However, everyone on the road knows that it is easier said than done.
"Where does the dignity and happiness of teachers come from? It is not the happiness of students, not anyone's sympathy, gifts and praise, but the creation in their educational career. " The book "Common Sense of Education" gives advice: "Teachers need to ask themselves: Do I make my mind wider and more relaxed by engaging in educational work and interacting with students? If not, there must be something wrong with education, but something wrong with myself. "
However, many sentences we read next are depressing. We must admit that what he described is at least part of the truth in the field of education: "Teachers give orders in schools and classrooms, and they are down in arms, but when they return to their communities, they are humbled and classified as vulnerable groups." I wonder whether the degree between "the authority of the classroom" and "the weakness of the community" will strengthen each other. If so, it seems to be an inducement to the mental health problems of educators: in legend, teachers are great, but in reality, they are ordinary and persistent; The school has a humble position in the community; On knowing astronomy and geography in knowledge, but little in society. ...
"Teachers are people who lay the foundation for students' happy life, but they have no sense of happiness, but they get a lot of pain. "We see that the outside world is redoubling its efforts to improve the treatment of teachers, but this phenomenon is also worthy of people's own thinking in education.
Sometimes, we will encounter such a context: "The happiness of students is bought by teachers at the expense of their own happiness. Teachers must sacrifice their own happiness in order to win happiness for students. " Even as shown in the works of some foreign educational scholars that I have read very little, such as Michael Fulan of Canada and Bruner of the United States, teachers' professional happiness and social respect are constantly strengthened in expectation and appeal.
The description of teachers in the19th century American novels quoted by Professor Li Zhengtao in his book can also arouse readers' sympathy and emotion: "They are getting old, but they are not happy, they are loving but unloved, they have needs but are not satisfied, and they will always be strangers who have devoted their lives to the education of other mothers' children. As the years passed, his face became tired, he became more sensitive to things and his feelings became more and more indifferent. He is a dictator in the class and a hermit in the community ... In short, although they have succeeded as teachers, they are doomed to be unqualified men and women. "
In our personal life, we have also experienced many teachers, including those who changed our lives. Most of our past impressions are: warm face and poor life.
Experts and scholars have different opinions, most of which point to the teaching profession, and then integrate work and life happiness. UNESCO's "Education-the Wealth Contained in it" points out: "If we regard sacrifice as an act that is meaningful only to others, but not to ourselves, it only shows that we are just a tool rather than a person who shows human value. If a person is worthless, then his sacrifice will become a contribution without moral value. "
Professor Li Zhengtao wrote: "The sacrifice of teachers may bring two kinds of results: one is comedy; The second is tragedy. As a sacrifice of comedy, it brings happiness to both students and teachers, and the latter's happiness must include self-sufficient happiness. As a tragic sacrifice, the teacher's life has become a tool for students' life growth, but at the expense of human value and dignity. "However, how many teachers are highly compatible with the teaching profession? How many teachers can always get continuous encouragement and praise in their career, thus showing a good career development trend and winning the continuous interaction recognized by the outside world? How many teachers always have a balance between school career, family life and social roles?
In the book, the professor expounds a very real fact that is often overlooked by us: "Teachers' physical and mental health problems are equally serious. No educational reform can make education easy and comfortable. Let the profession of teachers become comfortable and pleasant. This is determined by the professional nature of teachers. Education is destined to be an arduous and arduous task, because it wants to educate personality and enlighten wisdom. "
In the book, Li Zhengtao also expounded the phenomenon and characteristics of "famous teachers". "The reason why a famous teacher can become a famous teacher is nothing more than talent, diligence and opportunity (including the support and help of various' noble people')." In other words, famous teachers deserve respect, but they cannot be copied. He suggested, "The first thing we can learn from famous teachers is skills and methods; The second is the ideological spirit on which it grows; The third is the process of growth. "
As far as my personal experience of some "famous teachers" is concerned, their characteristics are as follows: first, they have the ability of continuous learning, including the "on-site learning ability" quoted by Ye Lan in the book; Second, rich professional knowledge, good at writing, writing, promotion or elegance; Third, he is full of personality charm, temperament, image, personality or affinity, and there is always one that suits him. Yu Yi, a famous Chinese teacher, told People on his 70th birthday: "I have been studying Chinese all my life, not teaching it." It is not a "famous teacher" who can't stand on the podium, but a persuasive "famous teacher" must be a good teacher in the eyes of students. In other words, a "famous teacher" must be the most loyal to the essential purpose of education, that is, to effectively help students achieve development and give them a lifelong positive personality influence.
Observation is the basic method of educational research. Through observation, the professor knows what the teacher thinks of the classroom and students. "Japanese teachers like to sit in the front row in class; Teachers in China like to sit in the back row. When a teacher sits in the back row, his eyes are on the teacher on the platform, and he will see the students, but basically only in the back of his head. This shows that the focus of teachers' evaluation is teachers' teaching. As long as teachers do well in class and show their due teaching literacy and ability, it is a good class. Obviously, he can't help but regard "teaching" as an analysis unit and an evaluation unit, which is also the habit of most teachers watching classes in the past.
