-to-earth manner.

This kind of phased reform is a cumulative and historical reform. We should respect and care about the experience accumulated in the phased development of reform, and its value lies in the possibility for us to continue to develop. To do a good job in China's basic education reform, we must not forget the cultural roots and abandon our existing good educational traditions. At the same time, a new reform tradition will be formed in the reform. I think this is an important manifestation of the determination of the future basic education reform. Reform without accumulation is reform without determination. People who do basic education should also have determination, instead of thinking about what to change all day and making sensational slogans.

Third, any reform should always go back to the original core issues. I think there are two core issues in education: one is who to teach, and the other is how to teach. "Teaching for whom" is the goal and value orientation of education. Do you teach for your own success, for the fame of your school, or for the growth of your children? People engaged in basic education have to face the growth of children every day, and promoting the growth of children is the direct purpose of education. A teacher is a person who is as responsible as possible for a child's life development. Who doesn't care about a child's growth? In a sense, it can be said that he lacks the basic qualification to be a teacher.

In addition, we need to think about how to teach is conducive to students' physical and mental health and growth and development. This is a question of strategy, method and art, and the two core issues are closely related. If you forget who you are teaching for, then you won't think about how to teach. Perhaps the most common way is to teach according to books or teaching reference materials, or to open a so-called open class and write some articles. At this time, "teaching" is often confused by foreign things, only "teaching", lack of research.

"How to teach" needs to be integrated with the study of students, courses, subjects, textbooks and life, so that teachers, class teachers and principals of a certain subject can be more and more clear about how to live in school, how to deal with children and how to teach their own courses.

Second, distinguish between the frontier and the direction, and both reformers and learners should stay awake.

The significance of "signposts" lies in telling us where the reform has gone and what has been left behind, and its value lies in reminding us to think about how to move on. The "road sign" itself is not the key point, it is a monument in a sense, and it is also the starting point for moving on.

At present, the achievements of educational reform can be said to be numerous, so we have to think about how to go. Is it chasing? Are you in a hurry? Is it used? Still learning? I think it is time for every principal to think independently, judge independently and make his own development choice when the basic education has developed to this day.

First of all, we must distinguish between the frontier and the direction. More than 400 achievements represent the forefront of reform. We should be sensitive to the frontier and development trend of education, and we should also be sober.

Not all frontiers are suitable for every school, and not all frontiers are correct. Frontier is an exploration, a breakthrough and a creation, which is valuable in this sense, but often because it is an exploration, many theoretical questions may not be fully answered. Of course, we can't ask all the frontiers to break through and create, but we must do it after the theory is prepared and perfected, but I think people standing at the forefront should think calmly: what is the basis for me to do this, where are my problems, how should I develop in the future, and so on.

People at the forefront of learning should also stay awake. The purpose of learning is not to transfer the existing experience to their own schools, but to think: why do they do this? What are their successful experiences? Is this experience suitable for my school?

Regarding the relationship between the frontier and the direction, I think the frontier is a new field of continuous breakthrough and discovery, which means that the road of reform is still ahead, and the direction of reform is really infinitely close to education. They may be the same or completely different. For teachers and principals, they should pay attention to the frontier, grasp the direction of reform, improve their understanding of education, education and children, so as to find a direction suitable for their own development on the basis of reflecting on existing experience.

Three. Live an educational life full of research.

Making teachers' life full of research does not mean giving teachers research projects and publishing papers. For example, it seems that children's research and educational research we are talking about all need special experiments or topics. In fact, my feeling is that teachers can always learn, and the performance of children in and out of the classroom is constantly sending signals to you, so that teachers can capture their learning and psychological state in time and conduct relevant educational research.

Educational life should be a life with research, and teachers' job burnout is often due to the lack of a life with research. If research permeates a teacher's work and life, his educational life will always be inspired by his own discoveries and problems, and he will be too busy to explore how to move forward. If teachers just repeat the life of "grinding people", they will be tired over time, and they will be tired without development. Therefore, the development of teachers first needs a new understanding of the role of teachers, which is a question of whether education can develop better today.

So what are the important factors for teachers to become researchers and lead a research life today? I think the way of thinking will change.

The way of thinking and lifestyle are linked. We have long compared teachers to gardeners, which is the understanding of teachers in agricultural society. The teacher's role is to fertilize children, weed and catch insects. Children are crops, and teachers should be hard-working gardeners, farming like farmers.

In the second stage, we also compare teachers to engineers. There is a famous saying that highly praises teachers, "Teachers are engineers of human souls", which reflects the thinking mode of industrial society. Its characteristics are: first, there are clear goals and premises, to make a product, we must first think about what the product looks like; Secondly, the procedure and standard operation are emphasized in the process; The third is that the results are consistent, the products are in batches, and the evaluation focuses on efficiency and benefit. Today, in some educational research reports, we can often see words such as "procedure", "efficiency" and "operation". From this perspective, teachers are "designing" students' lives.

Nowadays, how should we understand and describe education? If you ask me, I think we should understand and study education in an ecological way of thinking.

What is ecological education like? In short, firstly, the ecosystem is composed of organisms, and each individual is alive and constantly changing; Second, the components of the ecosystem interact; Third, the ecosystem has internal and external circulation, which closely communicates and interacts with the external environment. Therefore, the process of education can be preset, but there are more generation and emergence in the process, which is reflected in the interaction between teaching and learning.

I don't quite agree that the purpose of education "for students" is simply equivalent to "education is student-centered". Because in the process of education, the relationship between teaching and learning is not the nature of who is the center and who is the edge, but the process of interaction, dynamic generation and organic growth of various factors that constitute teaching. In such a classroom, not only teachers and students, but also the class itself is "long" and is a vibrant classroom. At this time, teaching has entered an ecological state.

At this time, the teacher is not only a gardener, but also an engineer. They live and grow together with students, and they are also important participants, leaders and interactors who lead themselves and students to a higher level. In such an ecology, the teachers and students of the school will live a dynamic life. This is a life that feels happy in education because of spiritual growth.

What is ecological education like? In short, firstly, the ecosystem is composed of organisms, and each individual is alive and constantly changing; Second, the components of the ecosystem interact; Third, the ecosystem has internal and external circulation, which closely communicates and interacts with the external environment. Therefore, the process of education can be preset, but there are more generation and emergence in the process, which is reflected in the interaction between teaching and learning.

I don't quite agree that the purpose of education "for students" is simply equivalent to "education is student-centered". Because in the process of education, the relationship between teaching and learning is not the nature of who is the center and who is the edge, but the process of interaction, dynamic generation and organic growth of various factors that constitute teaching. In such a classroom, not only teachers and students, but also the class itself is "long" and is a vibrant classroom. At this time, teaching has entered an ecological state.

At this time, the teacher is not only a gardener, but also an engineer. They live and grow together with students, and they are also important participants, leaders and interactors who lead themselves and students to a higher level. In such an ecology, the teachers and students of the school will live a dynamic life. This is a life that feels happy in education because of spiritual growth.