—— Shanghai East China Normal University Training Report
Qinyuan Middle School Zhao Shuiping
165438+1October 24th-65438+February 8th, a group of 52 people from our delegation, led by Li, Director and Teacher Chang, went to Shanghai, an international metropolis, to feel the pulse of the frontier of basic education. During the short study period of 12 days, we listened to the wonderful reports of seven famous professors from East China Normal University 17, visited Shanghai Qisehua Primary School and Yucai Middle School, and conducted on-site lectures and evaluations under the leadership of Professor Li Ka-shing. The study time is tight, the task is heavy and the information is large. The report lasted for six hours every day, but no one shouted tired. Everyone came to the classroom early to welcome the professor. During the reporting period, everyone took notes carefully, actively participated in the interaction, had group communication in the evening, and wrote training logs. If I can sum up this study in one sentence, it is: tired, moved and gained. So that every time Mr. Ding in our class meets the professor who gives us a report, his first sentence is: "This class is the best since we started it three years ago." And we are often inspired by this sentence to study more seriously and actively.
This trip to Shanghai China Normal University provided me with a valuable opportunity to get in close contact with experts and professors, and let me know many different styles. Professors with unique personalities: Zhou Bin, Wu Yaping, Wang Jianjun, Li Zhengtao, Tang Siqun, Lu Youquan and Huang Xiangyang ... truly feel the profound theory, incisive language, meticulous thinking and persistent research of scholars. From educational philosophy to educational wisdom, from professional development to mental health, from teacher-student relationship to cultural education, from preparing lessons to evaluating lessons, from effective teaching to classroom generation, from teaching art to educational research ... every report has given me spiritual shock and emotional resonance, made me feel the profound cultural background and rich academic atmosphere of China Normal University, and let me see a more exciting and rich educational world. Below I will choose the learning content that is closest to education and teaching and the growth of teachers to give you a report, so that everyone can grow together in communication.
First, move towards life consciousness and cultivate educational wisdom.
Professor Li Zhengtao told us a case that he once taught a class of students and learned very well. He thought they would definitely do education after graduation. Unexpectedly, several excellent students became "headhunters". He was puzzled and thought it was an extreme waste of resources, but the students taught him a lesson. They said, "Teacher, what do you mean by top talents?" The top talents are those who are independent and conscious. They don't do anything just because the boss tells them what to do, but actively think about what I should do, actively look for tasks, and then consciously complete the tasks. Even if the boss suddenly gives a task, he won't be caught off guard, and he won't finish it just because he has already finished it, but he will consciously look for a new task.
Returning to education, under the new situation, the development of education puts forward higher requirements for teachers' professionalism: with the change of teacher-student relationship and the continuous enrichment of teaching content, all the responsibilities undertaken by teachers have changed greatly. In ancient times, Confucius taught, but students didn't ask and teachers didn't teach. In modern teachers, teachers should not only teach, but also undertake the task of mobilizing students' enthusiasm for learning. In the early days of the era of universal education, teachers are all-rounders of knowledge. In the era of universal education, the division of disciplines and the responsibilities of teachers are clear and single. Today and in the future, teachers are required to have higher "curriculum awareness" and "learning awareness". More and more frequent educational reforms constantly put forward new requirements for teachers' ability. More and more people pay attention to education, which makes the pressure and responsibility of teachers more and more important. In the face of modern society, we should meet the challenge and adjust our mentality, and don't compare development with foundation, attitude with speed. Our attitude should not be evasive, but welcoming, which is not enough. We should also actively seek and even create and cultivate people with life consciousness.
Teachers are people who cultivate educational wisdom. A wise teacher should be a person who is happy for himself and can also give others happiness. Third-rate teachers use punishment, second-rate teachers use language, first-rate teachers use eyes and wise teachers to treat themselves as students, students as themselves, students as students and themselves. I have been a student's mentality and position all my life, and I have a unique insight into the talent, mind and all the unique behavioral mysteries of the educated object, thus turning decay into magic.
How to move towards life consciousness, cultivate one's educational wisdom and improve one's professional level? Experts have given us many good suggestions and practices.
1, learn to plan yourself. We should understand our strengths, weaknesses and potentials, foster strengths and avoid weaknesses, set our own career development goals, settle down, do it quietly and develop our own tone in a low-key manner.
