Wisdom is a symbol of individual vitality, and it is a comprehensive ability system for individuals to cope with society, nature and life in a certain social, cultural and psychological background, on the basis of knowledge and experience acquisition, on the levels of intellectuality, rationality, emotion and practice. It does not refer to a specific ability of an individual, but a comprehensive, high-level and comprehensive ability, reaching a state of freedom.
Teachers' teaching wisdom is a kind of comprehensive ability produced by teachers in teaching practice, based on their own understanding of teaching phenomena and teaching theories, with profound insight, keen wit and efficient and convenient response to teaching situations, in order to achieve symbiosis, freedom and beauty. The basic elements to generate teachers' teaching wisdom are: teaching experience, teaching thinking and teaching execution.
Kindergarten teachers' teaching wisdom refers to the rationality that kindergarten teachers unify their reflective attitude and pay attention to practice in their own education and teaching. It has the characteristics of personalization, integration, innovation, efficiency and dynamics. It is not only the internal comprehensive embodiment of kindergarten teachers' professional knowledge and ability in the field of preschool education, but also the crystallization of their long-term investment, constant reflection, exploration and creation in educational practice. Having teaching wisdom is a symbol representing the mature level of preschool teachers' educational literacy.
Secondly, the teaching wisdom of preschool teachers is a spiral process.
The teaching wisdom of preschool teachers is the comprehensive ability of teachers to realize symbiosis, freedom and beauty based on their own understanding of teaching phenomena and teaching theories, with profound insight, keen wit and efficient and convenient response to teaching situations. Its formation is a dynamic cycle and spiraling process, which has roughly gone through four stages: theoretical knowledge practicalization-operational knowledge acquisition, practical knowledge theorization-advanced knowledge acquisition, theoretical knowledge theorization and theoretical knowledge practicalization interaction-expert knowledge acquisition, knowledge transformation into wisdom-practical wisdom acquisition. How to improve the teaching wisdom of preschool teachers should be based on comprehensive, scientific and appropriate knowledge learning, rich and diverse educational practice, in-depth independent practical reflection and gain teaching experience.
The first stage: the practice of theoretical knowledge-the acquisition of operational knowledge.
According to their original knowledge and experience, preschool teachers will understand and summarize the knowledge of preschool education advocated by society, form personal conceptual knowledge and systematic knowledge, and transform it into operational knowledge in practice. The process of internalizing pre-school education knowledge advocated by society into personal operational knowledge is the "practice" process of theoretical knowledge and the "gestation" stage of the formation of teaching wisdom of preschool teachers. Its business knowledge is characterized by simplicity and dispersion.
The second stage: the theorization of practical knowledge-the acquisition of advanced knowledge. In order to achieve sustainable professional development, operational knowledge needs to rise to the theoretical level.
Generally speaking, teachers will constantly acquire new knowledge through training, further study and reading professional books and periodicals, and apply it to their work, thus forming a higher level of operational knowledge. In order to further improve their professional level, they will constantly analyze and summarize their educational practice on the basis of having high-level business knowledge, so as to acquire advanced knowledge. These advanced knowledge can help teachers to carry out educational activities flexibly, and can also help teachers adjust, update and enrich their own educational contents and methods. This stage is the "flash" stage of kindergarten teachers' teaching wisdom. Under certain conditions, kindergarten teachers will flash some educational wisdom from time to time.
