Someone once said that the education of some of our teachers is to teach today's children with yesterday's ideas and methods to adapt them to tomorrow's life. This process itself is not suitable, but the children we teach want them to adapt to tomorrow, that is, our unknown life now, even more so. It's very important to renew the concept of education. Relevant experts pointed out: "The challenge of the new curriculum to teachers is first of all the impact of ideas. When entering the new curriculum, the concept must be' done' first. The educational concept has not really changed. Even the best textbooks and the new teaching methods will be out of shape and tasteless. " Some experts reminded: "In training, some teachers are not interested in theoretical study, but are eager to operate. As a result, they understood it as soon as they heard it, but they wouldn't do it once. " The change of ideas does not happen overnight. For teachers, teaching methods are important, but more important than methods are advanced educational concepts, which are the guidance of teaching methods. "To make our educational behavior ready for children's future life and more in line with the modern teaching concept, our teacher education concept should be changed from the following aspects:
In his important speech, qi zhou, Minister of Education, emphasized that curriculum textbooks are an important part of the new round of curriculum reform and the core of the overall implementation of quality education.
(A) change the concept of curriculum
What is a "course"? In traditional teaching, "course" is understood as a textbook or text, which means that "course" is only the focus of the government and textbook editors. It specifies what the school "teaches" so that schools and teachers can faithfully and effectively deliver and implement the course content and complete the course tasks. With the development of the new curriculum, the curriculum is not only the teaching materials and teaching contents, but also the whole learning process of students. In essence, curriculum emphasizes the organic unity of nature, society and people in the curriculum system, making nature, society and people the basic resources of curriculum, that is, nature is a curriculum, life is a curriculum, and ego is a curriculum. School curriculum thus returns to the life world, transcending the limitations of classrooms and textbooks, and truly regaining the lost subjective consciousness. Defining the curriculum in this way requires teachers to make full use of educational resources inside and outside the school, expand students' learning space, enrich their living world and promote their development in many aspects to the maximum extent. It can be said that the "curriculum" under the new curriculum concept is no longer the carrier of specific knowledge, but the process of teachers and students exploring new knowledge together. Teachers and students are not only the giver and receiver of the curriculum, but also the active participants and developers of the curriculum.
(B) change the concept of teaching materials
In the past, we always thought that "teaching materials are knowledge", and teaching materials are the carrier of subject knowledge and the condensation and reproduction of subject knowledge system. Therefore, it is absolutely authoritative for teachers' teaching and students' understanding to list the theories and application laws that students should master in this subject.
No room for teachers and students to play and discuss.
This "subject-centered" view of teaching materials far away from the life situation is far from the basic idea of the new curriculum of basic education in China. With the development of the new curriculum, the concept of teaching materials presents a new turn, and "teaching materials are examples". Fortunately, our primary language "ability training" experiment is very forward-looking. More than 20 years ago, following Mr. Ye Shengtao's theory that "teaching materials are just examples", we clearly put forward the idea that "texts are just examples" and took the lead in integrating "ability series" and "theme series" to build a unit system in China. Therefore, I think the "examples" mentioned in our experiment cover two meanings ―― one is an example of imparting Chinese knowledge and skills and training listening, speaking, reading and writing skills; The second is to set an example for students' ideological and moral education, and guide students' cognitive development, life study and personality construction. For example, in 1994, I taught my brother in Lean. After taking a natural paragraph as an example to let students know about causal natural paragraphs, I instructed them to read aloud at the end of the article. "My brother studies hard and works hard. He knows that learning opportunities are hard to come by. He firmly remembers his mother's words: If the revolution wins in the future, a new China will be built. " After reading it, I said to the children, "My brother studies very hard. What do you think he will do when he grows up? " The children raised their hands one after another: some said that he became a scientist and studied new weapons; Some people say that he defended his motherland with a steel gun in his hand ... There are really different opinions. While the children were talking with emotion, I changed the subject: son, he didn't take anything for granted. When he was eight years old, a ferocious enemy killed him. "At that time, there was silence in the classroom, and various expressions of anger and regret were intertwined. Although they can't speak, they get the effect that "silence is better than sound". In my opinion, the success of this course lies in the correct understanding of the true meaning of "the text is just an example" This view of teaching materials fully embodies the "unity of instrumentality and humanity" of Chinese subject, and we say it is scientific and comprehensive.
