The Standards put forward four basic concepts of "student-oriented", "morality first", "ability first" and "lifelong learning", which are the value orientation that middle school teachers should uphold as professionals in their professional practice and development. Middle school teachers should use these four basic concepts to standardize their educational thoughts and daily teaching behaviors. The concepts of "student-oriented", "ethics first" and "ability first" not only reflect the long-term basic pursuit of Chinese teachers, but also reflect the new requirements of modern education development for teachers' quality, which is an organic combination of tradition and change. The concept of "lifelong learning" puts forward more new requirements for teachers' professional development under the background of information society.
The standard emphasizes student-oriented, that is, adhering to a "respect" and a "follow" and implementing a "promotion", that is, respecting the rights and interests of middle school students, taking middle school students as the main body and fully mobilizing and giving play to their initiative; Follow the characteristics of middle school students' physical and mental development and the laws of education and teaching, provide appropriate education, and ultimately promote middle school students' lively study, healthy and happy growth, comprehensive and personalized development.
Teachers' morality is the first element of teachers. The Standard first pays attention to teachers' morality, and the requirements are reflected in three levels: first, it loves the profession, that is, it loves the middle school education with professional ideals, practices the socialist core value system, and fulfills teachers' professional ethics; Second, caring for students means caring for middle school students, respecting their personality, being caring, responsible, patient and careful; The third is demonstration and guidance, that is, to be a teacher by example, to teach and educate people, to be self-respecting and self-disciplined, to infect middle school students with personality charm and knowledge charm education, and to be a guide and guide for the healthy growth of middle school students.
Teachers' ability is the carrier of teachers' educational thoughts and professional knowledge, which is directly related to the formation of students' learning ability, practical ability and innovation ability. The Standard emphasizes teachers' ability, which is reflected in three levels: first, practical ability, that is, combining the theory of subject knowledge education with educational practice, highlighting the practical ability of teaching and educating people; The second is the level of specialization, that is, to study middle school students to follow the growth law of middle school students and improve the level of education and teaching specialization; The third is professional ability, that is, insisting on practical reflection and then practical reflection, and constantly improving professional ability.
Lifelong learning is an important feature of contemporary society. Teachers are lifelong learners and realize their professional development in the process of continuous learning and continuous improvement of their own quality. The standard advocates lifelong learning, which is reflected in three aspects: First, learning advanced theories. That is, to learn advanced middle school education theory and understand the experience and practice of middle school education reform and development at home and abroad; The second is to improve cultural literacy, that is, to optimize knowledge structure and improve cultural literacy; The third is to form the habit of lifelong learning, that is, to become a model of lifelong learning with the awareness and ability of lifelong learning and sustainable development. What is the difference between the professional standards of primary schools and secondary schools?
The difference in the professional level of primary and secondary school teachers is reflected in the professional part. He believes that the role of subject knowledge in primary education is less than that of middle school, and the process and means are more important to primary education. Differences, children's outlook and teaching design are the parts that primary school teachers urgently need. From the content, he thinks that primary school teachers have six dimensions and middle school teachers have four dimensions. In essence, children's activities and processes are very important to primary school teachers; Among middle school teachers, education and teaching knowledge should be based on disciplines. In my opinion, one of the differences between primary and secondary school teachers lies in knowing the educational objects of different ages. Primary school teachers are faced with a group of naive children with incomplete minds and no understanding of society, while middle school teachers are faced with a group of students who have begun to have their own ideas, are rebellious and probably know what is right and wrong. Middle school students will take the initiative to learn, and their knowledge level and structure are much better than those of primary school students, and they are also more sound.