2. Record a video lesson every semester, evaluate the lesson against the video, and find a mirror of practice. I often hear other people's comments on our class, but seldom look at our class directly, so my impression is very vague. If you can see your own classroom teaching video, then you can know where you should improve and rebuild without others saying. With the help of teaching video, a mirror of practice, we can clearly see our present image, and quickly compare it with our ideal image, find out the gap and make improvements.
3. By writing short articles, stabilize the knowledge of the lecture and digest and absorb it;
Every time we listen to a report or a lecture, we are very excited. We want to put the content of the lecture into practice immediately and let go of our hands and feet. But with the passage of time, our enthusiasm gradually waned and the contents of the report were gradually forgotten. Therefore, after listening to the report, you should write down the contents of the report and your feelings in time, digest the connotation and become your own things.
4. Reflection and reconstruction of teaching: In the past, teachers paid attention to reflection. Today, teachers pay attention to the reflection on education and teaching ideas, and reflect on the ideas behind methods, both methods and thinking methods, so that methods can survive in the soil of ideas! Reflection should be combined with specific objects. Without a specific object, reflection is blind and empty. With the gradual growth of teaching experience, we often feel that our classes are smooth and others' classes are not as good as ours, so class evaluation has become a form. It is better to look at the problem from another angle: why do our classes go smoothly, explore the reasons and stabilize, and form our own style; Observe different classroom performances, compare them with your own, and form your own personalized evaluation system.
5. Promote the construction of teaching and research groups. We change ourselves every day because of the comments of colleagues and family members. The cultural atmosphere of the teaching and research group will exert a subtle influence on every teacher. As a teaching and research group with China characteristics, we should strengthen the construction, form a unique teaching and research group culture, infect and inspire people with culture, and make the teaching and research group a United and upward group.
6. Be familiar with the language of thesis writing. Professor Wang said that what we lack is not the educational theory, but the language that we are not familiar with.
7. Learn from famous teachers. If a famous teacher is a towering tree, then his skills and methods are flowers and fruits on the tree, and his thoughts, concepts and spirit are the roots of the tree to absorb and transport nutrients. So we should learn from a famous teacher, including his thoughts, ideas and spirit, as well as his growth process.
Second, make the classroom full of growth.
(A) Problems in teaching
During the study of 10 days, many professors talked about the problems existing in today's teaching. I summarized their opinions and listed them as follows.
1, get quick success and instant benefit
When Professor Yang visited Northern Europe, he found that Northern Europeans are very good at enjoying life. What they see in the street is not people who are in a hurry and tired, but people who are enjoying the sun leisurely, chatting while drinking coffee, calm, and their faces are full of happiness and satisfaction. Nordic people have a high life happiness index. From this, Professor Yang thought of the current education in China. Education in China is too eager for quick success and instant benefit. From leaders to teachers, from students to parents, it is too hasty. He can't wait to instill all the knowledge into his students overnight, so that they can become geniuses or prodigies.
Why not reflect on our teaching? For the sake of students' good grades, we should cover everything when preparing lessons, so as to avoid our own omissions or omissions affecting students' grades. In order to complete the task in the classroom, we have to catch up with the progress and catch up with the links, and skip the teaching, ignoring the students' life experience and personalized feelings. If today's "exam-oriented" education does not slow down, how can we achieve the goal of quality education?
Education is actually a "slow life" and a "subtle life", and it is a subtle life process. The so-called "moistening things quietly" means that the changes in education are extremely slow and subtle. It needs the immersion of life and "concentration and standardization".
2. Too standardized, too rigid and lacking spirituality.
A survey shows that among the 22 countries surveyed, China students rank first in computing ability, but fifth in creativity and first in imagination, which cannot but arouse our vigilance. Before Qian Lao's death, his question should arouse every educator's deep thought. What happened to our education? Where is the way out for our education? How can we cultivate high-quality talents? Some people say that China's education is too standard, too rigid and lacking spirituality, which stifles students' imagination and creativity.
3, blind imitation, lack of creation
Imitation is to follow others, and creation is to lead others. China's education has always been followed by others: learning from Japanese in the early 20th century; Learn from America in 1930s-1940s (Dewey); Learn from the practices of the Soviet Union in the 1950s and 1970s; After the reform and opening up, learning from the United States did not have its own ideological system.
