Every student has a positive, optimistic, enterprising, hardworking, strong, brave, studious, open-minded, kind and intelligent self in his heart, which is not the result of children's negative pessimism and inferiority, but the result of external repression. Tell students more "I hope, I suggest, you think, you can do it", and respect for children is the premise of implementing quality education. How to completely change the "student" in comments, write down the characteristics of "you", your suggestions and expectations, and ignite students' confidence. Students can no longer enter the school happily, and some students come out as "double difference".
Education should be responsible for students' life, not just for exams. We are cultivating a person, a person who will stand in the society in the future, and a person with creative ability. This is the sacred duty of teachers. Family education is very important, but the problem is that parents lack educational concepts! Parents' meeting must make it clear to parents: 1, praise children as much as possible, and don't criticize them easily because they grow up. 2. Pay more attention to children's study, life and progress, and don't blame students for exam mistakes. 3. Know more about children's psychology, communication and thoughts, and be sure to respect children. Family members should be democratic, heart-to-heart and communicate, but children should never be allowed to go with the flow. 4, don't talk about teachers in front of children, don't talk about children's shortcomings in front of others, and never draw conclusions for children. 5. Give children more opportunities to exercise and let them learn to treat people, care for others, respect others and have a sense of responsibility. 6. Be sure to set a good example for children and communicate with the school often.
Young teachers should strive to achieve three breakthroughs: first, break through classroom barriers, be familiar with teaching materials, be good at organizing classes, and master certain teaching skills; Secondly, to break through the knowledge barrier, we should do more questions, study the college entrance examination, make clear what to talk about in each class and what the key points are, give lectures around the center, improve teaching skills and be an excellent "actor"; Third, break through the teaching barrier, explain in simple terms, use flexible and diverse methods, pay equal attention to "teaching" and "learning", have ideas, depth and height, and be an excellent "director". There are no students who can't teach well, only teachers who can't teach well; There are no students who can't learn well, only students who can't learn-new teaching concept
Education should be responsible for students' life, not just for exams. We are cultivating a person, a person who will stand in the society in the future, and a person with creative ability. This is the sacred duty of teachers.
Bring a smile into the classroom, competition into the classroom, and encouragement into the classroom. Put the eyes of trust on every student, pass on the words of respect to every student and give every student a harmonious smile.
Model essay on education teaching reading 2 The book Teaching Wit-the Implication of Educational Wisdom written by Professor Max Van Menan of Canada discusses the problems of pedagogy from the actual situation and phenomena, and puts forward a "teaching method" based on responsibility and mission, which injects rich emotions into rational pedagogy. Fan Meinan clearly expressed the purpose of this book: this book not only guides us to reflect better, but also provides them with many experiences from life. Experienced educators find examples of their own personal experiences from books, hoping to review these experiences again in a thoughtful way. More importantly, I hope this book can help us give priority to children's happiness, treat young people seriously, and always consider education from the perspective of children. "
After reading this book, I have repeatedly thought about an important question, that is, "how should we teachers use teaching wit to do our education and teaching well today when we are implementing the spirit of curriculum reform and comprehensively promoting quality education?"
Russian educator ushinski said, "No matter how an educator studies educational theory, it is impossible to be an excellent educational practitioner without educational tact." .
According to modern psychology, the teaching process is a very complicated dynamic process involving teachers and students, which is always changing under the influence of teachers, students and the environment. Therefore, classroom teaching is full of changes and emergencies. Teachers must master teaching tact if they want to master the complex and changeable classroom dynamic system freely and successfully complete the teaching task.
Teaching tact plays an increasingly important role in the new classroom of curriculum reform. Traditional teaching attaches importance to teachers' educational tact based on their own quality and instant wisdom, pays attention to classroom teaching process, and emphasizes following teaching plans. The new course is. It emphasizes that classroom learning is teacher-led and student-centered, and vigorously advocates independent, cooperative and inquiry learning methods. This developing classroom is like a battlefield, changing rapidly. The uncertainty of students' thinking changes, the generation and openness of courses, students' diversified responses to courses and individual differences and other value orientations make the uncontrollable factors in classroom teaching increase. Modern classroom teaching puts forward higher requirements for teachers' pre-class preparation and classroom on-site regulation, especially inquiry learning, which is more manifested in one or more teaching plans for a certain teaching link, paying more attention to students' thinking process and emphasizing following students' thinking. Teachers should not only have the ability to capture all kinds of information in the teaching process flexibly and quickly, but also be able to adopt appropriate and effective strategies and measures flexibly and decisively in order to effectively promote the process of teaching development.
