Teaching proposition is the core view of teachers' individual understanding of education and teaching ideas based on their own teaching practice and rational understanding of teaching (and used to guide their own teaching behavior) in the process of professional development. Teaching ideas are generally refined from the perspectives of subject teaching, student development, education and teaching.
In order to form their own teaching ideas, teachers should first insist on long-term thinking about some original problems, such as "what to teach students" and "what is the purpose of teaching activities". Teaching behavior is the embodiment of teaching concept, which can only be reflected in long-term teaching practice.
Insisting on thinking about teaching ideas and gradually becoming clear will make our inner thoughts and external behaviors consistent. Since the eighth round of curriculum reform, many concepts of curriculum reform have been familiar and accepted by teachers.
However, many teachers have not internalized their own beliefs, so the teaching behavior does not fit with what the teacher said. According to the survey, many teachers think that "learning should be student-centered", but in their classroom teaching, students' autonomous learning is rarely seen, and most of them are taught by teachers.
Therefore, having a good idea does not necessarily lead to good behavior, because this idea is not realized in practice and cannot be promoted to a teaching proposition that dominates teaching behavior.
Many teachers who have been teaching for more than 20 years may not have clear teaching ideas, which shows that repeated teaching process day after day cannot naturally produce teaching ideas, and it needs long-term teaching practice under the guidance of theory.
Think deeply about the essence of teaching, and then gain self-understanding of teaching and form a philosophical understanding of individualized teaching. Among them, theoretical study, practice under the guidance of theory, and long-term thinking based on study and practice are all elements that form teaching ideas.
In the process of doing research on teachers' professional development, I communicated with many teachers, and one of the topics was "What do you teach". Most teachers answered the subjects they taught, and very few teachers answered "I teach children" and "I teach people". Obviously, these few teachers have their own unique understanding of teaching.