4. In the classroom teaching:
First, there is temperature but no depth. Just skating lessons, skating, no roots, no digging.
Second, there are activities that do not study. Any activity in students' class is learning, and the problem in class is that activities have not been transformed into learning.
Third, students only pay attention to the instillation of knowledge, not to the cultivation of ability, method and thinking. Students have become examination machines, but they lack practical ability, innovative ability and thinking ability. In a sense; Cultivating students' thinking is more important than imparting knowledge.
(B) the standard of a good class
What kind of class is a good class? Different people have different standards. Although professors give different answers, the essence is the same. For example, Professor Huang Zhongjing put forward five criteria for evaluating the classroom: achievement, clarity, openness, participation and generation. Teacher Cui Luan said that watching a class is good, not whether it is active or not. After watching a class, have the students changed? Is there any development? It depends on the quality and quantity of teacher-student interaction. Professor Li Zhengtao said: Listening to lectures values two feelings: the sense of propulsion! Sense of growth! Growth is a poetic word, but it accurately shows the generation and opening of the classroom, the changes and development of teachers and students.
(3) How to make the classroom full of growth.
1. Pay attention to students, curriculum standards and teaching materials.
The actual state of students should be regarded as the starting point and the end result of education and teaching, and become the basis for setting teaching objectives. Before class, you need to know the students' pre-existing state, potential state and development possibility, what life experience and knowledge they have accumulated before entering the classroom, and even what emotional entanglements they have at present. This requires the most rigorous pre-class research before class, and the information after these studies is processed. Don't teach students what they already know and understand, only what they don't understand. Some classes, why they are ineffective or inefficient, are precisely the places where teachers spend their energy on the student union; What students can teach themselves and read will not be taught. Teach what? Without teaching, students can't learn; Or after teaching, students will have more progress and development; If you teach now, students will not understand, so don't teach. To do this, you must be familiar with the knowledge before and after the courses you teach, which past knowledge and experience can be transferred, and which part of the students will be transferred to what extent. You must have a clear understanding and flexible countermeasures. We can't let all students go to zero in front of the classroom and respect the differences.
Accurately and deeply interpret curriculum standards and textbooks, pay attention to the internal relationship between knowledge, and grasp the knowledge structure as a whole. If you prepare a lesson in isolation, it will never be ready.
The design of teaching objectives should be hierarchical. Holistic design should pay attention to the overall goal of the whole scheme; Continuous design should pay attention to the progressive goal of the stage; Targeted design should have specific and flexible goals. Specific to a class, it is necessary to have both a bottom line goal and a high standard pursuit. The bottom line goal should be expressed in realistic language, and the pursuit of high standards should be expressed in freehand language.
2. Pay attention to knowledge and methods
Our children have done a lot of problems and memorized a lot of knowledge, but they still can't get good grades in the exam. Professor Zhou Bin said that we should not only help students decompress their knowledge, but also help them compress their knowledge and learn to extract it. Knowledge based on extraction is students' own knowledge. The essence of extracting knowledge is to cultivate students' thinking and ability. Many times, our classroom shows not the thinking process of students, but the thinking process of teachers. Teachers only pay attention to activities and knowledge, not to the process of thinking. Without the process experience of knowledge formation and thinking operation, students become two-legged bookcases and lack the ability to apply knowledge by analogy. Therefore, in teaching, we should pay attention to teaching students the ability and methods to cultivate their thinking.