(C) change the concept of teachers' role
The concept of teachers' role in traditional education can be deduced from the theory of Han Yu, an educator in the Tang Dynasty, that is, "a teacher is a person who preaches, teaches and dispels doubts". Teachers are (1) moral communicators; (2) the disseminator of knowledge; (3) Problem solver. It is not difficult to see that the teacher view of traditional education is "teacher-centered", which is another synonym for "teacher". It teaches for the sake of teaching and rarely reflects and studies. Such a role can only be a qualified teacher, but it will never be an excellent teacher; It may be smooth for teachers' own development, but it has great limitations for students' development, so this traditional view of teachers' role urgently needs fundamental change.
In the development of the new curriculum of basic education, people's understanding of the role of teachers and other issues has changed greatly. Compared with the traditional view of teachers' role, the view of teachers' role is embodied in: (1) Teachers should not only be moral communicators, but also be moral development guides of students. (2) Teachers are not only disseminators of students' knowledge, but also promoters of students' learning knowledge. (3) Teachers are not solvers of students' problems, but consultants of students' problem solving. It is not difficult to see that the passive image of teachers will be replaced by the active image of teachers.
(D) change the concept of teacher-student relationship
The relationship between teachers and students is the most basic and important interpersonal relationship in the process of education. The relationship between teachers and students directly affects the effect of education and even becomes the key to the success or failure of education.
In traditional education, the intuitive image of the relationship between teachers and students is the relationship between cats and mice. If it is personified, we can sum up the relationship of autocracy, one-way and obedience in Chengdu. This also has its advantages, which is more convenient for students' management and especially suitable for our large class teaching. On the other hand, there are also great problems. Students dare not ask questions, dare not say opinions, and can only obey unconditionally. Even if teachers say something wrong, they can only accept it silently, which seriously suppresses students' critical and creative thinking.
Someone once did an experiment and asked such a question: there are 90 cows and 40 sheep on a boat. How old is the captain? First of all, for American children, they jumped up and said that the topic was wrong. This condition has nothing to do with the problem and cannot be done. But many people made it to China, and the answer was 50 years old. Asked why, he said that teachers have questions and answers. Now there are two numbers that can be added, subtracted, multiplied or divided. If you add up to 130 years old, this person is too old to sail. It is even more impossible to multiply. If you divide, the quotient has a remainder. It seems that we can only use subtraction. 90-40 = 50 is almost enough. You are experienced. This is the result of students' long-term unconditional obedience and dare not criticize.
The new curriculum teaching is essentially a process of knowledge construction based on dialogue, exchange and cooperation. Therefore, the relationship between teachers and students should be two-way, equal and democratic. Two-way is one-way. Not only do teachers give instructions to students, but students can also give suggestions to teachers. Equality requires us to put ourselves in the position of students. It is unthinkable to lose equal and democratic exchanges and cooperation between teachers and students. In the social relationship between teaching and learning, the relationship between teachers and students is no longer command and obedience, but an equal "I-you" relationship. The two sides respect each other, trust each other, communicate sincerely, explore the truth together and exchange life experiences. Here, the teacher's authority is not "externally imposed" but "internally cultivated", that is to say, the teacher's authority is naturally formed in the activities of teacher-student dialogue, exchange and knowledge construction, rather than relying on the power of the system. The teaching process is not only the imparting of knowledge, but also the direct dialogue between teachers and students to achieve spiritual communication and the construction and development of both sides' subjectivity.
Professor Tan of Nanjing Normal University wrote such a sentence when he gave a project appraisal to a school in Jiangsu: Opening the book theory and crouching down to see the children will give us something to gain. Opening a book is to learn teaching theory and educational technology from it; After squatting down, we can find that there are many things on the child that we looked down upon or could not see before. Squatting down and talking to students is a kind of spatial distance here, but it is essentially an equality for children.