I have to say that the research manual of "New Basic Education" is a grounded book, and every word directly pokes people's hearts. It has advanced concept, practical operation path, intuitive and impressive results, and can solve all kinds of mysteries in the heart. The more you read, the more excited you are. This is a brand-new road of reform based on the current reality, with considerable development prospects. The "new basic education" requires that both principals who are school administrators, ordinary teachers who undertake the heavy responsibility of education and teaching, and every student should learn to self-examine, have the inherent needs of self-development and fully embody human values. The new basic education is a scientific study of "people", and always pays attention to the needs and experiences of "people" in order to promote the growth of the whole person. When I read "I want to change people in school and their way of life", I was excited and full of thoughts. As a teacher, my first thought is, from my own point of view, what changes can be made and how to change them. By referring to the research manual of New Basic Education, we can analyze ourselves and look for opportunities for development.
First, learn to create.
"New basic education" requires teachers to learn new theories and seek new ideas and methods in daily educational practice, especially in classroom teaching. As a young teacher with eight years' teaching experience, she is faced with a great dilemma in her career: on the one hand, she has accumulated some experience in education and teaching, and can successfully deal with various problems in her daily work, and being content with the status quo is the easiest choice; On the other hand, young teachers are constantly emerging. They have advanced educational and teaching concepts, high work enthusiasm, diverse training opportunities and are good at absorbing. This is a great shock to us who have some teaching experience and are in the middle of "youth". How to deal with it? The new basic education pays attention to classroom teaching reform and reflects on it in combination with its own practice. The classroom routine has been memorized and the classroom process is familiar. However, the emergence of class is nothing new. Especially for teachers themselves, they are also losing their enthusiasm for education.
In the trend of teaching material reform, in the new stage of compiling teaching materials and putting them into use, I also urge myself to bravely meet challenges and seek breakthroughs, so that teaching materials can give full play to the role of role models. Dig deep into the connotation of the text, draw inferences from others, cultivate students' independent cooperation ability and develop Chinese literacy. Taking the third group of texts in the first volume of the second grade of Chinese as an example, on the basis of in-depth interpretation of teaching materials, grasping the relationship between classes and highlighting the theme of the group, the study guide sheet of "learning Chinese while traveling" is designed. Under the guidance of the study guide, students learn independently, and initially learn learning methods such as reading literature and searching materials, and expand relevant contents, greatly increasing their knowledge. Because of the experience of self-active learning, I became the protagonist in the classroom, with unprecedented participation and improved classroom efficiency.
Second, present the truth.
The new basic education advocates "real regret rather than false perfection" in classroom teaching. Teachers are always persistent in their own classes, hoping for perfection, especially in open competition classes. In fact, such a class does not exist, or it is just perfect in design and imagination. Now that I have read the research manual, I am suddenly enlightened and can only develop according to the truth.
I remember that I borrowed the article "Five Huashan Mountains" from my class at that time. I made a lot of preparations before class, carefully preset the students' answers and polished the corresponding evaluation words. I have full confidence in the process of the trial, and it goes smoothly every time. In lectures, students' answers and performances are not as good as expected, and sometimes there are even accidents that affect the classroom teaching order. However, for the "perfect design", I didn't react too much, and I followed the original design process. I regret not being evaluated by the teacher after class. This kind of class is more about showing off the teacher's design and completely disrespecting the students' dominant position. Trying to be "false perfect" is self-deception and totally useless. Only when problems are found can we make changes and improve.
Third, open mind.
Because of the particularity of education and teaching, teachers are often in a relatively "authoritative" position, and over time they have formed a fixed label. For example, teachers are "right" and "dominant", and their responses to different voices are lagging behind.
When you find a problem, you know that there is room for improvement, and it is not easy to accept criticism. At work, peers, parents and students may make different criticisms of teachers. Will peers despise each other? Will parents be antagonistic? Will the students be turned upside down? An open mind is particularly important. Only by listening to different voices can we see our present situation more comprehensively and seek ways to improve it.
Every student has a "good teacher" in his heart. I remember a boy once commented that "a teacher who can beat the glory of the king is a good teacher". Playing games has always been opposed, but from the students' point of view, playing games with them has a common topic, and teachers have less solemn spirit and more equality with students. Listening to students' real feelings is helpful to reflect on their own gains and losses in education and teaching, make corresponding changes, and fully respect students' subjective status.
In the reading process of "New Basic Education Research Manual", it often resonates and makes clear the direction of better education, teaching and self-development. There are thousands of ideas, and the first thing is to do it. Only from now on can the "new basic education" really happen. "New basic education" not only provides theoretical guidance and operational path for front-line teachers, but also provides broad development space and a way out for efforts.