Mr. Fan Meinan said that wit is "the embodiment of wisdom". Teaching tact is the ability of teachers to improvise and create flexibly in the teaching process. It is one of the basic qualities of teachers' teaching, and it is also an important part of teachers' management art. Teachers influence students with their own personality charm, control the classroom with their unique abilities, treat accidental events with teaching psychology and seize educational opportunities, all of which are the functions of teaching wit. Specific performance in:
(1) First of all, we must have a heart that loves students and treats each other as equals. Only by loving every student sincerely can teachers get rid of "hot temper", reduce "impatience", avoid "reprimanding" students like a storm, and open and induce students in a "gentle" way. He is good at using implicit and humorous teaching wit to reconcile the relationship between teachers and students with a calm mind. Treat every student equally. Because the "troublemakers" of many accidental events are usually those "naughty" students, only teachers can "tolerate" their behavior, not angry or angry, and deal with events calmly and supernormally.
(2) Have agile thinking. Tact the unexpected events in classroom teaching, be good at guiding the situation, or replace trees with flowers, skillfully change the topic and get rid of the immediate predicament. Especially students with poor self-control ability. How to maintain teachers' prestige, eliminate students' resistance and transform students' emotions without hurting their emotions. This requires teachers to have agile divergent thinking in order to meet the needs of both sides at the same time and save the day.
(3) In classroom teaching, teachers can grasp the teaching psychology, influence their classmates with their own personality charm, seize the opportunity of education, and use their unique abilities to control the classroom, so that the classroom atmosphere is active and the teaching tasks are successfully completed. Make teaching wit play a good role in the teaching process. Teachers should not only guide and stimulate students' positive thinking with teaching wit, but also stop students' thinking that deviates from the classroom content, goes astray and runs counter to the teaching objectives in time, so as to guide when the flow stops, block when the flow overflows, and block and guide simultaneously.
(4) Teachers are familiar with teaching materials, teaching methods and students, which is the premise and foundation of implementing classroom teaching wit. Familiar with teaching materials, teachers will have confidence and answers in lectures; Familiar with teaching methods, teachers can use them flexibly according to the teaching content and effectively create teaching situations; Familiar with students, teachers can proceed from reality and teach students in accordance with their aptitude. If teachers can do this, they can see all directions, listen to all directions, find problems in time, judge quickly and handle them properly. We can also adjust the teaching ideas and programs as soon as possible to ensure the smooth completion of teaching tasks.
(5) Teachers must exercise their expressive ability. On the one hand, we should exercise our language expression ability to make the classroom teaching language concise, vivid, humorous and attractive; On the other hand, teachers should also exercise their nonverbal expression ability, pay attention to the changes of pronunciation, intonation and speech speed, and express certain knowledge and information with appropriate expressions and gestures.
In short, teaching wit is not a simple skill or skill, nor is it an innate talent, nor is it a hypocritical show. It is an advanced teaching art full of teaching wisdom, the embodiment of teachers' comprehensive quality, and the alloy of teachers' personality quality, educational theory accomplishment, educational practical experience and other factors. I am determined to study, explore, think and accumulate in practice, constantly enrich myself, pursue individuality, create style and improve comprehensive quality. Try to be a good teacher for the people that students like and parents are satisfied with.
In April, I read the book Focus on Kindergarten Education and Teaching: Reflection and Evaluation published by Beijing Normal University. On the hot topic of kindergarten teaching reflection and evaluation, the book aims at "reflecting the integrity of curriculum reform", "reflecting the richness of teachers' classroom teaching exploration", "reflecting the process of teaching and research" and "reflecting the individuality and commonness of teaching knowledge, strategies and skills", and shows us the multi-field evaluation form of "personal reflection-peer assistance-professional guidance".
