A philosopher once said that no other people's suggestions or opinions can replace their own strong inner calls. In the rural fields, I grow freely like wild flowers and weeds. Fortunately, I am next to the school. I often stand or squat outside the school gate and on campus, watching and listening, full of curiosity and turning to envy, so I planted a seed of "I want to be you when I grow up" in my heart early. Therefore, when I was admitted to the university, I naturally blocked the voices like "Normal school is porridge, and I won't starve to death if I don't have enough to eat" and "Everything is better than king of the children". My only dream is to be a teacher.

At the age of 20, I graduated from Teachers College and was assigned to Liling No.8 Middle School. I became a Chinese teacher in a rural high school and the youngest teacher in that school. In the first week of school, it was embarrassing to be mistaken for a student by teachers and classmates. I am faced with the challenge of teaching Chinese and English in Grade One. The most unforgettable thing is to meet Huang Wei, the first important person in my career growth. My first open class (later I learned that everyone called it the new teacher meeting class) was a remedial class. I remember a class of oral communication teaching. Because I have no experience and no routines and rules, I regard the classroom as a "field" for conversation and communication, and organize and guide students to communicate. To my surprise, a class that I thought was disorganized was highly praised by the teaching and research staff, which attracted the attention of the principal and other teachers in the Chinese group. My first open class made me and people around me feel that I can be an excellent Chinese teacher in the future.

Thanks to Mr. Huang Wei, a teaching researcher, I am even more curious about "teaching researcher". Why does his words have such great professional authority? Why do all Chinese teachers, including the headmaster, take such a fancy to his comments and opinions? What kind of person can become a teaching researcher?

Since then, my ideal has been revised, and I want to be an excellent Chinese teacher. Therefore, "do more while you are young" has become my motto. Because I am young, the group has to declare the topic, and I will come; The competition class will be pushed in the group, I will go; Instructional design or paper is handed in in the group, and I will write it. In this way, with everyone's trust, encouragement, help and promotion, I took the first step, a small step, in teaching and research. Although because I am young, I have the courage and energy to make all kinds of efforts and attempts, but after all, I am young, lacking some experience and accomplishment, and some experience and knowledge. I gradually feel that what I need more is not the opportunity and platform for display, but the accumulation and precipitation of learning. So, I applied for the postgraduate of Chinese course and teaching theory in Hunan Normal University, but I know that what I want to improve is more academic ability than academic qualifications. Therefore, during the three years of graduate school, I just studied.

Thanks to several teachers of Normal University, such as Zhou Qingyuan, Cheng and Zhang. Although there are not many face-to-face lectures, they have provided me with a crisscross network of education and teaching research in China. In three years, I feel that I have gained a "map" of professional research. This map will become an important reference for my professional reading and professional growth in the next ten or even twenty or thirty years.

In 2007, after graduating from graduate school, I went to Zhuzhou South Middle School. This is a "hidden dragon crouching tiger" school, which is a healthy fertile ground for tolerance of personality. As long as you work hard, there will be a platform. In 2008, I organized a review seminar for senior three Chinese in the graduating class of senior three, which was hosted by Southern Middle School. The school was going to give a demonstration class, and I accepted the task. This is the first time that I have appeared in the Chinese teaching and research activities in Zhuzhou since I graduated from graduate school, so I got to know the little teacher who really introduced me to teaching and research. After that, in 2009, 20 10, 20 1 1 ... accepted the task or took the initiative to undertake the task for every Chinese teaching seminar organized by Zhuzhou Academy of Educational Sciences every year, showing classes, seminars, competitions, teaching ability competitions, answering questions, proposing, writing, selecting topics and sharing.

I am glad that I am a front-line teacher and know the significance and value of teaching and research; I am lucky that I always meet a team that gives me energy and wisdom. I am especially grateful to meet Mr. Xiao, who is thoughtful and knowledgeable. He is gentle and gentle in dealing with people, profound and keen in thought and scholarship, especially his reading self-restraint and knowledge, which makes me admire and worth learning. I read some miscellaneous books on his recommendation. Under his influence, I have some new understanding and cognition of teaching and research. I began to understand that a good teacher and an excellent teaching and research teacher should not only have the exquisite skills of "craftsmen", but also have the idea and vision of "thinkers".

? On 20 16, Zhuzhou Academy of Educational Sciences openly recruited front-line teachers, and I did not hesitate to sign up. No other people's suggestions or opinions can replace their own strong inner calls. From 2007 to 20 16, ten years in southern middle school and ten years in Zhuzhou high school, one voice gradually became clear in my heart: I want to be an excellent teacher and researcher. My ideal is revised again, because in the past ten years, I really feel the importance of teaching research to the professional development of front-line teachers, and the indispensable value of teaching research to improve teaching and change the concept of education and teaching. The word "teaching researcher" can make the cry of an excellent teacher more powerful, make more teachers who are willing to work hard and hope to grow more directional, make necessary and necessary reforms faster, make possible educational exploration better implemented, make subject teaching and research smarter, make classroom teaching more effective, make schools and children more energetic and make regional educational ecology more nutritious. ...

From 20 17, I started a new teaching and research journey as a teaching researcher. For more than two years, I just took a small step in my teaching and research career, just like playing a piece of music, but only "... she turned the tuning pin and tested several strings, but" we could feel her feelings even before she played ". I strive to lead the core team with my own expertise, activate the key minority and rely on scientific research topics. I am committed to teaching and research innovation and promote common development: closely follow the new teaching materials and explore the integration of teaching, learning and evaluation; Study and study real questions together, and try to integrate scientific research, competition and training; Stratification promotes development and pursues the integration of schools, districts and cities. Some people say that our teaching and research has wisdom and anger, wisdom and courage, thinking and situational tasks. What I want to express is my feelings about teaching and research. My teaching and research story has just begun, and my teaching and research feelings have always been there.