The influence of wisdom education on teachers The quality of education depends largely on teachers' educational wisdom, that is, teachers' quality. What is a teacher's educational wisdom or quality? This is a concept that needs to be clarified urgently in the current education circle.
Overall thinking on teachers' educational wisdom
1. In the field of international education, since the 1990s, when discussing this issue, it has been emphasized that teaching is a special profession.
2. Teaching activities are the central task of teachers' work. When we talk about quality education, we emphasize that we should take innovation as the core, moral education as the soul, and classroom teaching as the main channel to fully implement the national education policy. Therefore, the significance of teachers' educational wisdom or quality must focus on the teaching activities themselves.
3. Oppose teachers' educational wisdom or teachers' quality view, and regard teachers' various qualities as a systematic structure. Its content includes a complicated process.
4. Teachers' educational wisdom or teachers' quality is the unity of structure and process, and its essence is development and dynamics. Because of this, we attach importance to the research of teachers' professional development, and pay more attention to the cultivation and improvement of teachers, that is, teacher education.
We understand teachers' educational wisdom or quality as the sum of teachers' ideological and psychological qualities that determine their educational and teaching effects and have a direct and significant impact on students' physical and mental development. We summarize it into three aspects: teachers' morality, knowledge and ability.
A. Teachers' morality and teachers' soul
1.
In a broad sense, teachers' professional ethics highlights four kinds of consciousness, namely, dedication, happiness, professional norms and diligence. The essence of teachers' morality is the word "industry" in education; Teachers' morality embodies the understanding, emotion and action of education and its social status. This is the first expression of teachers' morality: "teaching". Love and dedication have very rich connotations and extensions. In the research, we can see its performance as follows: love education and love one's job; Dedicated to the professional ideal of education; Teaching and educating people, cultivating talents; Devote oneself to education.
2. Love students
Teachers' love for students is another manifestation of teachers' morality: "teachers' love". Teacher's love is the core of teacher's morality, which we call "teacher's soul". To a certain extent, loving students means loving education. Teachers' love comes from teachers' responsibilities and is selfless, extensive and irrelevant in nature. In principle, it is a kind of love with compassion; This kind of love is sacred love. This kind of love is the emotional basis for teachers to educate students. Once students realize this feeling, they will "learn from their teachers" and thus "believe in their way". It is in this process of emotional input and return that education realizes its fundamental function of "educating people". Therefore, teachers' love is the soul of teachers. In addition, the expectation of success is also a teacher's love. A good teacher must think, "I can teach students well." "My students will definitely make progress and become talents." This expectation is the teacher's educational concept, that is, the teacher's belief. Teachers' educational expectation or belief is the psychological background of their educational work.
3. Rigorous scholarship
Teachers' morality is embodied in cultivating students' quality. Whether the country can cultivate outstanding talents is an important criterion to measure teachers' morality, so we can see the third performance of teachers' morality: "teachers' ability". Teachers' success lies in creating students worthy of their worship. Teachers' strictness to students is often based on their own strictness, especially the rigor of scholarship. That is to say, teachers should establish a good style of study and teaching, study hard, constantly learn new knowledge, explore the laws of education and teaching, improve teaching methods, and improve their own teaching and research level, so as to improve the quality of education and cultivate outstanding talents. In short, the quality of education directly depends on the professional level of teachers; Professional level is reflected in a "new" word; The foundation of innovation lies in teachers' research on business.
Be a teacher
"Learning to be a teacher and be a model" is the performance of teachers' morality, which can also be called the fourth performance of teachers' morality: "teacher style". The teacher's elegant demeanor is shown in the following four aspects: ① Set an example. It has many forms of expression, especially exemplary words and deeds, strict self-discipline, decent style, and emphasis on example. (2) unity and cooperation. Being a teacher requires unity and cooperation with colleagues and parents; 3 clean and honest. Students should see clearly whether the teacher is honest, stick to noble sentiments, carry forward the spirit of dedication and consciously resist the influence of bad social atmosphere; 4 teaching according to law. In education and teaching, it is consistent with the state's principles and policies, and there must be no words or deeds that violate the state's principles and policies.
B. Teachers' knowledge
1. Ontology knowledge-the basic guarantee for being competent for the post
Teachers' ontological knowledge refers to the knowledge of specific subjects that teachers have, such as Chinese knowledge and mathematics knowledge. Knowledge should have the purpose of career and occupation, and a person's best knowledge structure is mainly based on his occupation and specialty. This kind of ontology knowledge has the following four requirements: first, it has a certain depth and breadth of subject knowledge; Second, not only understand the history of this discipline, but also grasp the new progress of this discipline; Third, knowledge related to this subject, such as knowledge background, experimental knowledge, observation knowledge, scientific methodology, etc. Fourth, you can turn your knowledge of this subject into your own academic attainments, which can be clearly expressed. However, having rich subject knowledge is only the "basic guarantee", not the only guarantee, that is, having ontology knowledge alone cannot be the decisive condition for being a good teacher. Our research shows that there is almost no statistical "high correlation" between teachers' ontological knowledge and students' achievements. Several famous scientists were once unqualified middle school teachers. Therefore, it can be considered that teachers must have ontological knowledge, but they can reach a certain level.