This book is very readable, and nearly 30 cases cited are vivid and pragmatic, all from the education and teaching practice of front-line teachers. If there is a snail that evaluates the value of children's interest points and forms the teaching theme; There is "Beautiful Butterfly" which integrates the educational objectives and contents in various fields according to children's learning characteristics and laws; There is an autumn story, which makes the wall decoration reflect the children's learning process and results; There is "Catch a Pig" that supports children to overcome learning difficulties through appropriate materials; Have the experience of migration to make children familiar with the new material "color plaster" and so on in active learning. What impressed me the most was that before and after picking, the educational and interactive functions of wall decoration were fully exerted. The development of activities is organically combined with the layout of wall decoration. Before the activity, let the children guess where corn, peanuts and other crops grow. What does it look like? How to choose? Then guess after painting, decorate the wall with "guess before picking", and then pick crops in the field with questions. When I came back, I verified my guess, drew new experiences and formed the second wall decoration-"You will know when you pick it". The third step is to trigger "What do they make? How to eat? " The new problem is to let children go to the supermarket to understand the use of crops in life and form a third kind of wall decoration. "They can eat like this." In this activity, the teacher put the clues of scientific inquiry into the whole picking activity, and gave full play to the role of wall decoration in promoting children's active learning by guessing, verifying information and sharing experiences. In this activity, every link is mutually supportive and interrelated, and the children have always been in a proactive state. In the process of constantly enriching the decoration of three walls, it not only expands children's learning space, but also organically integrates knowledge of science, society and mathematics.
In nearly 30 cases cited, the background, organizational process and presentation of results of each activity are very detailed. It is particularly worth mentioning that there are three levels of reflection and evaluation after each activity. First, the instructor as a party combs and reflects on his own teaching organization, then the peer as a bystander comments and suggestions on the activities, and finally the expert's rational summary and guidance. If the coach's reflection mostly stays at the practical level, the expert's summary is more theoretical. This hierarchical evaluation is clear and comprehensive, which leads us to understand and think about the value of teaching from multiple levels, not only broadens our horizons, but also greatly inspires our own education and teaching practice.
Close the book, there is a feeling of itching, because these cases have novel design concepts, clear links and flexible methods. We might as well make appropriate changes and give it a try according to the suggestions in the book and the actual situation of children. I think it will be more effective to understand the ideas in the book in practice.
With the advancement of the new curriculum reform, "cooperative learning" has penetrated into the classroom of "learning to learn". Using group cooperative learning in class can improve the frequency and efficiency of students' study, communication and expression in unit time, and complement each other's advantages, which is conducive to cultivating students' inquiry consciousness and cooperative spirit, and cultivating students' autonomous learning ability, problem-finding and problem-solving ability. Cooperative learning is an effective way to give full play to students' main role in classroom teaching, and it is also an important way to guide students to learn actively at present. It can promote mutual communication and common development among students, and it is also a magic weapon for students to achieve success and happiness in their studies.
However, as the book Strategies and Methods to Improve Classroom Teaching Efficiency says, there are also many problems in cooperative learning, such as emphasizing "learning" while ignoring "cooperation", and students "doing" instead of "combining"; Pay more attention to "form" than "actual effect", and cooperation has its own shape; Pay more attention to "results" than "process", and students' cooperation is not sufficient; Pay more attention to "students" rather than "teachers", and teachers "let go" rather than "guide" how to avoid these problems, truly understand the ideological connotation of cooperative learning, and effectively improve the effectiveness of group cooperative learning. I have also made some attempts in teaching practice, using the strategies mentioned in some books to ensure the effectiveness of cooperative learning. Let's talk about my feelings according to my own teaching.
First, set up a reasonable study group and define the division of labor.
Cooperative learning group is one of the key factors of students' cooperative learning. Following the principle of "heterogeneity within groups, homogeneity between groups", I divided the students into several groups, each with 4 people and a team leader, who was responsible for organizing the work; A deputy team leader is responsible for coordinating and recording the work. The team leader is 1, the deputy leader is No.2, and the two team members are No.3 and No.4 in turn. Doing so can not only ensure the orderly and effective group learning, but also facilitate the communication of the whole class. Teachers can ask the same student in different groups to speak on the same question. This will help different groups to compete fairly and promote common development.