When a teacher sits in the front row, his eyes are in front of the students, while the instructor hides in the side or behind. At this time, students naturally become the focus of teachers' watching and evaluating classes. Students' learning methods are appropriate and the effect of learning is high, which is a good class. Therefore, "learning" has replaced "teaching" and become the analytical unit to evaluate the classroom. First, starting from "teaching", the first thing to consider is the curriculum objectives, and according to your own experience, mobilize "knowledge" from the past. One is starting from "learning", considering the goal of the educated (children), taking a "student-oriented" attitude, facing the "unknown" and pointing to the future.
Whether it is "teacher-centered" or "student-centered", "teacher-oriented" or "student-oriented", "teacher-centered" or "student-centered" has existed in my acquired impression for at least 20 years, and it seems that it has never been decided. It is conceivable that there can be no conclusion. This is the complexity of education, and whether it is inheritance or innovation has always been a "binary choice" problem. When discussing this position, we often do not rule out being self-centered and pragmatic.
This book focuses on such a common phenomenon: under the influence of "teacher-centered theory", teachers generally have three kinds of consciousness: lesson plan consciousness, substitution consciousness and control consciousness.
Under the consciousness of lesson plans, "teachers carefully design lesson plans before class, presuppose every step, every question and even every sentence, take lesson plans meticulously in class, try to avoid' overflow' of lesson plans and try to prevent all kinds of accidents and accidents. When students deviate from the preset teaching plan, the teacher will do everything possible to get them back to the preset track. This kind of lesson plan is like the' pit' dug by the teacher ... When the students are willing to jump in turn, the teaching will be over and the teacher will be relaxed. "
Under the substitution consciousness, "teachers like to ask questions for students and don't give students the opportunity to ask questions." All the problems are teachers' problems. This habit of permutation and substitution more or less shows that the teacher underestimates the students and doesn't believe in their abilities. "
Under the control consciousness, "the teacher strictly requires students to act according to their own regulations, and likes that students' every move is under the control of the teacher." "The problem is that learning is the purpose of teaching, and the real occurrence of learning is self-acquisition, self-correction and self-improvement, which is irreplaceable. Any teaching must point to learning. Therefore, we must attach importance to the golden value of autonomy in the educational process.
Moreover, management also tells us that "power can only make people pass, and only autonomy can make people do well." Suhomlinski said, "Free time is the primary condition for enriching students' intellectual life. If students want to learn not only in life, but also in learning, they must be given free time. " Tao Xingzhi said, "In order to strengthen the cultivation of children's self-education spirit, Yucai School gives children considerable time for each purpose as an opportunity for free thinking and free activities. "
This is a question of "teaching for whom": teaching for exams or teaching for research? He provided a vivid example of choosing a "good class":
"In a national teaching competition, the teaching of a male teacher won wide acclaim. His rich background and witty language in class won a lot of applause and he was chosen as a popular candidate for the special prize. But after the results were announced, he unexpectedly lost his reputation in Sun Shan. Everyone is puzzled and even questions the fairness of this award. At the summary meeting, the representatives of the jury answered your questions. He said: "Today, the standard for us to evaluate a class is not how active and lively the class is, but how much the students have changed and developed after a class." "
Wu Shuo: "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 voice of life. " He concluded: "Education is growth, and this is not an empty judgment. It has specific requirements and performances in classroom teaching. " Whether we are teachers or listeners walking in the classroom, we are all aware of this intriguing phenomenon. In the open class, when students behave well, there are two different meanings of "good" and "good for teaching".
When reading these chapters of this book, I often recall the unique situation of Li Zhengtao's report to us, and I am quite sure that his writing is as coherent, detailed and logical as a lecture. "To make the classroom feel growing and full of growth, we must first think clearly about three questions in teaching design: What are the challenges? Break through what? Promote what? " This formulation not only greatly inspires teachers who teach in public, but also is worth three provinces a day in our usual teaching.
"A classroom full of growth is not only the growth of students, but also the growth of teachers. Only by linking one's own growth with the growth of each class and students, and letting pictures nourish one's life and students' life growth nourish one's life, can teachers have real life growth. This is the ideal growth classroom: teachers and students have achieved' common growth'. "
Incorporate yourself into the classroom, immerse yourself in the course content, indulge in the atmosphere between teachers and students, forget the world outside the window, and even ignore the passage of time. This is my personal teaching experience and my enjoyment.
