A person living in the world, no matter what occupation, the first important thing is to be a man. For teachers, being a man is the first, because education is a spiritual undertaking. A teacher's spiritual quality will be directly reflected in his teaching attitude, content, methods and relationship with students.
Compared with imparting knowledge, the teacher, as a person, has more important influence on students' spirit. When we recall our school days, the most memorable ones are the charming teachers. The enlightenment and edification they give us in the early days of our lives often benefit us for life.
Spiritual quality includes intelligence, emotion and morality, all of which are indispensable. Teachers should be people with both ability and political integrity. Because teachers' daily work is intellectual education, I want to emphasize teachers' intellectual education quality. Teachers should of course be intellectuals. The so-called intellectuals are people who love knowledge life and are full of lifelong interest in knowledge.
According to this standard, there are too few intellectuals in our teaching staff today. Many people stopped studying after leaving school and ending their student career, but now that you have entered another school and started your teaching career, you should live a high-level intellectual life. Therefore, a good teacher should position himself as an intellectual and always keep the habit of learning, thinking and researching.
Second, love students and truly take students as the purpose.
Speaking of teachers' moral quality, I think loving students is the most important morality. As Russell said, the essential quality of an ideal teacher is to have a broad parental instinct, just as parents think that children are the purpose and students are the purpose. The younger the students are, the more important this is, because children still lack rational judgment and emotional autonomy, and the attitude of teachers will directly affect their confidence in life and study.
Of course, loving students is not superficial and easy-going, but can only be integrated with students. Taking students as the purpose is an accurate expression of the essence of loving students. Teachers who love students will definitely put their minds on students and be truly responsible for their growth. Because of this, he will be sincerely happy for the progress of each student, and at the same time he will be proud of his achievements in life. Students know best whether a teacher really loves students, and he will be widely respected and loved by students. We also have basic reasons to admit that he is a good teacher.
Third, understand education and have a correct educational concept.
Teachers take education as their profession. It is reasonable to say that they should understand education, but it is not. When teachers are engaged in teaching, they consciously or unconsciously embody a certain educational concept, but there are right and wrong points. Especially in the current education system, if you lack independent thinking, you are more likely to make mistakes.
As far as a single teacher is concerned, the educational concept is not an isolated thing or an abstract theory, but must be closely related to his outlook on life and values, which is the embodiment of his overall spiritual quality in teaching. In the final analysis, being a man and teaching people are basically the same.
An excellent teacher in the sense of human nature, he realizes the value of human nature in himself and will never teach students in a way that suppresses and distorts human nature. On the contrary, those teachers who teach students in this way are often imperfect in human nature. In specific teaching, this internal difference is almost unconscious, but it is clear at a glance.
However, to consciously and firmly have the correct educational concept, we can't just rely on intuition. In my opinion, no matter what courses a teacher teaches, educational theory is a compulsory course for him, and he should constantly review and deepen it in his teaching career.
In this regard, I suggest reading some books on educational philosophy, not limited to pedagogy, psychology and teaching methods, because educational philosophy is the educational concept, that is, the fundamental truth of education. Many philosophers in history have written educational works, such as Locke, Rousseau, Kant, Dewey and Whitehead. Their educational ideas may not be consistent, but they all know human nature and have their own opinions. If you read them carefully, you will feel suddenly enlightened.
Fourth, pay attention to the art of teaching and let students feel the charm of knowledge.
In terms of teaching methods, I think the most important thing is to make students feel the charm of knowledge and make them interested in the courses you teach. Interest is the premise of learning. If you are not interested, you have to rely on indoctrination, and the effect is very clear to the teacher. Whether students are interested in a course depends on two factors, one is the type of students' talent, and the other is the teaching level of teachers.
A good teacher can't make every student have a strong interest in the courses he teaches, but he can make students who are suitable for the talent type have a strong interest and make most students have a general interest.
To achieve this effect, of course, we can't just rely on methods. In fact, this is a test of teachers' comprehensive intellectual quality. First of all, teachers should master the basic principles of their own courses and draw inferences from others. At present, the education department is advocating the professional development of primary and secondary school teachers. In my opinion, this should not require teachers' knowledge to reach the professional level of related disciplines-this is unnecessary and impossible-but should only be familiar and skilled within the scope of the syllabus, because primary and secondary education is basic education, not professional education.
Secondly, basic education is a kind of general education. No matter what courses are taught, primary and secondary school teachers should be all-rounders with extensive knowledge interests and humanistic qualities, so as to make the teaching of any course lively, interesting to students and easy to understand and accept.
Five, handle the relationship between quality education and exam-oriented education.
Now I want to talk about the biggest problem facing primary and secondary school teachers today. It is an unavoidable fact that the hard indicators of the exam-oriented system have great power to force teachers and students to submit, and there is no hope of change in the short term. Regardless of the exam, obviously not, the school and parents do not agree. It is rejected by responsible teachers to blindly comply with or even cater to quality education.
However, there is no need for us to fall into such a bipolar thinking. No system can completely stifle the relative freedom of individuals. A good teacher should be good at expanding and using this freedom, and it is best to dance in chains.
Under the current system, a good teacher's responsibility and ability, on the one hand, lies in helping students cope with exams with the least time and the most effective methods, on the other hand, maximizes the space for quality education. Of course, this can be done, provided that teachers are capable and willing to work hard.
Even in the usual study, teachers should be good at determining the main points that must be firmly grasped in knowledge, so as to avoid letting students spend a lot of energy on minor details, and the level is lower than this. It can be concluded that if students firmly grasp the main points of knowledge, they will not do badly in the exam. Nowadays, many teachers just force students to do a lot of homework to cope with the exam, which is actually the most stupid and lazy way. In the final analysis, it is still low-level and irresponsible.
Sixth, indifferent to fame and fortune, willing to be left out.
If a teacher does the above, he is undoubtedly a good teacher. However, he is likely to face a danger of not being recognized by the current system. In most cases, his situation is often worse than those who actively implement the current system.
Then, what I want to say is my last requirement for a good teacher, which is to be indifferent to fame and fortune and be willing to be left out in the cold. You do things according to your conscience, of course, regardless of personal gain or loss. All people who do things with conscience have a belief: the judgment of conscience is higher than the system.