The third stage: the interaction between the theorization of practical knowledge and the practicalization of theoretical knowledge-the acquisition of expert knowledge. The results reflected by the teaching experience system and the teaching thinking system are more manifested as the "knowledge" of the teacher subject, while the teaching execution system is mainly embodied as the "behavior" of the teacher subject. Knowledge is closely related to the ability to act. Knowledge is the conceptual premise of action, and action is the practical transformation of knowledge. Only when the teaching executors have a comprehensive, in-depth and scientific understanding of the teaching content, a clear positioning of the teaching objectives and a good understanding of various teaching strategies can the teaching objectives be internalized into the internal behavior orientation of the teaching executors and put into practice; Only by giving full play to the ability of "doing" and practicing teaching behavior flexibly and tactfully under the guidance of teaching objectives can teaching executors promote students' learning and development better and faster. There is a famous saying in the business world: without execution, there is no competitiveness. For teaching, there is no good teaching without strong teaching execution. Without a certain level of concrete ability in basic teaching such as preparing lessons, lecturing and assigning homework, and without the ability to constantly cope with changing students, constantly face changing classrooms and creatively carry out innovative teaching practice, there can be no continuous growth and continuous inflow of teaching wisdom. In the investigation of all truly high-quality classrooms, it is not difficult to see that teachers' teaching execution ability shows a good level of execution: the ability to prepare lessons closely with the goal and with unique ideas, the ability to express fluently and clearly, the ability to ask questions skillfully, the ability to stimulate thinking at a moderate pace, the ability to standardize the teaching process, the ability to be good at inspiration and harmonious communication, and the ability to help students understand knowledge vividly and effectively by using modern educational technology. Excellent teaching instructors may not be omnipotent, but they have their own characteristics, and their ability level in some aspects must be remarkable. Therefore, teachers with high teaching wisdom have strong execution without exception. Teaching execution is the most direct energy and the most direct reason for teachers' teaching wisdom.
After kindergarten teachers acquire advanced knowledge, they realize the continuous growth of personal education knowledge through the two-way benign interaction between the theorization of practical knowledge and the practice of theoretical knowledge, and finally acquire expert knowledge. In the process of acquiring expert knowledge, the two-way interaction between the theorization of practical knowledge and the practice of theoretical knowledge is very important, which are two aspects of the same problem in the development of teachers' knowledge. On the one hand, on the basis of acquiring advanced knowledge, teachers absorb new theoretical knowledge from a higher starting point and have a deeper understanding of theoretical knowledge. On the other hand, after acquiring some new theoretical knowledge, teachers constantly explore, test and question in practice, internalize the theoretical knowledge deeply, and gradually form personal practical knowledge with their own characteristics and styles. This stage is the "gradual generation" stage of kindergarten teachers' educational wisdom. At this stage, teachers can freely carry out educational activities and study and discuss the theoretical and practical problems of early childhood education at a higher level.
The fourth stage: turning knowledge into wisdom-the acquisition of teaching wisdom. The experience accumulated by kindergarten teachers in teaching practice will not naturally turn into teaching wisdom with the passage of time, but needs a process of knowledge turning into wisdom. The study of teachers' growth cycle proves that only young teachers with at least three to five years' teaching experience and continuous efforts to improve teaching quality can show the spark of teaching wisdom in teaching work. Only by strengthening the study of educational theory and combining, applying, comprehending and reflecting in teaching can teachers improve their wisdom level more quickly. With the increase of direct teaching experience year by year, the study, combination and application of indirect teaching experience are more important and valuable for the growth of teachers' teaching wisdom. Therefore, teachers with a certain teaching level must redouble their efforts to sum up and reflect their indirect teaching experience, strengthen theoretical study and pay attention to the combination and reflection with teaching practice if they want to surpass themselves and continuously improve their teaching wisdom. When many fledgling teachers want to improve further, they can't help but call for continued study and reading, which fully proves this argument. Turning knowledge into wisdom requires kindergarten teachers to have profound professional knowledge, lofty professional feelings, rich practical experience, good personality charm and spiritual temperament. Under the joint action of these four conditions, kindergarten teachers can continuously generate educational and teaching wisdom. Kindergarten teachers with teaching wisdom can have deeper insight, sensitivity and wit, respond to various educational situations efficiently and conveniently, and fully display their unique style in their work. For kindergarten teachers with teaching wisdom, education and teaching is not only a kind of work, but also a kind of enjoyment, and it is also a process of infinitely generating educational wisdom.
It is worth pointing out that teachers at different stages actually have their own teaching wisdom. The teaching wisdom of novice teachers may be individual and sporadic; The practical wisdom of expert teachers is systematic and gradually forms individual characteristics; However, the teaching wisdom of intelligent teachers is more efficient and flexible, reaching a state of mastery. The continuous formation of teachers and rich teaching wisdom are the basis of teachers' continuous professional development. As Dewey pointed out, "wisdom is not something that can be used forever once it is acquired." Often in the process of formation. In order to maintain this relationship, we must always be vigilant and observe the results. We must have the willingness to learn with an open mind and the courage to readjust. "
Thirdly, what factors hinder the generation of teachers' teaching wisdom in real teaching?