Tutor Professor Ye Lan put forward the "five realities" of classroom teaching: solidity, enrichment, richness, simplicity and truthfulness for teachers' reference. She said: "A solid class is a meaningful class. Is there a difference between students entering the classroom and leaving it? Did you gain knowledge that you didn't have before class? Have you improved a skill or mastered a new skill? Have you found a new learning method? Do you like this course? Do you like the contents and methods taught by the teacher? Do you even like this subject, including the teacher himself? Have you acquired the awareness, ability and habit of autonomous learning? When he left the classroom, teachers and classmates, can he still study and think independently? "
And "A full class is an effective class. Is education for all students or for a few star students? Judging from the results, after a class, are some students making progress, or can students of different types, levels and levels change and develop on the original basis? "
"The rich class is the generated class", "the plain class is the class under normal circumstances" and "the real class is the class with shortcomings". There is no perfect classroom, just like there is no perfect person. A class that looks perfect is often a deceptive class. It is not a bad thing to have shortcomings in class. The shortcomings just show that teachers still have room for development and improvement. "
A few days ago, I wrote an essay on attending class, discussing the "skills" of teachers' classroom teaching and asking the highest realm of classroom teaching "Tao". In my opinion, the premise of "Tao" is "technique", but "technique" can certainly achieve "Tao", and the course in which "technique" is in place is perfect, but the course that produces "Tao" is flawed.
Li Zhengtao pointed out that there are five sources to make teaching solid: "clarity, detail, pause, application and writing practice."
Solid, one is clear. The students are very clear: for whom? Clear content: what to teach? Clear objectives: to what extent? The method is clear: how to teach? The link is clear: what to teach first, and then what to teach? Clearly stated: learning requirements for students.
Solid, and the second is the details. As the so-called teaching details.
Solid, the third is pause. "Teaching is the art of pause, but also the art of waiting." More importantly, we can learn from the beauty principles of "emptiness" and "blank space" in art.
Solid, four is to use. Failure to migrate, apply and get effective feedback is invalid and false.
Solid, and the fifth is writing and practicing. Comenius said, "If the subjects taught are not frequently repeated and properly practiced, education cannot reach a complete state." As the saying goes, review the past and learn the new. Teaching is for learning, teaching is for not teaching, teaching is for liberating intelligence, teaching is for separation and farewell, teaching is for independence, and teaching is for negation.
Tao Xingzhi said, "I think a good teacher is not teaching, not teaching students, but teaching students to learn." He said, "Teachers are busy teaching and forget to educate people, or think that teaching will certainly educate people. This is a common misunderstanding in education and teaching."
As for the method, I think it is a concept of "technique", which is the technique of cultivation at the object level. "There is no best method in the world, only the most suitable method. There is no' good' teaching method, only what is the best method to teach under what circumstances, and what method and what method are used together is the best method. "
He suggested: "Four criteria for choosing a method: Is it suitable for the subject being taught? Is it suitable for the teaching content? Is it suitable for students? Is it suitable for the teacher's personality? " This narration suddenly made me feel that it replaced the teaching method class.
When he talked about the view that "teaching is for not teaching", he brought us five inspirations:
First, education is to prepare for "the departure of educators" and "the end of education" from the beginning.
Second, there are three realms of education: "there is no class in education", "there is no class in education" and "there is no class in education".
Third, educators should not only think about "what should they do when they teach", but also consider "what should students do when they don't teach"?
Fourth, the purpose and effect of education can be summarized as "how to teach for the sake of not teaching".
Fifth, teachers should be clear about what they need to teach and what they can't teach.
A seemingly complicated and comprehensive book of educational common sense is actually an educational anthology in my reading. I didn't mean to offend the respected professor Li by saying this. Today, when communicating with a young colleague about her feelings about writing books like Li Zhengtao, she frankly mentioned that some paragraphs in Li Shu were not good enough. I also think that although the whole book has brought me a lot of inspiration, including revisiting, some chapters are suspected of repetition, and some contents are sloppy. However, I told my colleagues that the world is as good as the Bible after all, and few people care about those pearls. This is an era of choosing reading materials, not an era of hard-to-find books. Therefore, it is a blessing to find some books that can be read for a long time. Moreover, as the professor lamented, most of the eternal educational classics in the history of human education are not provided by educators, but also because education is too complicated and rich in elements and reasons.
"With compassion, think about education and do a good job in education; Facing the bleak life and the scarred world with compassion; With pity, he smiled sympathetically at the imperfection of human nature ... "The tone of compassion once again appeared in the postscript of the professor's book, and his own life experience also flowed in the memories of the postscript:" In the cruel passage of time, I feel more and more that time waits for no one: How much time is left in such a humble life, and what can I contribute to such a vast and boundless world? "
Both of them are educated people and "plums" on earth. They are far apart in level and have similar dreams. For example, Professor Zheng Tao, our generation is also praying that our life will be limited and our knowledge will be infinite, and we will also use our own actions to stir up wonderful ripples in the pond of education.
[Note] Li Zhengtao: "Educational Common Sense", East China Normal University Press, 201April 2, 6 Teachers' Common Sense: Be a creator who enjoys professional dignity and joy (teachers are creators/teachers are people who temper educational wisdom/learn to learn from each other through mutual promotion between teachers and students/learn to enjoy teaching/teachers influence a person's learning ability throughout his life/the most important thing for teachers is the ability to learn on the spot/be a realistic educational idealist/express experience in a theoretical way/learn from famous teachers/ Teaching common sense: it is both technology and art (teaching and learning are inseparable/teaching is generated in interaction/classroom is returned to students/teaching is full of growth/good lessons are real lessons/five sources make teaching solid/classroom into classroom).
The end of this book.