Today, Professor Yang Qiliang of Nanjing Normal University gave us a lecture on "International Vision and Local Practice of Teachers' Professional Growth and Development", which made us clear that we should look at the vision, and we should look at the first major problem we refer to: the direct application of foreign theories. After the reform and opening up, many foreign theories have come, which are in line with international standards and should be localized. There are two problems of localization: First, we are deeply rooted in the local area and have China characteristics. When "Hua" is used as a verb, it has digestion and transformation. Secondly, foreign things are digested and then absorbed and applied to the local area, which shows that foreign ideas have penetrated into China. Internationalization is a vision, and localization is a practice.
First, the issue of international vision.
1. Understanding and cognition of teachers' specialty: discipline specialty is not the teacher specialty advocated by the world. Teachers' professionalism is reflected by studying the academic nature of teachers, which is more important. The requirements for admission qualifications are based on disciplines and majors, which are completely ignored here. Education administrators advocate teachers' professional development, but they never understand what teachers' profession is. Japan has been a junior college primary school teacher since 1945. At that time, the academic qualifications were considered, which formed a new pattern of teacher training at that time. The problem of teachers' profession is not highlighted here. 196 1 Piaget's Children's Psychology and Education Science combines children's psychology with the science of pedagogy itself, and truth is a science from children's education to teaching. A teacher should not only have knowledge, but also have knowledge of how to teach, which is the unique knowledge of a teacher's profession, and the latter knowledge is the knowledge of a teacher's profession. If you study a subject, you will have a glass of water, but how to teach knowledge is completely different from the past. The younger a child is, the more things he has to learn, most of which are about how to teach.
2. Teacher development and other professional characteristics: Teachers in China and foreign teachers are a moral issue. A man with virtue must know, but a man who wants to learn may not have virtue. Foreign countries call it teacher training, while China calls it normal education. China's teaching pays more attention to demonstration, which highlights Fan's China characteristics. In China, the cultivation of teachers is more important than being a man. Confucius knew that "teaching by example is more important than teaching by words", and the Trinity gained China's education. The real relationship with people is not what they say, but what they do.
In the development of China, teachers' morality is also a professional ethics problem that needs to be studied. The biggest problem since the new curriculum reform is that it can't be handed in, so let the children learn. You can't be a master without a deep foundation. You can write Chinese characters, China articles and China books. Teachers in China should have their own characteristics, teaching by dialogue, but teaching in different ways. Listen to silent conversations, there are more silent conversations than talking. You can talk about heuristic teaching, but you can't lose your teaching knowledge. Dialogue should add China characteristics.
3. Development: The core concept of teachers' professional development is development, which is divided into several periods abroad.
Development is the last word and a soft indicator. China people are good at grasping hard indicators, which are tangible things. Quality education is a kind of human quality, which cannot be captured. Similarly, the development advantage can't keep up with the soft indicators. Marx pointed out that when intelligence and physical strength are fully and freely developed, it is a typical description of quality education. In the face of soft indicators can not be captured, then how to implement? Talking about morality at the normative level, there is no development. I found my conscience and what I wanted to achieve.
Second, how to lead the international vision and local practice of teachers' professional growth and development.
Understand the characteristics of China in internationalization.
1, the state of concentrated development of teachers' professional ethics
Bottom state: it is basic to abide by the moral state of norms, but it is not enough to cultivate teachers' professional ethics.
It is necessary, necessary and indispensable to abide by norms and ethics. As a teacher, we must abide by moral standards. Teachers should deal with people and developing people.
When teachers only abide by the code of conduct, external uncertainty cannot measure specific behavior. Maklianfu: Because he never gives up punishment, he seldom uses it. Teachers' professional ethics is very complicated, and norms cannot be completely replaced.
2. Torture conscience and morality
What is the difference between torturing conscience and norms? Feature 1: Conscience is an activity hidden in the heart, and norms are posted on the wall. Feature 2: Self-consciousness. Feature 3: professional moral responsibility. We should strive to develop towards conscience and morality, manage ourselves internally, and don't rely on external evaluation. "Theory of Three Represents" represents cultural diversity,
Enterprising means looking at education from a macro perspective and being responsible for students' lifelong development. As a basic education stage, what have we done for children's lifelong education?
Conscience leads students to ask: Who do you love? Love deeply or lightly?
Happiness is far away and just around the corner. Teachers can only experience happiness when their conscience, morality and norms are not unitary. The first problem is to solve dedication. As long as you experience that the profession of a teacher is not dedication, you will enjoy happiness. At the time of dedication, it is also a development, a harvest, and a harvest of self-development. The experience of dedication is not your own experience, but the teacher is your own risk-free experience, which is the most important thing to enrich and develop. That is, it magnifies itself and illuminates others. Teachers are grateful to all students, and love will be happy if they are grateful to their children. Teachers' profession is a kind of faith, and the profession of faith has reached the realm of selflessness.
Framework: The development of teachers' disciplines and specialties has different levels: education is not equal to the level of knowledge, wisdom and creation. About knowledge staying at this level is to do addition or increase knowledge, and learning is getting bigger and bigger. Study: Do subtraction, which is a university question.
Teachers' professional development has different levels: experience and science (reading carefully and being familiar with vocational science). As educators, we should seriously study how to teach and train vocational skills, and we should implement educational research and art: the growth of teachers should move from science to self and personality. Artists with more education, unlike other artists, can't imitate. At first, they can take imitation as a way, but in the end, they must go beyond imitation and have their own creativity.
Through study and reflection, I agree with what the professor said about torturing conscience. Quantitative indicators can be achieved, but as our front-line teachers, conscience is more important and should be the ultimate goal of our spiritual pursuit. Especially in kindergartens, there are no examination standards like those in primary and secondary schools. The development of children depends on the excavation and training of teachers in daily life. This is a job that tortures the conscience. Therefore, I want to apply this concept to the education and teaching management of kindergartens and extend it to all teaching staff, so that torturing conscience can form the basis and habit for us to reflect on our daily work and form a conscious love for life behavior among teachers.