Second, carefully arrange the learning content and learning premise requirements.
In order to make the content of cooperative learning more valuable for discussion, teachers should study the teaching materials in depth and carefully arrange the problems for cooperative discussion. Only suitable and valuable cooperative learning content can stimulate students' enthusiasm for discussion and improve the effectiveness of learning content. In teaching, my metropolis designs some enlightening questions that are suitable for discussion at key points, so that students can learn by themselves, then organize group exchanges and then make reports and exchanges. In order to improve the study efficiency, I asked the group leader to let the No.4 student in the group speak and ask questions first when organizing the study, because relatively speaking, he studied poorly in the group and asked simple questions. So the basic order of mass sending is: query No.4, solution No.3, supplement No.2, and summary No.0 1. And so on, to ensure that every student can learn knowledge in communication and experience the fun of success.
Third, grasp the best opportunity of cooperative learning and think about time walk in class.
The first is the key and difficult points of the text. Generally speaking, these places are challenging and students are more willing to discuss and solve problems. For example, in the lesson "Soldiers in White Forever", the question "Why is Ye Xin a soldier and not a nurse?" Students' consciousness and desire of cooperative solution will be stronger. Secondly, when students are confused about the text, such as the article Einstein and the little girl, when the little girl questions, "How can this person who is not even neatly dressed be the' greatest person'?" Students also have such doubts. Let them grasp the text for discussion, which will help to expand their thinking and form their own understanding. Finally, students should also discuss the differences and contradictions.
During this period, I read the selected works of Suhomlinski. Suhomlinski is a master of the educational thought of the former Soviet Union, and also a great contemporary educational practitioner and theorist. Selected Works of Suhomlinski is a monument built by him all his life. Here we can learn a lot of theories and experiences to enrich and guide our work. Can be used as a mirror of how to be a man, giving people inspiration; It is also a textbook for comprehensive training and quality education, which can be used for reference. Tell me about my reading experience.
1. Suhomlinski said: "What does it mean to be a good teacher? The first is to love children, and feel that it is a pleasure to associate with children. I believe that every child can become a good person, be good at making friends with them, care about their happiness and sadness, understand their hearts, and never forget that he was once a child. "
As teachers, few people don't love their students. However, in education, although we sometimes pay a lot for their growth, they are ungrateful, and often even counterproductive and get the opposite result.
Why is there such a result? A very important reason is that when we educate our children, we do not treat them equally. In fact, children also have self-esteem. As a teacher, education can only become education if teachers care about students' personal dignity. In essence, the core of education is to care for and love students, so that they often have a sense of self-esteem as knowledge workers, citizens, parents and children, and individuals who have become better because of their lofty intentions, passions and achievements. We should let students often see their success, and let them feel that every day is not in vain, and every day has new gains.
2. Suhomlinski said: "If teachers are eager to impart knowledge without trying to make students form an emotional and intellectual state, then this kind of knowledge can only make people have an indifferent attitude, and mental work without feelings will bring fatigue."
When we are in class, we often feel that students are bored and teachers are bored. I think the main reason is that teachers can't stimulate students' interest in learning when giving lectures. Teachers don't study textbooks deeply, fail to grasp the age characteristics of students, and pay no attention to adjusting the classroom atmosphere except the vague description of textbooks, so that some children don't listen and some don't understand, thus forming a sense of boredom. Teachers' dull classroom teaching and bad attitude towards textbooks will be immediately passed on to students, so the teaching content seems to be a gap between teachers and students. Facing the insurmountable width, how do students get up and get excited?
Students' eagerness to learn and clear learning objectives are the most important driving forces for success. Cultivating this desire is closely related to the whole teaching work of the school. Its realization first depends on classroom teaching and needs teachers' constant guidance and encouragement. As a teacher, we should always pay attention to overcoming the classroom atmosphere that makes students sleepy and stimulate students' enthusiasm for knowledge.
After reading this book, I not only have a deeper understanding and feeling of Suhomlinski's educational theory, but also have a deep respect for his great personality. It reminds me of the responsibility of educators: strive to improve and perfect educational methods, be close to students' hearts, build a platform for them to give full play to their talents, and believe that every student can succeed.
