-the labor characteristics of teachers' profession

The characteristics of teachers' labor are formed and embodied in the process of teachers' professional activities, which largely reflects the characteristics of teachers' profession. Because the purpose, object and means of teachers' labor are very different from other occupations, it has formed the unique characteristics of teachers' labor.

1, complexity

Complexity means that teachers' labor is not simple labor, but complex labor; Not just physical exertion. And spiritual efforts. Specific performance in:

First, the comprehensiveness of educational purposes. The purpose of teachers' labor is to cultivate people with all-round development in morality, intelligence and physique, not people with one-sided development. Second, the diversity of educational tasks. Teachers should not only teach but also educate people, not only impart scientific and cultural knowledge, train students' skills and develop their intelligence, but also cultivate students' ideological and moral character and promote their physical and mental health.

Third, the difference of labor objects. Teachers work for different people. Students not only have innate quality differences, but also have personality differences caused by acquired environment. Teachers should not only implement unified curriculum plans and standards for all students under the same time and space conditions, but also teach students in accordance with their aptitude.

2. Creativity

Creativity is mainly manifested in teachers' creative use of educational and teaching laws. Specific performance in:

First, teach students in accordance with their aptitude. The objects of education are very different. Teachers must flexibly put forward different requirements for each student according to their characteristics and adopt different teaching methods, so as to "open a lock with a key" and let each student develop their strengths and avoid their weaknesses.

Second, the teaching methods are constantly updated. Teaching is neither static nor permanent. The teaching content should be constantly updated with the development of the times and the progress of science and technology. Teachers should constantly improve and perfect the teaching content according to their own understanding of educational policy, training objectives and teaching materials, so as to make it an acceptable knowledge system for students, and choose the most effective teaching methods and ways to achieve educational objectives.

Third, teachers need "educational wit". Educational tact is a special directional ability of teachers in the process of education and teaching, which refers to the ability of teachers to make judgments quickly and correctly according to new, especially unexpected situations of students, and to take timely, appropriate and effective educational measures to solve problems according to the situation. Educational tact is the external expression of teachers' good comprehensive quality and accomplishment, and the ability of teachers to skillfully use comprehensive educational means.

3. Subjectivity and demonstration

Subjectivity means that teachers themselves can become living educational factors and influential role models. For teachers, the process of education and teaching is the process in which teachers directly influence students with their own knowledge, wisdom and morality. In addition, the subjectivity of teachers' labor tools is also the performance of teachers' labor subjectivity. The teaching AIDS and textbooks used by teachers must also be mastered by teachers themselves and become their own things before they can be taught to students.

Demonstration means that teachers' words and deeds, including personality, talent, academic attitude, etc., will become the objects of students' learning. The exemplary characteristics of teachers' labor are determined by the plasticity of students and the psychological characteristics of learning from teachers. Meanwhile. The subjectivity of teachers' labor also requires teachers' labor to have exemplary characteristics. German educator Dostoevsky said: "Teachers themselves are the most important teachers in schools, the most intuitive and instructive models, and the most vivid models for students." Therefore, teachers must fully realize the value of demonstration, be strict with themselves, set an example and be a teacher by example.

4. Continuity of working hours and extensiveness of working space.

The continuity of teachers' working hours is because teachers have no fixed working hours and no strict handover time limit. In addition to normal working hours, teachers often use evening or rest time to think, prepare lessons, correct homework and write. In addition, teachers should constantly understand students' past and present, and predict their development and future.

The universality of labor space refers to the workplace that teachers have not strictly defined, and it may become teachers' labor space inside and outside the classroom, inside and outside the school, which is determined by the diversity of factors affecting students' development. Teachers should not only exert their influence in the classroom and school, but also go out of school and make home visits and street visits to coordinate the educational influence of schools, society and families in order to achieve better educational goals.

5, long-term and indirect

Long-term means that the period of talent training is relatively long, and the influence of education is lagging behind. First of all, the fruits of teachers' labor are talents, and the training period of talents is relatively long, and the results are relatively slow. Teachers have to pay a lot of long-term labor to achieve results. "It takes ten years to plant trees and a hundred years to educate people" is a good portrayal. Secondly, the influence of teachers on students' teaching often takes a long time to see the effect, and the effect of education can only be reflected in the achievements of students' future development. Finally, the influence of teachers on students will not disappear with the end of study, but will become more perfect and mature in the long-term practice of students. The moral, intellectual, physical and aesthetic foundations laid by teachers for students often affect students' life and become valuable wealth for their lifelong development.

Indirectness means that teachers' labor does not directly create material wealth, but realizes the value of teachers' labor through students. Teachers' labor does not directly serve the society, nor does it directly contribute to human material wealth and spiritual wealth. The crystallization of teachers' labor is students' morality, knowledge and talent, only after students step into society and rely on them to create wealth. Teachers' labor value can be reflected.