3. Pay attention to generation and openness.
The breadth of openness refers to the surface openness, and the depth of openness refers to the result of thinking and the openness of the process. Now our classroom seems to be full of excitement, as if the students are moving, but excitement is only a representation. There are activities in the classroom without learning, and there is no real openness and interaction. Basically, the teacher draws a circle and leads the students by the nose. Some classrooms have great problems in design, but there is no shift of center of gravity, which is often reflected in: the center of gravity is too high or too high. For example, exchanging reports is only satisfied with one-on-one communication between teachers and individual students. Teachers like to compete with students! The problem is not students, groups or groups, and it is easy to replace groups individually. Such classes often cover up students' problems, difficulties and obstacles in their studies. It looks smooth. Opening, releasing the problems and obstacles in students' study (false opening); The center of gravity is offset, but it is not recovered (half open) when it is put down. One is the recycling of resources, such as recycling and classifying the methods and problems discussed in students' discussions; However, it is not fully utilized and effectively fed back, resulting in a waste of resources (in vain); Openness without goals and directions. What's in it? Take what? The teacher doesn't know. The real opening-up includes big problem design, shifting focus, resource recovery, more effective utilization and feedback. Teachers should open the right to ask questions, question and evaluate to every student and avoid opening it to a few star students; It should be from uniqueness to possibility-the openness of selective diversity; It is from the book world to the student's life world, to experience and experience!
The dynamic resources generated in the classroom are random and accidental, that is, they may happen to everyone at any time. This requires teachers to have a pair of discerning eyes, keenly discover, capture and use these resources, from point generation to whole generation (weaving nets); From individual generation to the whole generation (snowballing)-turn one's bright spot into the bright spot of the whole class; From shallow stratum to deep stratum (digging pit); From error generation to beneficial generation (torsion). When dynamic teaching resource information appears in the classroom, teachers should capture the resources in time, contact the target, promote the generation and integrate it into the teaching process. This requires teachers to have profound knowledge and flexible educational wit in order to generate educational wisdom and build a dynamic classroom.
Step 4 pay attention to details
Details determine success or failure. Many classroom teaching ideas are clearly designed and the links are very compact. However, because the teacher doesn't pay attention to details and misses many wonderful productions, the classroom lacks bright colors, which leads to low efficiency. For example, in class group cooperation, teachers often make general arrangements for students' group cooperation, and do not guide the methods of students' cooperation, which leads to inefficient group cooperation and a mere formality. Effective group cooperation requires gradual and phased training: the first step: deskmate cooperation-one person speaks, listens, comments and supplements to the opposite person; The second step: cooperation and exchange within the group (clear division of labor and rules: for example, the weak say first, the strong supplement); Step 3: the group representative speaks (I think, I think ... stop, change it to: our group thinks); Step 4: Interact between groups (supplement, ask, ask and answer ...)-Make good use of intergroup resources! Details 1: description and requirements (how to cooperate and what to pay attention to); Detail 2: evaluation and feedback-pointing to: the quality of group cooperation can show and introduce experience, which can help improve the quality by letting good groups participate in groups that will not cooperate; Detail 3: Write on the blackboard in time and provide scaffolding for learning and discussion (teachers should have scaffolding awareness, especially scaffolding for methods).
5. Pay attention to emotional experience
Make the class a warm journey. Classroom is a warm journey. Teachers should first become warm educators. Teachers should stand on the students' side, pay attention to students' emotional experience, pay attention to students' personality differences, give timely encouragement, let every child bathe in the sunshine of teachers' love, let every student experience the joy of inquiry, let every child make progress on the original basis, and let every class become the source of children's happiness.
Wu Shuo, a famous special-grade teacher, said: "In a classroom full of growth rhythm, the learning atmosphere is not necessarily warm, but it should be deep. Students should not be superficial in words, but should advance ideologically; I'm not talking about other people's ideas, I must be expressing my feelings. Take a look, you can feel the posture of bending forward, and listen, you can feel the sound of life jointing. " For us, students are like mushrooms after rain, which will wear through the soil and rise from the ground.
During more than ten days' study, experts have put forward many teaching ideas, such as the five dimensions of interactive openness in classroom teaching proposed by Professor Wu Yaping: the openness of problem design; Stability of the center of gravity moving downwards; Sensitivity of resource capture; Effectiveness of resource handling; Promotion degree of interactive promotion. The above statement is easy to say, and it is not easy for any teacher to really implement it in teaching, but after all, experts have pointed out the direction for us. As long as we keep working hard along the direction, we will eventually gain something, just as Professor Wu Yaping said, "Where is your heart, where is your wisdom." 12 days may be just a drop in the ocean for the long river of life, but the impact on my career development is long-lasting and eternal.
Finally, I want to share with you two words from Professor Li Zhengtao:
Standing on the top of a high mountain, walking on the deep seabed.
Teach heaven and earth personnel and cultivate life consciousness!