Therefore, the new educational experiment puts the starting point of action on "promoting teachers' professional development". The biggest gain of the new education experiment in recent years is that a large number of excellent teachers have emerged in the experiment-publishing personal monographs, participating in academic discussions as ordinary teachers and giving lectures in various places, which has become a very common phenomenon among the new education experiment teachers. However, even in the new educational experiment, there are still two wrong extreme understandings of "professional theoretical accomplishment"-or "local steelmaking"-trying to simply extract a set of comprehensive and applicable models and theories from personal successful experience; Or "terminology experts", trying to conceive a brand-new reform plan through reading and studying and simply reading foreign educational theories. The real ideal teacher's professional development should be that teachers can not only guide and explain their own practice with appropriate theories, but also connect every word with educational reality all the time when reading. It can be said that the new educational experiment attempts to take a "professional" road in the research of teachers' professional development and subject teaching.
Through several years of exploration, the new education experiment has gradually explored a teacher's professional development model of "professional reading+professional writing+professional development community". The new education experiment shows that teachers in different disciplines and stages of development need to read different professional books. Moreover, teachers' professional knowledge may have a reasonable structure (the knowledge here is mainly tacit knowledge internalized through experience, rather than explicit knowledge that can be tested through written papers), because many teachers have "shortcomings" in one aspect, which hinders their professional development level. Therefore, the new education experiment began to develop the "new education teachers' professional reading map", that is, in the form of bibliography, on the basis of fully considering the particularity and sequence of individual growth, an ideal teacher knowledge structure model was constructed, so as to more effectively solve the problems of what teachers of different levels and disciplines should read, how to read, how to serve professional practice and so on.
In the early stage of the new education experiment, teachers' compositions were mainly lyrical, casual and life-conscious. With the deepening of professional development thinking, the new educational experiment gradually refines teachers' professional writing into five forms: daily educational narrative, educational sentiment, teachers and students weaving meaningful lives through diaries, greeting cards and letters (co-writing), educational cases and analysis, and teaching cases and analysis. These five forms of educational writing have their own characteristics and functions, which guide teachers to reflect on educational experiments and themselves from all levels, promote educational ideas and improve daily educational practice. The new educational experiment advocates that teachers and students write compositions together. Although the original and final purpose is not to publish, in recent years, hundreds of educational books and more articles published by experimental teachers are indeed the initial results of new educational experiments. On educational online forums and blogs, thousands of teachers are insisting on writing educational essays and opening up personal growth posts. Recording one's educational career with a pen has become a unique landscape of the new educational experiment.
The new educational experiment advocates action and reflection, and pen reflection is an important part of the new educational experiment. The research method adopted in the educational narrative research of the new educational experiment is "hermeneutics of educational phenomena" (also called phenomenological pedagogy). The experiment advocates suspending conceptual terms, returning to life itself, presenting the educational phenomenon itself as truly and clearly as possible, and then understanding the rich educational information contained in the phenomenon realistically. Through the process of phenomenon explanation, we can improve educational researchers' understanding of education, and then influence their daily education and teaching behavior. While all experimenters are required to describe daily education, the new educational experiment is studying the understanding and interpretation of typical educational cases from multiple angles, and it has gradually accumulated into a "China typical educational case database". This educational case library will compile a relatively complete system from daily educational cases according to several topics such as puppy love, cheating, parent-child communication, educational punishment and student competition. First, collect cases as comprehensively as possible, and then invite experts on related issues to make theoretical and operational improvement analysis on these cases. That is to say, on the one hand, according to the nature of the problem, experts in law, psychology, ethics and family issues are invited to analyze the theory behind the case, on the other hand, educational experts with rich educational experience are invited to propose effective solutions to each case and every problem. According to the new educational experiment, the establishment of this case base will make young teachers have cases to refer to and theories to check when dealing with various educational problems, and its value and significance are enormous.
