Tisch
People say: reading is enough empathy, enough * * *, enough learning. Make people open their hearts, gain new knowledge except contempt, and cultivate their spirit. Because there is a vast world in the book, there is an immortal spirit. Although times have changed and things have changed, books are always new. It is true that books are the crystallization of human wisdom, and books are the ladder of human progress. Reading is a dialogue with a master and an exchange with a wise man. It is a rare spiritual journey, and it will also make people gain a lot.
By carefully studying the changes of teachers' behavior in the new curriculum, I deeply feel that teachers' educational concepts, methods and teaching behaviors are undergoing tremendous changes. Combined with the concept of "children-oriented development" put forward in the new syllabus, after learning the new curriculum, our teaching activities in recent years have been carried out in the form of "exploratory theme activities". In the "exploratory theme activities", children participated spontaneously, studied independently and expressed freely, gained their own development and accumulated many meaningful experiences. This is an activity form with development potential and vigorous vitality, which has injected new vitality into the quality enlightenment education in kindergartens. Through the study and practice in recent years, our teachers have a further understanding of the theme activities and the new syllabus.
1, the theme activity is child-centered.
Children are the "main body" in exploratory theme activities, allowing children to learn, develop and realize themselves freely in an open and unrestricted environment. Children's meaningful learning experience is often acquired in an open space-time. What children want from meaningful learning is often not achieved by one or two collective teaching activities every day. Really meaningful and effective learning can break the singularity and closeness, be fully open in time and space, and be fully diversified in content and methods, so that children can explore and enjoy in activities. Therefore, curriculum design should be based on children's interests and talents and follow their experiences and lives. In the "exploratory theme activities", the problems that children need and are interested in, especially those they are eager to understand or solve, are brought into the curriculum and activities in time. In such activities, what really matters is children's experience, and children's learning is closely linked to their real life. We can see that in the "inquiry theme activities", the topics that children independently produce and explore are mostly things that children are interested in, phenomena that children feel strange, and problems that children feel confused. For example, in the theme of "New Year", ask children: "Do you like the New Year?" "Why do you like Chinese New Year?" "What do you like to do best during the New Year?" Through these topics, we can get the content that children are most interested in, so that activities such as "New Year greetings from foreigners", "New Year costumes" and "New Year activities" will be carried out under the interest of children. When the theme and content of the activity are what children like and are interested in, children will actively explore, discover and try, effectively assimilate the outside world and construct a new cognitive structure. The practical research of "exploratory theme activities" gives us new enlightenment that kindergarten curriculum returns to children's life.
2. Encourage children to learn actively.
Children have learning needs and learning potential. In the study of "exploratory theme activities", children change passive learning into active learning and "receptive learning" into "exploratory learning". This exploratory and direct experiential learning mode emphasizes that children should actively and directly "talk" with the surrounding environment according to their own interests, experience level and way of thinking. For example, in the theme "I want to go to primary school", children have many questions about the life and study of primary school students. I organized an interview activity to let children go to primary school with questions, see for themselves, ask primary school students and primary school teachers in person and seek the answers they want. In such activities, children have complete control, so their study is more independent and happier.
