At present, many teachers believe that many school leaders and educators also believe that the new curriculum concepts are familiar to everyone, such as cooperative inquiry, autonomous learning, emotional attitude and values, respectful listening, personalized interpretation and so on. However, when we review our normal classroom, we find that there are still many serious problems in normal teaching behavior, which are:
1. After studying Dulangkou, Donglu, Yangsi and Liu Hou, people generally think that the practice is good, but it is not realistic. Therefore, there is no following. So, what should we do in the end, whether we have made a concrete and serious analysis of our own situation, whether we have looked for feasible self-operation schemes and methods, and whether we have wholeheartedly reformed, are all confused.
2. In the process of classroom teaching, the phenomenon of "both ends become warped" appears from time to time. Either classroom indoctrination is still everywhere, or the leading role of teachers is almost at a loss. Some classrooms ignore the traditional excellent teaching and demonstration teaching, and there are meaningless dialogues and activities lacking substantive content; Some classes emphasize students' dominant position, but ignore the role of teachers, so the teaching structure is very single; Some courses pay attention to process and method, emotional attitude and values, but ignore the basic organization of basic knowledge and skills, which greatly reduces the effectiveness of teaching.
What is the crux of the problem ? In my opinion, the interpretation of the new curriculum concept is not in-depth, staying in the learning stage, and there is no real digestion and absorption. In other words, it was given to you by others, not from your own heart.
Suggestion 1. Only by truly understanding the inherent laws of things, attaching great importance to the relationship between teaching methods and teaching skills, and integrating the basic principles of teaching with the basic methods of teaching can we obtain the concept of action and solve the dialectical relationship between understanding and practice from the source. Real ideas are learned, not learned.
2. We should seriously clarify some wrong understandings, find the relationship between tradition and modernity, eliminate rigid things, and supplement them with flexible, progressive and open reform means.
3. We must attach importance to and strengthen the construction of teaching and research groups and create learning community organizations. The construction of teaching and research system in the construction of teaching and research group needs to correct the phenomenon of planning but not implementing or becoming a mere formality, and pay attention to the targeted and subjective series of research on teaching problems. It is necessary to create an atmosphere of learning exchange and conscious research, promote classroom teaching, and recognize and promote learning ability as the driving force for professional development.
Secondly, regarding school-based training, there is a phenomenon that it is alive, but it does not exist. The internal drive of teachers (especially middle-aged and elderly teachers) is very problematic.
Analyzing the recent registration of brand teachers in our district, there are two situations. First, some schools fully realize the significance, fully launch, attach great importance to and demand strongly; First, some schools are almost indifferent, lacking correct positioning and long-term vision, and doing things rashly. At the same time, we also find that a large number of middle-aged and elderly teachers lack an urgent desire for independent development and have no goal and motivation to struggle because they are already junior high school or senior high school titles. Moreover, on a larger scale or level, a group of middle-aged and elderly teachers are often shelved in order to train and introduce more young teachers, and it is difficult to have the opportunity to display their skills. Although some schools have all kinds of school-based training, there is no series of follow-up and there is a lack of strategies to promote deepening. How to attach importance to the role of a large number of experienced middle-aged and elderly teachers and how to maintain their youthful vitality and vitality is a very difficult problem in school-based training.
What is the crux of the problem ? In my opinion, our teachers don't really understand and experience the sacredness and happiness of work, and there is a dislocation between occupation and career and specialty.
Suggestion 1. Do everything possible to help teachers find and experience the meaning of life and enjoy the happiness of work. It is necessary to explore healthy and excellent teaching management quality and mode among teachers, so as to give life an upward force. We should deeply realize that we are not impossible or impossible, but lack an optimistic and positive attitude and the will to improve ourselves. Life is a marathon. What a real winner needs is perseverance and perseverance, and it is a persistent spirit. The beauty of life lies in finding poetry in one's own works. Crossing the hardships, the harvest will be applause and flowers. What's more, a teacher's mind is rich and profound, and your teaching can also be profound and rich. How can we treat our students negatively?
2. Teachers' professional development has a hierarchical and gradient relationship, and there should be a strategy of overall planning and hierarchical promotion. After overall planning, practical measures should be taken and implemented step by step. First, gradually improve the structural content of teachers' quality; Second, the training scheme of reasonable decomposition of age structure; Third, strengthen series follow-up and deepen operation methods. We should pay special attention to the integration scheme of school-based teaching and research and school-based training, gradually reform the training methods and improve the training quality. On the basis of traditional expert training and general practice training, activities such as dialogue, salon, diagnosis and inquiry are carried out, and advanced teaching concepts are transformed into teachers' educational literacy in time through the process of teachers' teaching exploration. Strengthening humanistic care for teachers can stimulate teachers' initiative and enthusiasm, discover teachers' touching stories and create a spiritual home for the school.
3. School-based training is more about classroom analysis and research.
Thirdly, regarding the construction of school culture, there is a tendency for teachers and students not to understand or find the values of school development.
Analysis 1, the construction of modern schools is first of all a problem of system construction, but it is by no means just a problem of system construction. At present, it is a very important and realistic problem how to guide the school's value orientation by means of the strategy of school system construction, inherit and develop excellent school traditions from the combination of system and humanities, and create a new look of the school.
2. What kind of school culture are we in? Who is building our school culture? Where is the cultural development direction of our school?
3. How to understand the ideological strategy of "no one has me, no one has me, no one has me, no one has me", whether it is blindly doing things that others have not done, or fundamentally looking for the source of school culture, and sticking to their own position from the perspective of behavior and values and beliefs, it is worthy of people's deep thinking.
What is the crux of the problem ? In my opinion, the school has not yet formed a common will, lacks a coordinated and unified style of work, and the school leaders' thoughts on running a school are not clear.
Suggestion 1. Education sometimes needs an attitude of returning to nature, and needs to adhere to some unchanging, excellent, true and simple educational laws, and firmly and steadily implant values into people's hearts. Real education should be activated by daily life, and daily work needs a constant patience to reap the fruits of education. The frontier of reform is not necessarily the mainstream of practice, and the concept goes ahead but cannot be divorced from reality. I am not against innovation and development, but I pay more attention to following scientific laws.
2. The principal's idea of running a school is the key factor. At present, the trend of a school depends more on the principal's ideas of running a school. People-oriented, school-oriented, need to establish a common belief, a typical guidance, a system of norms, a persistent spirit of behavior. Culture is not an ostentation. On the way forward, what is needed is a calm courage and tough quality. Only by building our own quality can we get out of the road of brand.
3. School culture is a word with rich connotations. To run a school well, school culture must be built. At school, each of us is a builder, inheritor and creator. It is easy to lose culture, but difficult to build it. I think it is more important to be down-to-earth from material to spirit, from system to humanity, from characteristics to brand, and it is more important for everyone to work hard.