New characteristics of current educational development
Fast change, great pressure, difficult adaptation and slow maturity.
(-) The maturity of teachers is lengthened.
In the past, as long as you put your heart into it, you can quickly grow into a mature teacher, but today it is difficult to determine the time node for a teacher to mature.
With the deepening of education reform, new problems, new situations and new contradictions emerge one after another. Teachers need to constantly adapt to new challenges and adjust their teaching ideas and behaviors.
Once and for all, it has become a historical relic to change with the same.
Now it seems that due to the great changes in the internal and external environment of education, teachers need to make greater efforts to adapt to this stage, spend more time and constantly update themselves.
Adaptability has become an important feature of teachers' professional development. Fast adaptation and fast growth, slow adaptation and slow growth.
Real maturity has become a more difficult thing.
(B) Teachers have a strong sense of job burnout
Nowadays, the pressure faced by teachers is increasing day by day, the uncertainty of work is greatly increased, all kinds of emergencies emerge one after another, and the sense of achievement in work is gradually decreasing. All these will increase teachers' job burnout invisibly.
In the period of job burnout, it is difficult for teachers to maintain high work enthusiasm, and the degree of investment will also decline, which will directly affect the quality of teaching.
If this situation continues for too long, it may lead to a series of problems in teachers' mental health.
In some western countries, when teachers feel overworked and anxious, they will take the initiative to contact psychological counselors to ease and adjust their psychological state through psychological counseling.
This practice is rare in China. Teachers often need to overcome their psychological discomfort and solve the problem of job burnout through self-stimulation of internal motivation.
(C) individual development differences are large
The differences between individual teachers have never been so great as today.
From the perspective of rising, the intergenerational differences between teachers are expanding. It is not uncommon for teachers born in the 1960s, 1960s, 1970s, 1980s and even 1990s to be in the same school. There are many completely different world outlook, outlook on life and values between them.
A group with diversified values, how to guide students to form relatively unified values and give them a strong sense of social responsibility?
Horizontally, the differences among teachers are even greater.
Teachers' motivation, needs and wishes for entering the school are different, including their understanding of the subject, their ability to control the teaching materials, their expectations for future development, and their views on students and teaching. This is not only good for teachers' cooperation, because they can complement each other in their differences, but also an obstacle, because it is difficult to talk and communicate.
(d) The need for self-renewal is urgent.
There is a strange phenomenon among teachers: teachers are unwilling to change themselves, but tend to be self-enclosed.
UNESCO has also made a special analysis of this situation, believing that teachers tend to be conservative, on the one hand, because teachers impart past knowledge, which is manifested in teaching today's students to face tomorrow's future with past knowledge. By constantly passing on the knowledge of the past, the values will become corresponding to the past era.
On the other hand, because teachers use relatively stable teaching materials, they prepare lessons carefully for the first time, tinker with them for the second time, and may directly bring lesson plans into the classroom for the third time.
New education teachers are facing new challenges.
(-) Normalization of cultural feedback
With the development of multimedia technology and the change of social and cultural environment, cultural feedback is becoming more and more common in family education.
A colleague needs to pass a computer exam to be promoted to a professor. He asked his son in junior high school for advice. He said it was painful to learn computer from his son. What he taught his son in the past is now answered by his son: "Can't you see I'm busy?" Think for yourself. ""Why are you so stupid? You can't even ask such a simple question. "
Today's teachers face the same challenge:
In the environment of diverse information channels, students have a lot of knowledge that teachers don't understand. What you know may be known to all students, and what you don't know may already be known to students. Faced with the seemingly inverted role of educators, teachers must recognize and correctly understand this objective fact.
(B) the diversity of students' values
China has developed rapidly in the past 30 years, but it has also accumulated many problems. Sociology calls it "time-space compression theory": time and space are highly compressed, and a large number of problems are gathered, and values show various forms that are diachronic and cross-space.
One of the most prominent problems faced by teachers is: how should teachers face multiple values with their own unitary values?
Another problem worthy of attention is the growing student culture. When teachers born in the 1950s and 1960s were students, there was almost no such thing as "student culture".
Parents' opinions are children's ideas, teachers' judgments are students' opinions, and students obey their parents and teachers. This special student group has no common values and behavior patterns.
