1, teachers should practice the fundamental mission of Lide Shu Ren.
Moral education is a teacher's job and a teacher's mission. The key to teachers' work lies in "preaching", that is, infiltrating socialist core values into students' hearts through educational and teaching activities, actively spreading Socialism with Chinese characteristics's common ideal and the Chinese dream of great rejuvenation, and cultivating students to become builders and successors of the socialist cause needed by the party and the people.
In the new era, teaching and educating people can not be limited to classrooms and textbooks, but also needs to be rooted in the earth and students' daily lives. School education should be linked with family and society, so that values education can fall into students' daily behavior. On the one hand, schools and teachers should innovate diversified public welfare activities, service learning and gratitude education, sow the seeds of social responsibility consciousness, and let students know the society in practice and move from self to self.
On the other hand, teachers should respect students' social citizenship. Real masters should respect students' temperament, experience and life, let them be influenced by their personalities, give them more autonomy to participate in social practice, and constantly ignite their yearning for truth, goodness and beauty.
2. Teachers should set an example of social responsibility.
Some scholars once pointed out: "Teachers are teachers who can embody morality, influence students with personality, take themselves as students and set an example for the public." To be a good guide, teachers must demonstrate first. Jill, an American educator, once pointed out that if teachers want to educate students to become active and critical citizens, they must first become transformational intellectuals.
Therefore, to cultivate students' sense of social responsibility, teachers should first set an example as social citizens and shoulder the social role of intellectuals. In this sense, teachers should not only embody value in teaching and educating people, but also realize social value in the field of public life.
On the one hand, teachers should actively participate in social public life, including basic political activities, social governance activities and grassroots public life. The Third Plenary Session of the 18th CPC Central Committee emphasized the participation of multiple subjects in social public affairs, especially giving full play to the positive role of community social organizations in the process of grassroots social governance and public service.
As representatives of intellectuals, teachers need to play a leading and organizing role in social public life, promote community integration, promote political unity and maintain social stability. On the other hand, teachers should actively participate in voluntary public welfare activities organized by social organizations, better promote the formation of active and extensive civil forces, cultivate citizens' public spirit, and further enhance people's enthusiasm for participating in public life.
Educators' participation in social public life and voluntary public welfare activities is an example for students and a model for others. Teachers win the respect of the whole society with their own actions, which is the core of the wind of respecting teachers and valuing morality.
Teachers should seek growth in their mission.
Teachers' social responsibility and extensive participation in public life is not only a responsibility, but also contains rich development opportunities and resources. Teachers' work is easy to fall into instrumental activities day after day, and gradually become teachers who can only teach and solve doubts in the trap of teaching technicalization.
However, the traditional teacher professional development model pays more attention to the improvement of knowledge and skills, only helps teachers achieve perfection in skills, but ignores the development of teachers as a whole person and intellectuals.
Therefore, the mission itself gives teachers new growth opportunities. In the process of participating in public life, teachers can explore the universal and fundamental issues on the ethical, social and political scales more deeply, so as to transcend their own gains and losses and examine educational activities on a broader institutional level, thus showing and highlighting the moral dimension of teachers' work.
In the process of assuming social responsibility, teachers can help them keep the openness and innovation of educational activities and understand the educational positions of different groups. Japan and other countries arrange social training in teachers' professional development activities in order to make teachers think about educational goals and functions from the needs of other social classes. In the process of serving the country, teachers can deepen their professional identity and ask about the significance and ultimate value of education.
If the teacher's job is to awaken students' life consciousness and value, then the mission can awaken teachers' true virtue and spiritual subject. Only when teachers constantly know themselves, know themselves and realize their sense of value in carrying out their own mission can they really play the role of guides for students.
Be a good teacher leading education and teaching in the new era
The new era puts forward new requirements for teachers, and the mission and responsibility of teachers have new contents. To be a good teacher leading education and teaching in the new era requires the efforts of every teacher, but what is more important is whether the direction of efforts is correct, scientific and meaningful. In my opinion, the pursuit of teachers in the new era should be to become a real professional teacher.
To be a professional teacher, we must take a clear-cut stand to guide students' growth, and we must also find the meaning of doing this for ourselves, that is, educating people with morality.
Only when teachers stand tall enough can they watch the growth process of students for a long time, and they will not stick to the temporary mistakes and gains and losses of students in the learning process; Only when teachers stand tall enough can they see the significance of their own efforts, and they won't care about the big input and the small output at present.
Moreover, taking Lide Shu Ren as the fundamental task of education and teaching is not only because Lide Shu Ren is very important in educating people, but also because Lide Shu Ren can connect with our specific education and teaching work, and specific teaching activities or teaching projects naturally have their own teaching objectives.
However, these teaching goals must serve higher ideals or more meaningful educational purposes. Otherwise, no matter how busy the teaching activities are and how complicated the teaching projects are, we can't reach a higher level and a higher educational goal. Every class is effective, which does not mean that the subject system is effective. Mastering every knowledge point does not mean that the problem of subject synthesis is solved.