3. Flexible use of appropriate teaching mode
The activity space of exploratory theme activities is diverse. The place where children study is no longer limited to classrooms and kindergartens, but points to a broader space. Investigation in the supermarket, collection in the farmland, visit in the primary school ... children experience, try, discover and gain in the activities. Children's ways of learning and thinking are also diverse. Fresh and interesting exploration activities determine that their learning methods and thinking methods must be diverse. According to the development level of children at different stages and the cognitive and emotional characteristics of different individuals, choose appropriate learning methods. Such as: investigation and interview, hands-on production, simulation experience, problem discussion and so on. During this period, children's thinking ability has also been effectively improved, from passive thinking to active thinking; From closed thinking to open thinking; From one-way thinking to multiple thinking. What our teachers have to do is to arrange a rich learning environment and provide activity materials according to children's development, interests, experiences, cognition and different themes, so that children can take the initiative to experiment, operate and discover. Therefore, activities are not limited to any teaching form, group activities, group teaching and personal corner activities. Teachers can also learn and compare children's differences in the learning process and quote different teaching methods. For example, we see that the children in the class especially like playing chess games, such as flying chess and checkers. During recess, children often get together and throw dice to play chess, either on the table or on the ground. Seeing that children are so interested in board games, and thinking of the ongoing theme activity "happy event", I had an epiphany. We make the old newspaper a checkers lattice shop on the ground, and design all kinds of happy and unhappy things and emotions in the theme activities as obstacles or good luck in checkers, while the children are chess pieces, jumping on the big chessboard. This game not only combines the content of theme activities, but also meets the interests and needs of young children, giving them an unprecedented immersive game experience.
In short, the exploration process of theme activities is the process of children's continuous active learning and development, and it is also the process of teachers' spiraling education and educational ability in development.
Secondly, in reading activities, I deeply feel the importance of love, and the way to educate people is to love first. Gao Zhendong, an educator in Taiwan Province, said: "Children who love themselves are human beings, and children who love others are gods." Education itself means: a tree shakes another tree, a cloud pushes another cloud, and a soul awakens another soul. If education fails to touch the human soul, it is not an education to arouse changes in the depths of the human soul. Love is almost the only force to realize real education. As Suhomlinski said: "Under what conditions can knowledge touch the students' personal spiritual world and become the intellectual wealth and moral wealth cherished by people? Only under such wealth-in terms of image, there must be emotional blood flowing in the living body of knowledge. "I remember someone saying: What kind of teacher do you want to train for your children? Be such a teacher yourself! Yes, teacher, please bring a beautiful smile to school, bring good expectations to people and the world to colleagues and children, and count knowledge with curious eyes like children; Introducing games, the oldest way of human happiness, into the classroom; Replace the motto that has been used for many years with praise and humor; Enrich your face with various expressions sealed in the corner, and listen to the light and happy footsteps in the corridor with your toes. Those special children have learned to be correct by making all kinds of mistakes; We should never despair, because as long as we are full of expectations, they may have hope. " "What illuminates the school will never be the enrollment rate or other fame and fortune, but the sacred and magnificent teaching spirit, the broad love for children without a trace of dust, and the deep pity for each child as an innocent life. With love and sympathy, we will never give up. Let our monograph tell you that we have not given up. " From these words, I deeply feel the importance of opening the window of students' hearts with love, entering their spiritual world and becoming their mentor. In fact, underachievers, like outstanding students, are the hope of the motherland. For those flowers that haven't opened yet, we should put more patience, warmth and special love into them, so that a hundred flowers can blossom and welcome all loves!
extreme
During the winter vacation, I carefully studied two books, New Ideas of Education and One Hundred Suggestions for Teachers. From these two books, I think ordinary teachers can read the truth of life and educate wisdom; Educational administrators can understand the management concept and the direction of running a school; Thinkers read the resonance of the soul and the echo of the soul. As an ordinary teacher, this other book moved me and made me think deeply.
First, arm yourself with knowledge.
Through self-study, I realize that as an individual, people must have the ability of lifelong learning, and as a teacher, education must be regarded as a continuous process, which runs through all stages of people's life and development. This requires us to constantly learn new ideas, enrich our minds, and keep our thoughts updated in order to keep pace with the times. In the era of knowledge economy, learning will run through a person's life, which can be described as "never too old to learn". Learning is no longer just a patent for students, and education is no longer just a privilege for teachers. A real life-long education and life-long learning era also comes with the arrival of the knowledge economy era. Education must face up to reality, adapt to the requirements of the new era, make its forms flexible and diverse, and promote social learning and socialization of learning. Therefore, as a teacher, the most important thing is the innovation of educational ideas and concepts. Teachers must establish correct educational ideas, learn and understand advanced educational ideas, and internalize those educational ideas into their own. Only in this way can we guide practice with advanced educational and teaching concepts through the internalization of ideas; With the renewal of ideas, new educational methods can be created to meet the requirements of the learning era.