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In order to update my educational concept and make use of my holiday time, I set three professional development goals according to my actual situation: 1, and adopt a more effective teaching mode to improve the effectiveness of the classroom. 2. Give students time to think in class. 3. Love and appreciate every student, discover their intelligent structural characteristics, and provide appropriate and targeted guidance and training. Under the guidance of these three goals, I selectively read relevant books and benefited a lot. Now let me briefly talk about my feelings after reading these books.
I am deeply touched by several key behaviors of effective teaching method to promote effective teaching.
1, clear teaching: it can make the main points easy to understand; Explain the concept clearly and let the students understand it step by step in logical order; Before reading the teaching content clearly, make it clear and unambiguous. I take it for granted that this is not difficult and should be easy to do. After reading the book, I realized that I still have a gap and I can't teach clearly. On the one hand, due to the lack of flexibility in teaching materials, the differences between key points and difficulties in teaching are not fully explained, and the teaching methods used in teaching are not rich enough to make good use of examples, charts, demonstrations and other methods; On the other hand, the lack of in-depth understanding of students' knowledge level and understanding ability sometimes makes the problem lack of sufficient pertinence. Whether it is asking questions in class or checking homework regularly, it is not enough to find out whether students have mastered the preliminary knowledge related to the task.
2. Diversified teaching: One of the most effective ways to enrich teaching is to ask questions. Teachers should master the art of asking questions and distinguish the types of questions. Including the activities arranged by the teacher in class and the materials provided, we should strive to diversify and achieve the teaching purpose of this class.
3. Task-oriented: Research shows that the more time teachers spend teaching uncertain topics, the more learning opportunities students have. If the interaction between teachers and students in the classroom focuses on the content of thinking and gives students the opportunity to learn, then the success rate of students in this classroom may be higher. I think the guiding role of task-based teachers is mainly reflected in: at the beginning of the class, teachers can simply and accurately reveal the teaching objectives, stimulate students' learning motivation, mobilize students' learning enthusiasm, and better guide teaching. For example, reading books, looking around, thinking independently, seeking answers, or reading books, discussing and solving doubts, etc. , all need our independent use.
4. Ensure the success rate of students. The success rate of students' learning refers to the rate at which students understand and accurately complete exercises.
After reading Sukhomlinski's Advice to Teachers, I was deeply impressed by the article 1 1 in the book that "thinking about new textbooks is a stage of class". In fact, it means that students should be given some time to think in class, so that they can understand and master the knowledge thoroughly.
Suhomlinski said that every teacher has a phenomenon: in class yesterday, everyone understood the rules (definitions, theorems, formulas) well, answered well, and gave examples; But in class today, you see, most students in the class are a little vague about what they have learned, and some even forget all the textbooks. It is also found that many students encounter great difficulties in completing their homework. I didn't realize these difficulties in class yesterday. Why is this? This is because knowing is not equal to understanding, and understanding is not equal to knowledge. In order to acquire solid knowledge, we must also think. What do you think? That is, students should think about what they perceive, check whether they understand correctly, and try to apply what they have learned to practice. What do you set aside time for students to think about? What I mean here is to think about some "points" in the textbook These points are essentially the key points, difficulties and key points of knowledge, the causal relationship of knowledge and the connection between old and new knowledge. This means that no matter what kind of pure theoretical material the textbook is, some practical homework should be arranged. My understanding of "practical homework" is practical homework, operational homework and knowledge application homework. Let students think and master knowledge in practice, operation and application.
This suggestion means to leave some "blanks" for students in class, and students can use these blanks to think about what they don't understand. It seems that a full class is not necessarily a good class, but you should relax.
I was also deeply inspired when I read 29 "How to make students concentrate" in "Suggestions for Teachers":
Controlling students' attention is one of the most subtle tasks to improve the quality of classroom teaching, stimulate students' positive thinking and mobilize internal incentives.