In the experiment of new education, it is realized that personal exploration often fails to see the essence of the problem because of their own thinking assumptions, and teachers' reflection often fails to reflect on their own way of thinking that leads to the problem. The best way to break through one's own obstacles is to use dialogue and professional development to develop the community. Therefore, the new educational experiment advocates the establishment of various professional development communities in the same teaching and research group, teaching group, or between the same school and inter-school, in which dialogue is used to break through the limitations of individual thinking. In recent years, the well-known new education professional development communities include the class teacher's study group of Zhang Wanxiang, a famous special-grade teacher in Tianjin, the new education club in Cangnan, Wenzhou, the new education community in Fenggang, Guizhou, and the caterpillar communities (children's reading research groups) scattered in various regions and schools. It is also the most daily research method of the new educational experiment to make full use of professional associations for daily common reading, mutual evaluation of educational works and mutual lectures. Many teachers who participated in the discussion in the professional community deeply felt that it was through this dialogue that they broke through their stubborn thinking barriers and broke through the old thinking framework.
Not only ordinary teachers, but also skilled teachers, excellent teachers and educational experts have all grown up in this community. After a month's discussion in the new education class, a teaching researcher from Jiaozuo Institute of Education in Henan wrote in his diary: "What do I want most? What is the purpose of my coming out? I have been asking myself over and over again, and a voice is getting clearer and clearer-growth, I need to grow. No stage can make me so eager to grow up as I am now. Today, I am glad that I finally broke my hard shell and finally got a starting point. I can finally leave, although I am still far from my goal. After all, I have taken the first step. " Another backbone teacher who is studying in the New Education Research Center wrote after another activity: "Back in Suzhou, sitting in the office of the research center, I found that the diary narrative of the seminar was ignored, many details were omitted, and many feelings were forgotten. What a pity! Recently, I hate my superficial writing, and my journey is hard. I no longer insist on keeping a diary. Now I think about it and I regret it! The conscious action paradigm of the new education research center. This trip to Qilu once again discovered the mystery. The backbone of the school and the members of the new education research center share a pot of stone soup and indulge in the center of beautiful things. "
As announced in the new educational experiment itself, the core of the teacher's professional development model, known as the "Three Specialized Projects", is professional practice: daily education and teaching life. However, even though different from the school's eagerness to publish various school-based curriculum textbooks, the new education experiment did not produce a curriculum and systematic textbook called "New Education". This new education experiment shows that the new curriculum reform has made a very effective exploration in subject curriculum and subject teaching. The new education experiment emphasizes teachers' professional development based on their own subjects, which promotes the subject curriculum reform and classroom teaching reform from another dimension. The perfection of subject courses and the professional development of teachers are two complementary systems. Therefore, the new education is not a closed and self-sufficient system that excludes the new curriculum reform. Experimental teachers should also be active explorers of the new curriculum, and the professional development model of teachers in new educational experiments should effectively promote the deepening of the new curriculum reform.
The professional reading of new education teachers is a sub-project which takes the professional reading map of new education teachers as the core and provides support for teachers' professional development. Career planning is necessary, because people are futuristic, and it is the image of the future "I" that we constantly build in our minds that determines the behavior of today's "I". Whether professional reading is efficient or not also depends on constant self-planning, that is, we need a unique "reading map" that is gradually clarified in constant revision. This atlas determines our professional quality and the way of thinking in dealing with professional problems, or forms a kind of "pedagogy" based on our own experience and a complete "professional self". Reading without planning is easily influenced by the market and various unthinking experiences, and it is difficult to form conscious self-reflection, let alone a clear "professional self". Personal experience in dealing with occupation is very limited, and it is fragmented and full of mistakes.
But any personalized "map reading" will reduce unnecessary detours if there is a certain reference model. The reading project of the new education major is trying to provide a professional reading map model with rich elements on the basis of a large number of on-the-spot investigations. But this map is no ordinary tourist map. It is enough for tourists to follow the map and go to the designated scenic spot through the designated route, but an "adventure map", which is not only provided step by step for tourists exploring on different routes for the first time, but also indicates the geological conditions and various dangers, leaving some blanks for tourists to enjoy the adventure themselves. Moreover, this will be a constantly changing map, because new "scenic spots" will emerge constantly because of the discovery of some successful "explorers", while other "scenic spots" may lose the value of exploration because of the passage of time.
So, what is the professional picture reading of new education? This is just a figurative statement, which refers to a holographic reading atlas that integrates structure, path, bibliography and evaluation, reading methods and use cases, and is always open. It always keeps a dialogue with readers, and it is a comprehensive and developing professional reading service system that is adjusted and changed according to various realistic factors.
