(20 10-0 1- 1 1 14:29:05)
As a science teacher, what can I call it? Features? What about yours? Think for yourself, there are the following points:
First, I find myself still like a child, at least as curious and fun as a child. I like being with children and hope to establish contact with them.
I often teach what I want my children to learn, and I also play with interest, not only before class, but also after class. It is not only related to learning, but also to rock the boat and derive other contents. After a round of "soap bubble" teaching, I played to a "new realm". I can blow soap bubbles bigger than basketball and make them swing over the classroom. The exciting scene will make the whole classroom boil. Who doesn't want to try? So the research in and out of class began happily and actively.
When I catch ants, I can't help playing with them. Once, a group of spectators mistakenly thought I was an ant expert, and finally I was at a loss and ran away in confusion. I can say that I have had enough fun with ants. One day, I suddenly thought of measuring the speed of ants, so I borrowed a stopwatch to let ants climb on the meter ruler, but that guy broke my plan halfway. I let the ants climb the line, climbed a few steps and fell down. Let the ant climb in the slender glass tube, and it actually climbed to the middle and stopped to have a rest. I was so angry that I blew it with my mouth, and it flew out like a shell without a trace. Later, I baked a glass tube with an alcohol lamp, imagining that ants would climb to the cold end. Who knows that the ants on this hot pot will really turn around and say "shh". The final "shaping" pattern is to let ants crawl freely on paper, which was later used in video classes. I often play some unexpected new tricks in some classes, which is probably my own pleasure. Although I am often busy as a bee, I am still addicted to "playing" and tolerate my own "playing". There is a simple reason. I hope the children can play the piano, learn and discover. Can teachers not go into the water, fiddle or study for a while?
Children know that I like to play, so they often come to me to play. In their articles, they often describe me as a "big boy" and compare my office to a "bomb shelter". Sometimes when the head teacher comes to "air raid", I will cover for the students. I often receive all kinds of "gifts". In the past two years, there have been two kittens, three rabbits, seven mice, two hedgehogs, a turtle and a guinea pig, as well as dead birds, smelly fish, strange insects, beautiful specimens and ordinary stones ... but those small animals won't stay with me for long, and in a few days, they will be taken away by their happy new owners. Therefore, my office is also an animal shelter and transit station.
My office is also a warehouse and a service station. After class or after school, I opened the door a crack. Some children casually came in to borrow a magnifying glass, and some children timidly took some cardboard. Senior children had a big appetite, so they borrowed a soldering iron, a multimeter, a wire and a small piece of iron ... Little Mada borrowed money, and gradually I became a purchasing agent. When teaching "Small Mirror" and "Diving Telescope", I went to a glass shop and bought 200 small mirrors, which were quickly taken away. I went to the Children's Palace and bought a 100 model airplane, which was in short supply. Another pair of 100 and 100 are still in short supply. Observing the attack of Halley's comet, I went to Shanghai three times and brought back 280 astronomical telescopes, each of which cost 5 yuan, which was still not enough (there were only 700 people in the school), not to mention whether Halley's comet was finally discovered (the telescopes were not supported and could not work well). At that time, at least 280 people in our school held their heads high and searched in the night sky with binoculars. So far, we are still excited about it. What an attractive scene!
Children need materials, tools and experimental supplies, because homemade and experimental toys are more attractive and practical than those expensive toys. I had to buy a magnet from me in the "magnet" class and a magnifying glass from me in the "magnifying glass" class to answer "I'm sorry", but I announced that one for each person, one for each person, and how happy the children were to borrow it for a day! I have been thinking that one day, I will "send" those useful things to the children after class, and I will design and prepare a set for the children that spans six years? Structured materials? !
When I think about my own class, I am always not satisfied. Maybe I can say that one third is better, one third is average and one third is not. In this case, I constantly encourage and comfort my children, and warm and inspire my heart with all kinds of actions that they like to take science classes. Science is the most popular course in conversation, writing and official and unofficial opinion polls. Whenever I didn't come to class for ten days and a half, and then appeared at the door of the classroom, the warm applause really made my eyes fill with tears, and the great disappointment melted away. In the eyes of some children, I am an omniscient and omniscient teacher, an old friend of theirs, and a figure who has appeared several times in their dreams. A junior called me dad. I asked him why he always called me dad. He said he liked science class.
Sometimes I tease the children. When I was teaching the second grade, I walked into the classroom, and my hair and clothes were covered with Xanthium sibiricum and Bidens bipinnata, which made everyone laugh. Then let them pick them off, know what they are, study how they get on their clothes, and finally, everyone leaves the lab with seeds. Later, when I went to the wild, I was covered in hair and all over. Every year, activities such as raising silkworms and collecting rocks, minerals and metal specimens will also blow up the whole school. Once, drawers and classrooms were filled with precious stones, precious silkworm babies and precious metals that were not found in jewelry boxes, which often bothered class teachers and parents? Protest? .