To make students learn interesting, we must mobilize the old and new knowledge and experience in our minds, which is more conducive to "the nutritional growth of new buds and the full supply of nutrients in the body." For children who are exposed to new knowledge for the first time, let go of their hands and feet, recommend relevant books to them, teach them effective methods, guide them to understand independently first, and obtain relevant "experience knowledge". When learning new knowledge, they will mobilize their stored consciousness, re-perceive and understand, update and think about facts and phenomena, so that it is easy to concentrate on learning. In the fourth section, Suhomlinski said: Only when paying attention at will, using conscious memory and not paying attention at will, without conscious memory, can we ignite the "thinking fuse" in students' consciousness.
To control students' attention, the most important thing is to teach students to learn, let them acquire knowledge by virtue of existing knowledge, let learning become a thinking activity, let them gather their attention during class and have real emotional experience, so as to actively explore knowledge and improve classroom efficiency.
The book Miracle of Education mainly talks about the magical function of education. Some contemporary figures used to be "underachievers", "stupid children", "problem children" and "disabled children" in the eyes of parents and teachers, but later they succeeded: Newton, who was looked down upon, Edison, who was unpopular with teachers, and Darwin. Why is this? Obviously, education is at work. This made me realize that I should be full of love for every student and appreciate their bright spots, so as to inspire them. Nothing is more important to a teacher than love.
Howard gardner, a famous cognitive psychologist, believes that everyone has his own special comprehensive form of intelligence and ways of understanding the world, such as language, logic, mathematics, space, music, body and introspection. Everyone's learning style is different. Some people are sensitive to vision, some people are sensitive to language, and some people are sensitive to touch. It can be seen that every child has his own strengths and weaknesses, and they will show their unique talents in their own unique way. Therefore, observe children more, find out the characteristics of children's intelligent structure, and carry out appropriate and targeted guidance and training to maximize the talent potential of each child.
Every child has a bright spot. As an educator, we need to have a bole vision to appreciate every child, give them more tolerance, and let them grow up confidently and healthily in the eyes of teachers' love. Maybe our sincere love will create an educational miracle! composition
Every student has a positive, optimistic, enterprising, diligent, strong, brave, studious, open-minded, kind and intelligent self in his heart, which is not the result of children's negative pessimism and inferiority, but the result of external repression. Tell students more "I hope, I suggest, you think, you can do it", and respect for children is the premise of implementing quality education. How to completely change the "student" in comments, write down the characteristics of "you", your suggestions and expectations, and ignite students' confidence. Students can no longer enter the school happily, and some students come out as "double difference".
Education should be responsible for students' life, not just for exams. We are cultivating a person, a person who will stand in the society in the future, and a person with creative ability. This is the sacred duty of teachers. Family education is very important, but the problem is that parents lack educational concepts! Parent-teacher conferences must make parents understand:
1, praise the children as much as possible and don't criticize them easily, because they have grown up.
2. Pay more attention to children's study, life and progress, and don't blame students for exam mistakes.
3. Know more about children's psychology, communication and thoughts, and be sure to respect children. Family members should be democratic, heart-to-heart and communicate, but children should never be allowed to go with the flow.
4, don't talk about teachers in front of children, don't talk about children's shortcomings in front of others, and never draw conclusions for children.
5. Give children more opportunities to exercise and let them learn to treat people, care for others, respect others and have a sense of responsibility.
6. Be sure to set a good example for children and communicate with the school often.
Young teachers should strive to achieve three breakthroughs: first, break through classroom barriers, be familiar with teaching materials, be good at organizing classes, and master certain teaching skills; Secondly, to break through the knowledge barrier, we should do more questions, study the college entrance examination, make clear what to talk about in each class and what the key points are, give lectures around the center, improve teaching skills and be an excellent "actor"; Third, break through the teaching barrier, explain in simple terms, use flexible and diverse methods, pay equal attention to "teaching" and "learning", have ideas, depth and height, and be an excellent "director". There are no students who can't teach well, only teachers who can't teach well; There are no students who can't learn well, only students who can't learn-new teaching concept
Education should be responsible for students' life, not just for exams. We are cultivating a person, a person who will stand in the society in the future, and a person with creative ability. This is the sacred duty of teachers.
Bring a smile into the classroom, competition into the classroom, and encouragement into the classroom. Put the eyes of trust on every student, pass on the words of respect to every student and give every student a harmonious smile.