2. Cultural knowledge-learn from others and get married.
A teacher's job, a bit like bees making honey, needs to learn from others. In order to realize the cultural function of education, teachers should not only have ontological knowledge, but also have extensive cultural knowledge, so as to guide students to their future lives. In school, knowledgeable teachers often win the trust and love of students, because teachers' rich cultural knowledge can not only expand students' spiritual world, but also stimulate their thirst for knowledge. We believe that the all-round development of students depends on the extensiveness and profundity of teachers' cultural knowledge to some extent. Of course, there are great individual differences in teachers' cultural knowledge literacy, so we advocate that every teacher should give play to his own skills.
3. Practical knowledge-resourceful individual existence
Teachers' practical knowledge is more specifically the accumulation of teachers' teaching experience. Teachers' teaching is obviously situational. Only according to the characteristics of students and the situation at that time can teachers show their educational and teaching wit. The knowledge used by teachers in these situations comes from personal education and teaching practice and has obvious experience. Moreover, practical knowledge is influenced by personal experiences, including personal intentions and purposes, and the cumulative effect of life experiences. Therefore, the expression of this knowledge contains rich details and exists in personalized language. Obviously, traditional teaching research often regards teaching as a stylized process, ignoring practical knowledge and teachers' personal plans, thus limiting the application of research results.
4. Conditional knowledge-the "golden key" to successful teaching
Teachers' conditional knowledge refers to teachers' knowledge of pedagogy and psychology. This kind of knowledge is generally lacking in teachers, and it is also emphasized in our teaching reform experiment. Conditional knowledge is an important guarantee for teachers' successful teaching. In the research, we concretize teachers' conditional knowledge into three aspects, namely, the knowledge of students' physical and mental development, the knowledge of teaching and learning, and the knowledge of students' performance evaluation.
C. Teachers' abilities
1. Teachers' self-monitoring ability-excellent teachers = reflection on the teaching process.
Teachers' self-monitoring ability refers to the ability of teachers to plan, check, evaluate, feedback, control and adjust their educational activities actively and actively in order to ensure the success of education and teaching and realize the expected educational and teaching goals. This ability can be mainly divided into three aspects: first, teachers plan and arrange their own teaching and education activities in advance; Second, consciously monitor, evaluate and feedback their actual teaching and education activities; The third is to adjust, correct and consciously control their own education and teaching activities. Teachers' self-monitoring ability can also be called reflective ability. If the training of expert teachers was advocated in the 1980s and 1990s, the training of reflective teachers should be advocated in the 20th century.
2. Teachers' ability to apply modern educational technology-good at optimizing and integrating information technology.
Today, computer-assisted education, the use of multimedia, the Internet and the establishment of online schools have become the fashion of society. How to apply these technical means in teaching and improve teaching quality has become an important part of teachers' teaching ability in 2 1 century.
Excellent teachers should have the ability to design computer teaching systems; Able to use computer-aided teaching communication system; Be able to evaluate the achievements of computer-aided teaching; Able to use multimedia technology. The emergence of every teaching media technology is to improve the quality of teaching and promote students to acquire knowledge and develop intelligence better. Similarly, each media has advantages and disadvantages. If a variety of teaching media are combined into a system, so that various media can make full use of their strengths and avoid weaknesses and complement each other, then this teaching system can play a greater role.
3. Mental health education ability-active maintenance and health care
Mental health refers to a good psychological or mental state. Words with similar meanings to mental health include "mental health" and "mental health", indicating the maintenance and health care of mental or mental health. The meaning of mental health is: (1) Mental health is divided into positive and negative aspects. Not only the decrease of negative emotions, but also the increase of positive emotions. (2) The core of mental health is self-esteem. (3) Mental health is an individual's subjective experience. Not only positive emotions, but also all aspects of personal life. Education around mental health is called mental health education.
Mental health education should be different from moral education, which is consistent with moral education. At present, there are more and more psychological and behavioral problems among students, which requires teachers to assume the role of students' mental health doctors and actively carry out mental health education. Teachers' mental health education ability mainly shows as follows: (1) psychological prevention and mental health; (2) psychological counseling; (3) study guidance; (4) Vocational guidance. In addition, teachers should properly master the skills of diagnostic evaluation and initial correction of learning behavior.