Being with children, observing them, getting to know them and studying them are really prerequisites for effective teaching, especially in science classes. I have always felt that the world in children's eyes is different from that in adults' eyes, and the way to know the world is even different. A natural teacher whose duty is to guide children to know the world around them can't spare no effort to study the world in children's eyes and the way and process of their understanding of the world?
Cats are viviparous, and many children accepted them without hesitation. A sophomore insisted that cats can lay eggs despite everyone's ridicule, and they saw it with their own eyes. Including teachers, the ratio is 43: 1. Who is right and who is wrong, who is closer to the "truth"? I suddenly realized that it was this pair of wronged eyes that were red: the cat gave birth to a soft "egg" (fetus). A soft egg, this is the world in the eyes of children!
Secondly, my extensive interests and competitive spirit have played a positive role.
The content of natural science is all-encompassing and varied. For an unfamiliar and uninterested person, teaching this course will definitely feel great burden and pain. On the other hand, I am interested in all the contents. Teaching these contents is really a pleasure for me. When I was a child, I always yearned for the starry sky, but I got nothing except ancient legends. No one taught me, no one taught me, and no books. It was the teaching of nature that revived my pent-up interest for many years. At that time, I became an astronomy fan, collected a lot of information, bought a lot of books and made astronomical telescopes. Not only observation records, but also measurement and calculation. Even when traveling to Beijing and Nanning on business and Huangshan and Putuo Mountain, you will never forget to look at the stars in these places with different latitudes, longitudes and observation conditions. Several times, I looked up at the starry sky in the dark of the road at night, which aroused the suspicion of passers-by until the night watchman questioned me. I suddenly remembered the story of Fables lying on the ground and being regarded as a thief. Later, whether it was useful or not, I kept holding a pair of binoculars and gradually became a little "famous". One night, someone knocked at the door urgently. A distant neighbor said there was a UFO. We went downstairs in three steps and ran out of the door. It turned out to be Jupiter with thin clouds in the night sky. I am glad that my efforts have not been in vain, and I have been greatly satisfied by astronomy enthusiasts at my level. Not only do I like classes involving astronomy, but more importantly, children like them without exception. On the night of the experimental observation, some children who lived more than ten miles away from the school came here in unison. We have observed Halley's comet, total lunar eclipse, craters, and some famous binary stars, star clusters, nebulae and Jupiter satellites. Several four seasons constellations and bright stars can no longer satisfy children's interest in observation. The children's hearts flew into space.
Over the years, I have devoted the same energy to the ocean of diverse knowledge such as geoscience, meteorology and environment. I don't know whether my interest led me to take this job or whether this job aroused my interest. Anyway, as a science teacher, I am lucky to have a wide range of interests.
Maybe my interest is just a lubricant, and the motivation in my bones is my self-esteem and competitiveness. The child picked up a stone and asked me. I said I didn't know, which was understandable. But if I don't know each other, I will be cruel to study. Recently, I was cruel and bought a set of illustrations of Chinese higher plants, which was prepared to be used to deal with children's questions. These five books are one foot thick, which dazzles me.
Speaking of books, that's my lifeblood. Over the years, I didn't buy a refrigerator, a color TV and a washing machine, but I bought more than 1000 books, all of which were useful and numbered in my mind. I have compared the libraries of further education schools, Hangzhou Library and even Zhejiang Library. As far as my needs are concerned, their books are not as many as mine. Once, I found a useful book in the library of a publishing house. That's a textbook of British science enlightenment. I searched all the bookstores in Hangzhou, but I couldn't find them, so I made up my mind to copy them. I probably copied more than 20,000 words, and I happened to be on a business trip to Shanghai, so I began to look in bookstores in Shanghai, large and small, and finally found the only remaining Four Seasons Book Series on the shelves of Huaihai Road. There are also books that you really can't buy, so copy them. I once copied a copy of Enlightenment of Science word for word, and even more excerpts were made. I think my card has at least 500 thousand words. As a science teacher, how to deal with all kinds of knowledge? My countermeasures are reading, buying books and having books at hand. Perhaps I am proud of the book I have at hand, this useful database.
Third, the pursuit of good every class makes me keep thinking and making progress.