More importantly, this map is an organic "living body". First of all, it means that it has its own genes and codes, that is, it is based on the basic concept of new education and points to the "happy and complete educational life" of teachers. It strictly follows the experimental logic of the new educational experiment and is the concentrated expression of the basic theory of the new educational experiment in professional reading. Secondly, it has a unique structure, that is, it has its own "formula", its own "brain" and "way of thinking". Third, design specific paths and methods for different types of teachers, and have their own "ways". Fourth, he has his own "memory" or "experience", which is manifested in a constantly enriched case base, from which any teacher may find his own role model and keep moving forward under the guidance of the role model. Fifth, it is interactive. The map itself is the result of field research, and it is constantly revised according to the practice of many front-line teachers. This is a process of dialogue, which is constantly metabolized through dialogue, thus constantly enriching and developing. The results of the best experimenters will be continuously absorbed into the map. Moreover, with the deepening of research, the recommended bibliography will be eliminated and supplemented regularly, including structural adjustment to make it more complete and practical, the interpretation of fundamental books will be further deepened, and organized professional reading such as reading clubs will be more mature and orderly.
It should be noted that every life has its own unique password, and we are deeply in awe of it. Therefore, professional map reading is only a model, not a definite city map in a strict sense. In the end, readers only refer to the model and use their own experience to construct their own unique "reading map", which is "harmonious but different" from this map model and helps readers to construct their own reading map or reading experience more effectively, which is the real goal of new education teachers' professional reading map.
In a word, the new education tries to re-integrate and create the broken theory and practice of professional reading and various bibliographies under the academic background of the new education with the help of professional reading atlas. This integration and creation is based on the following assumptions:
1, there is a most reasonable knowledge structure for any specific professional field;
2. Career development will inevitably go through an organic process of "romance → precision → synthesis";
3. The mastery of each kind of knowledge has a path from shallow to deep;
4. For every teacher, there is a unique reading path;
5. A specific teacher at a specific stage of development must have a book that is most suitable for him to read in the face of special scenes. Knowledge structure
Knowledge structure refers to the composition and relationship of knowledge that teachers need to deal with education and teaching problems.
According to the new educational experiment, teachers' knowledge structure consists of three parts: ontology knowledge (that is, subject expertise, accounting for about 50%), educational psychology and professional knowledge (accounting for about 30%), and humanities background knowledge (accounting for about 20%). More importantly, these three parts are not isolated from each other, but support each other and share a common knowledge view and value background. As far as new education is concerned, in the view of knowledge, it emphasizes that knowledge is related to life and practice, and ultimately aims at solving practical problems and enriching teachers' lives. This determines that in our value system, living knowledge is far higher than dead knowledge, knowledge based on practice is far higher than knowledge that emphasizes system, and the whole knowledge structure should maximize the happiness and integrity of teachers' educational life.
Basic books
Basic books, also known as original typical books, refer to classic books that lay the spiritual and academic foundation of teachers and influence and form their professional thinking mode.
Not all classic books can become teachers' basic books. Being a person's fundamental book means that you have a deep understanding of this book, and this book has also become the origin of your thinking about education and teaching issues and reading fundamental books. The height of the original typical books that constitute a teacher's ideological origin often affects the academic height of the teacher. It is a pity that many, even most, teachers lack their own fundamental books all their lives, but they are unconsciously influenced by the fashion of the times, floating in words and lacking in foundation.
Related to basic books are basic concepts. Basic books often contain some basic concepts, which are most profoundly revealed in basic books and become the basic concepts for teachers to grasp educational problems. Without thorough study of basic books, teachers can't have their own "basic concepts" after reflection, and a binary concept system will be formed. One is the explicit concept system of conformity, such as subjectivity, generativeness and dialogue, and the other is the concept system that they actually play a role without even realizing it, such as the experience system based on unconscious behaviorism. Many teachers do not agree with the conceptual system used in educational practice when writing articles, which leads some teachers to think that reading is useless.
Intellectual reading
Intellectual reading is a chewing learning method. It refers to the process that readers absorb and internalize the valuable things in books into the reader structure through listening, combing, criticizing and selecting books, so as to enrich, optimize or rebuild the original structure.