But today this kind of culture already exists objectively and has a great influence. To do a good job in education and teaching, teachers should first understand students' culture, influence students, impress students and promote their development on the basis of understanding students' cultural level.
(3) Decentralization of teachers
In the past, teachers could control almost everything in the classroom, and students' words and deeds, the choice of teaching content, the application of teaching methods and the process of classroom teaching were completely controlled by teachers.
However, in today's pluralistic and open society, teachers need to transfer part of their power to students from the aspects of stimulating students' subjective initiative, improving students' autonomous learning ability and awakening students' subjective consciousness.
How to reconstruct the power structure in the classroom and realize the win-win development of teachers and students in the classroom? Teachers often feel overwhelmed by this. These problems are in front of teachers, which need teachers to treat them correctly, analyze them scientifically and grasp them effectively.
Simplification of family structure
China's one-child policy has been implemented for more than 30 years, and China families, especially urban families, have shown an obvious "four-two-one" family structure, that is, six adults take care of and raise 1 child.
Such a family structure may lead to overindulgence or even overeducation of children.
The pressure of family members is transmitted to the school teachers, that is, the demand for teachers is growing, and more attention and care are needed for children.
On the other hand, with the increase of the proportion of middle-class families, it will also lead to great concern for children's education.
A prominent feature of middle-class families is that they attach importance to their children's education and expect their children to receive a good education and enjoy high-quality educational resources. They are more eager for their children's education than other families and hope to send their children to good schools.
The new education teacher has a new role.
Creative designer
Teachers need creative design to develop school-based curriculum, and preparing lessons is the process of creative design.
With creative design, it is possible to change the original centralized state of the classroom, realize the common growth of teachers and students, really revitalize the classroom and ensure the improvement of teaching quality.
(2) Information integrators
We live in an information society, and information is scattered around us like air. Teachers need to constantly improve their information integration ability, otherwise they may be overwhelmed by information and unable to formulate clear strategies and identify directions.
"Integration" needs a foothold and a basic position.
This orientation lies in teachers' own teaching ideas and basic understanding of teaching.
We often talk about getting through the connection between the student life world and the book world. The information of the student life world needs teachers to consciously integrate into the teaching book world.
We are exposed to all kinds of media every day, and the information on the network is also surging. Integration also means that teachers should absorb and transform this information in time, so that it can be used in their own education and teaching activities and serve their own understanding and vision expansion.
Key knowledge analyst
In the past, teachers were often positioned as imparting knowledge. "Teachers should give students a bowl of water, first of all, they should have a bucket of water", which is mainly to impart their knowledge of "specializing in technical fields" and "learning Tao first" to the educated.
We also often use gardeners, candles, silkworms and so on. To describe the role characteristics of teachers, it seems that teachers' labor is mainly pay, dedication and one-way pay.
Nowadays, it is impossible to cultivate students' innovative spirit, stimulate their innovative vitality and cultivate their innovative thinking by blindly providing students with established conclusions and copying knowledge on a large scale.
The growth of students themselves, the need to cultivate innovative talents and the change of educational requirements all require teachers to become more and more critical knowledge analysts.
To a great extent, we should work with students to analyze where knowledge comes from, identify what knowledge is, explore the direction of knowledge, and judge knowledge from multiple angles and levels. Relevant research results of psychology also show that critical analysis of knowledge is the basic way to form independent thinking and enhance innovation ability.
What needs to be explained here is that "criticism" is not only criticism and judgment, but also analysis, discussion and comment on knowledge.
Lifelong learner
In the period of agricultural civilization, a teacher can teach for life as long as he studies for a few years, and Mr. Private School is a typical representative.
During the period of industrial civilization, a teacher can teach for a lifetime as long as he studies for more than ten years, and normal students can probably graduate;
Today, a teacher can only teach all his life if he studies all his life.
An excellent teacher has many characteristics, but one is necessary, that is, the ability to keep learning, love learning, be good at learning and be able to learn.
The progress of mankind, the renewal of knowledge, the challenge of occupation, the demand of self-development and the profound changes of students all require teachers to study all their lives and regard learning as a way of life, work responsibility and spiritual demand.
Only by continuous learning can teachers be competent for their duties and become qualified teachers.