As a science teacher, what I pursue is to have a good class, the trust, love and respect of children, and the first place in various competitions. I am still pursuing it, but the center of my pursuit has shifted. I've started a deeper exploration. To say "aim too high" is not only because some people think so, but also because I am not sure about my final destination. I am a teacher, but what I am involved in seems to be divorced from the reality of teachers. At first glance, the research I started, the information I stored, and the problems I thought seemed to have been far away from the specific work I was engaged in. For example, I will start from the reform of nature teaching, to the reform of various disciplines, to the reform of school management, and even to the whole primary education (including primary and preschool education). Maybe I just did what a modern teacher should do and think. The final gains and losses are still unknown, but for now, I really benefit from my "ambitious" surreal pursuit and advanced exploration. As the saying goes, standing high and seeing far, I dare to deal with some teaching materials drastically, mostly from this foundation.
My attitude towards teaching materials reflects one aspect of my generous and open mind. I don't believe in books, textbooks, foreign countries, authority, and even like to challenge authority, just as I liked to challenge teachers when I was a student. I really exercised my critical ability, but also tasted the by-products of challenge and criticism-all kinds of bitter fruits.
Maybe some people think this is arrogance and pride, but people who know me don't think so, because they know that I criticize myself more severely. My criticism of self-made textbooks has not stopped them from coming out so far; My criticism of my own views delayed their writing; My criticism of my class made it impossible for me to "keep the program" and to have a class that I was satisfied with afterwards. My dozens of open classes have only a few same topics, but the teaching plans are also very different, just like a blind bear breaking a stick, breaking one and throwing one, always starting from scratch.
There is always an indelible gap between people's practice and understanding, so is everyone. I guess some people like to concentrate on practicing, which can shorten the gap and achieve relative balance. I happen to belong to another type, and I am more committed to the real "high". Maybe I really found a shortcut to accelerate my self-development-progress in unremitting pursuit and constant self-denial.
In the first year of knowledge of nature, I developed a batch of courses with rave reviews, which were rich in content and vivid in form, just like lectures on scientific knowledge, accompanied by various experimental demonstrations and exquisite fantasies, which attracted wide attention and could accommodate all the teachers present. However, I was quickly denied by myself: didn't I equate my class with popular science books or movies? Actually, it's far worse than them. In the era when television, movies and books are booming, what should such a natural teacher do?
That's how I started thinking. How to teach? How to learn? At this time, I caught up with the tide of natural reform. The water of "killing many birds with one arrow" advocated by teacher Liu Mogeng came, and my "canal" became. I quickly accepted new ideas and developed a number of brand-new courses: observation class, experimental class, production class, investigation class and so on. I believe that these courses not only impart knowledge, but also cultivate and develop students' ability, which is really more interesting and attractive. But soon, I denied myself again. I found that at that time, my so-called observation ability, experimental ability and operational ability were actually just the methods and skills of observation, experiment and operation. Skills and abilities cannot be compared. Basic knowledge plus basic skills plus fun is far from the goal of killing many birds with one stone, cultivating ability and developing intelligence. This seems a bit like the resurrection of the "double basics" in the 1980 s and 1960 s. Since then, I have started a new round of exploration, which is longer, more tortuous and more difficult. 1983 videos of two classes were recorded during this period, and "Our Red Scarf Weather Station" obviously had early traces. Insects embodies my new exploration. I no longer hesitate between knowledge, ability and interest, nor concentrate on observation, experiment, operation method and skill training. My natural arrow teaching began to focus on one goal-the development of students. The center of the goal is to develop the understanding of the objective world (nature), unify the motivation, ability and foundation of understanding, and the interest, knowledge and ability that are unconsciously separated by us.
It is long because four years have passed and I haven't touched the end yet; It is tortuous because it has gone through detours, especially when it has not formed critical digestion ability, and it is committed to exploring-discussing the chaos caused by law; It's difficult, because what I met is unprecedented in scale and difficulty for me. I began to re-understand natural science and natural teaching, collected science education outlines or teaching materials and teachers' books from more than ten countries or regions, and began to study books on pedagogy, psychology, philosophy, science, the history of scientific development, the history of scientific thought and scientific methodology in a planned way, which continues to this day.
I am constantly pushing myself to take a more demanding and difficult road, and at the same time I gradually enjoy the freedom in nature teaching. Although I only have a little freedom (for example, I only make sure to have a good class on the ground), I am very excited to realize that I am approaching the kingdom of freedom and maturing. I always feel strongly the responsibility of the times, the country and the nation to our generation of natural teachers, and I always feel strongly the pressure of "expelling the ball". A sense of urgency, anxiety and responsibility drives me to forge ahead and pursue endlessly.
Some notes: 1. Primary school is naturally the predecessor of primary school science; 2. The current policy does not allow teachers to sell things to students; 3. This information comes from the original record of the lecture given to Mr. Zhang Dingge by the magazine "Nature Teaching in Primary Schools", but now it is only slightly adjusted in grammar. 4. Replace the students' names in the original sentence with "XXX".