Intellectual reading is similar to traditional intensive reading, but it is different. Intensive reading focuses on intensive reading. Even in extensive reading, if readers can quickly grasp the core and framework of a book, it is also intellectual reading. Corresponding to intellectual reading is perceptual reading, which refers to fast food reading with entertainment nature. Readers only feel the information in the book by feeling, without reflection and chewing.
The new educational experiment emphasizes knowledge reading, which is based on the study of basic books. Furthermore, the new educational experiment suggests that teachers should read together through school reading clubs and online reading clubs, which is an effective way to improve their intellectual reading ability. In this regard, the new education experimental teacher professional development project team also provided strong support through the network.
The experiment of new education teachers' professional writing shows that a person's professional writing history is his educational history.
Every teacher will have experience in education and teaching, but these experiences are often not reflected and cannot form efficient tacit knowledge. Sometimes I succeed, I don't know why, or I think I know why, sometimes I fail, I don't know why, or I think I know why. But when a person is writing, he will consciously sort out these fragmented events and experiences and extract what he thinks is valuable.
A teacher's life, so constantly and repeatedly recorded writing, and finally formed his own personal knowledge.
How is a high-quality case made?
If you want to write brilliantly, you must first do brilliantly, so you should strengthen your daily records at ordinary times, mainly including:
1. Class emergency. As far as possible, the cause and effect and detailed process should be recorded.
2. Follow-up observation of problem students. It can be long or short, and the daily performance of students who focus on tracking research should be recorded in detail.
This kind of record requires complete elements, namely, time, place, people, events, process, results and background, and detailed records in order.
Based on these records, we can write high-quality cases. What really represents the level of professional writing is the quality of cases. So, how is a high-quality case written?
Taking problem students as an example, we should make the following full preparations:
1. Persist in daily observation records and accumulate a large number of problem students' problem behaviors, which is the basis for further analysis and treatment.
2. Keep close contact with the parents of the problem students and keep abreast of the "history" of the problem students. This kind of background investigation is very important, including the situation of family members, family education, medical history and so on. (For reference, please refer to the questionnaire on children's new educational background. )
3. Interview other teachers, former teachers and classmates (be careful, pay attention to learning ethics to avoid being hurt) and accumulate relevant information.
4. Collect the works of problem students, including assignments in various subjects, especially compositions and essays, paintings in lower grades, etc. Works of analytical value can be placed in the portfolio. (You can take photos and save them)
When the data of a problem student is quite complete, you can write a case. The basic principles of case writing are:
1. The time sequence is dominant, and the time clues are clear. If you have information before you go to school, start writing before you go to school. Avoiding flashback can produce dramatic effect, but it is of little significance to case writing. The reason why time clues are clear is that students have different psychological characteristics at different ages.
2. Material selection should be typical. To choose meaningful cases that focus on students' problems, the choice of typical cases depends on teachers' professional vision. Special emphasis should be placed on the writing of details, and some meaningful details should be reproduced as vividly as possible through narration.
3. Use the students' original words as much as possible, which should be paid attention to in daily recording, and restore the scene as much as possible through description.
4. Teachers can truthfully describe their psychological changes, including emotions, in dealing with the problem children's incidents, but they can't express their dissatisfaction with the problem students subjectively and emotionally.
In this way, a complete educational narrative and a complete case are completed. If this is a solved case, there must be a detailed analysis in the end. If this is an unresolved case, it may be discussed or sent to the project team for further analysis.
We're here to get blood.
-Inviting formal participants to the professional development project of new education experimental teachers.
There is a song that goes like this:
This mysterious life is as sharp as a knife.
Hurt me badly again and again.
I know what kind of happiness I want.
In the higher sky.
I believe that many teachers who really have ideals have been hurt again and again in their sharp educational life. This kind of harm comes from heavy work and exam-oriented education, and from the isolation caused by free and vicious competition; It also stems from the predicament caused by our lack of sufficient professional knowledge and understanding of students; It also stems from our distrust of our own lives and our confusion about the future.