Second, treat children with appreciation.
There was once a story that a young man came to the oasis and met an old gentleman. The young man asked, "How is it here?" The old man asked, "What's your hometown like?" The young man replied, "It's terrible! I hate it. " The old man went on to say, "Then you should go quickly. As bad as your hometown. " Later, another young man asked the same question and the old man asked the same question. The young man replied, "My hometown is very good. I miss the people, flowers and things in my hometown very much ..." The old man said, "It's just as good here." The observer was surprised and asked the old man why his statement was inconsistent. The old man said, "What are you looking for? What will you find! "
Indeed, this story tells us that when you look at things with appreciation, you will see many advantages; Critically, you will see countless shortcomings. On the other hand, our traditional education is mostly for the education of grades. Starting from the teachers themselves, rather than the education with children as the main body, teachers' complaints will be "natural". The highest purpose and core idea of the new curriculum is that everything is for the development of every child. Our educational goal is to cultivate children's all-round development. Because of individual differences, it is actually impossible to develop in an absolute sense. My understanding is that children's development can be controlled by individuals, and children can freely engage in various activities from their own hobbies and fully develop their various abilities. What's more, "no one is perfect", "excellent students" have shortcomings, and "poor students" also have bright spots. In our teacher's mind, every child should have a genius side. This requires our teachers to change their educational concepts, re-integrate the new relationship between teachers and students, and clarify their roles-to become "appreciators" of children's learning activities. From this perspective, teachers should respect children's reasonable psychological needs and personality differences, their hobbies and choices, and their personality. At the same time, seize the children's "bright spots" in time and give praise, especially to the "poor students". One or two unique appreciation is no less than an oasis in the desert. After a long drought, it will stimulate children's potential and let them grow up in fertile soil full of encouragement and expectation, thus achieving twice the result with half the effort.
Third, problem-based teaching
In the new educational concept, what impressed me the most was the "problem-based teaching" proposed by the author. The book says, "Creation begins with problems. To protect and develop students' creativity, we must first protect and develop students' problem consciousness and conduct problem-based teaching. " "American students come into the classroom with questions and come out with more questions. "The problem ability lies in students, and whether the problem can run through teaching lies in teachers." At present, in the wave of rural curriculum reform, teachers have also lost their way and failed to grasp the key points. I don't know what the children have learned after a semester. What have you learned? I have doubts about my own teaching and don't know where to start. What makes people think is, what is the real function of education? In the article, Professor Yuan gave the answer. He proposed that the essence of education lies in "transforming knowledge into wisdom and accumulating civilization into personality". It includes two meanings. First, for teachers, teaching students how to know, how to seek knowledge and how to judge knowledge and information is much more important than teaching students ready-made knowledge. Because knowledge itself is changeable and constantly updated. Secondly, the achievements of modern civilization cannot be internalized into personality through teaching, and personality needs the appeal of personality charm. Then, teachers' teaching behavior directly affects the formation and development of students' wisdom and personality. This can not but be implemented to the most fundamental is the teacher's educational concept, what should teachers teach and how to teach? By studying Professor Yuan's new educational concept, we have really gained a lot!
Reading and thinking often make me brave and good at strict introspection and reflection on my education and teaching. We should not only dare to face up to our own shortcomings and try to explore remedies, but also be good at summing up our own or peers' successful experiences and extracting the essence for reference, so as to lay a solid foundation for theoretical breakthroughs. Fools are incompetent, and stupid birds fly first. I would like to pursue the perfect teaching art as my life goal and integrate the waves of my life into the tide of education and teaching reform in the motherland.