In the face of difficulties, some people choose cynicism, waiting for a perfect environment that will never come automatically in day-to-day complaints, and unloading their responsibilities in this complaint, they are freed; Some people choose to go with the flow and sacrifice themselves for others in exchange for wages, and gradually sink into daily life; Some people, by giving full play to the advantages of open classes, papers and various evaluations, "get on the road first" ...
Morally, we understand these choices, but we believe that there must be some "people of the same size": although they are also in impetuous times, they refuse to give up their ideals that have long been abandoned by many people, but they always have a sincere heart and guard their original innocent wishes in their own classrooms; They hope that their life will gain meaning through teaching and students' growth; Because of this, they are eager for knowledge and are willing to approach those really great books, especially those professional books that can help them understand education, understand human nature and solve problems; They are willing to bear "blows" again and again, have the courage to constantly deny themselves, and regard cultivation as a lifelong matter; They believe in "the kind of happiness we want" and "the higher sky" ...
We know that such people are few, and they are scattered like pearls in the vast sea of people. Now we hope to gather such a group of people here, and then give us a common dream, named after the proud name of "new education" hidden in the depths of history.
After a year's brewing and exploration, the new education teacher professional development project has initially explored a network-based professional development path, with the first batch of sincere experimenters. 2009 is the "year of teachers' professional development" for the new educational experiment, and we will devote ourselves to building a platform for teachers' professional development:
1. The network platform focusing on professional development will take "Education Online-Teachers' Professional Development Forum", "5,000 Altitude-New Education Teachers' Reading Club" and "Building an Ideal Classroom QQ Group" as the main positions to gather experimenters who are enthusiastic about professional development and form a community.
2. We will turn the discussion of "Five Thousand Heights-New Education Teachers' Reading Club" QQ group and "Meeting Friday" in the QQ group of building an ideal classroom into a real brand. Through "Meeting Friday", professional reading and classroom teaching are connected with each other, so that a large number of experimenters can become truly highly professional teachers after the bath and years of "Meeting Friday".
3. We will try our best to provide high-quality experimental resources for experimenters, including reading lists and paths, electronic versions of out-of-print books, and high-quality research materials.
4. We will strive to build a real learning community, so that more people of the same size can inspire each other, warm each other, cooperate with each other instead of just taking it, and create a network-based living space with knowledge as the spiritual food.
5. In the more distant future, such as three years, five years and ten years, we will turn online training into face-to-face non-profit in-depth training through advanced seminars and other forms, and promote professional development through more ways (such as cooperative research on certain topics).
We sincerely welcome all people of the same size to join the professional development community. We especially welcome new teachers and normal college students who are interested in becoming excellent teachers to join the professional development community. We hope everyone in the community can have the following signs:
1. Love education, love students, agree with the new educational concept, and are willing to sign a contract with the new education team to become a Protestant educator and grow together.
2. The pursuit of knowledge is not for external fame, but for internal growth; Not only for wages, but also for giving meaning and dignity to life.
3. Be able to participate in community discussions as much as possible, and carefully study the discussion materials and take reading notes. The bottom line of reading every year is 6,543.8+0,000 words for professional reading (equivalent to six or seven books, see the reading chart for new education majors or professional books equivalent to recommended books in the picture), and the reading requirements are mainly intensive reading.
4. Pursue and maintain the habit of intellectual reading and stay away from superficial reading.
5. Support each other with peers in the community and be willing to share your reading and teaching experience, so that helping others becomes an instinct. Stay away from arrogance, flattery and attack, appreciate each other and criticize sincerely.
In 2009, participants were invited to the professional development project of experimental teachers in new education. We will always open our doors and welcome teachers who are thoughtful and willing to treat education with piety. The project team will sign a contract with these franchisees (see annex for the contract), which is an oath and commitment, not only to each other, but also to their own lives. We will not hesitate to reject those colleagues who are willing to be mediocre, those who base their life achievements on fame and fortune, and those who lack enough sincerity and just want to obtain and use some resources temporarily.
Although we know something about career development, we don't have much truth to reveal. The only thing we can provide is such a platform, and then we can move forward together, to the depths of education and to the depths of time.
New education experimental teacher professional development project team
Friday, February 6th, 2009, Appendix I: Agreement on Joining the Professional Development Community of Experimental Teachers in New Education.