Although the formation of teachers' teaching wisdom is a gradual process, on the whole, the teaching wisdom level of preschool teachers in China is generally low and uneven. From the formation process of kindergarten teachers' teaching wisdom, there are mainly the following internal factors.
1, not paying attention to theoretical study and less practice. Nowadays, many teachers pay less attention to theoretical learning and pay more attention to skill learning. This is particularly prominent in pre-service education: normal students generally attach importance to the study of skills and skills, but not to the study of cultural basic courses. When recruiting teachers, kindergartens also pay more attention to the skills of candidates. According to some surveys, there are several outstanding problems in recent years among kindergarten teachers' graduates: low cultural quality, outdated educational theory, and insufficient practical and innovative ability. In fact, whether you can truly turn knowledge into wisdom and become an expert and intelligent excellent kindergarten teacher is closely related to whether you have high cultural literacy and theoretical literacy. Knowledge is the foundation of wisdom and wisdom is the sublimation of knowledge. They are a dialectical and unified community. Without the guidance and guidance of knowledge and theory, the growth of teachers' teaching wisdom lacks room for continuous improvement and development.
In addition, in the gestation stage of teachers' teaching wisdom, the educational practice of pre-service teachers or novice teachers is also very important. Repeated and diverse educational practice is particularly important for teachers to successfully complete the practice of theoretical knowledge.
2. It is easy to be satisfied with the skilled operation of the works, and the depth and initiative of educational reflection are poor. Early childhood education bears the dual tasks of education and conservation. Kindergarten teachers not only have to complete relevant education and teaching work every day, but also take care of all aspects of children's lives, and their work tasks are extremely heavy. This has led some kindergarten teachers to pay more attention to how to complete the education and teaching tasks and how to manage children skillfully, so they pay more attention to some practical, simple and operable skills. In the heavy work, it is also easy to ignore the thinking of the reasons behind educational behavior and the thinking of children's development, so the depth and initiative of reflection on educational practice are poor. However, the formation of practical wisdom is not a linear process, and the accumulation of experience with simple repetition and skill tendency can not promote the generation and development of teachers' teaching wisdom.
3. Knowledge self-renewal consciousness and career self-development motivation are not strong. In the process of forming teaching wisdom, teachers' awareness of knowledge ownership and attitude towards their own development determine the possibility and level of their professional development. The author found in relevant surveys that many kindergarten teachers in China are not only unaware of their lack of proper knowledge, but also blindly optimistic and not enterprising. In fact, knowledge is an important factor affecting the level and level of teachers' professional development. The lack of knowledge self-renewal consciousness will greatly affect the formation of teaching wisdom. In addition, some kindergarten teachers are content with the status quo, unwilling to accept challenges, and the motivation for professional independent development is not strong. These kindergarten teachers lack introspection of professional development, continuous exploration and attempt of educational practice, and lack the will and efforts to question and solve various educational and teaching problems. The acquisition of practical wisdom is a process of continuous accumulation, and teachers' introspection, exploration and questioning are very important for them to finally acquire teaching wisdom.
Fourthly, how to get out of the predicament of the lack of teaching wisdom, so that teaching wisdom can flow constantly in activities and promote the generation of teachers' teaching wisdom.
1, comprehensive, scientific and appropriate knowledge learning is the fundamental premise for preschool teachers to improve their teaching wisdom. Knowledge development is one of the important foundations for their professional growth. Rich and profound professional knowledge is the fundamental prerequisite for the formation of kindergarten teachers' practical wisdom. Kindergarten teachers' practical wisdom is the highest realm of their knowledge development and the ultimate goal of their knowledge acquisition and accumulation. Therefore, a comprehensive and scientific study of theoretical knowledge of preschool education should run through the whole process of the formation of practical wisdom. When talking about the promotion of theoretical learning to their practical wisdom, the old teacher said: "To tell the truth, when I was studying in a kindergarten teacher, I really felt that theory was useless and didn't like it. And when I have some educational experience, especially nearly 10 years, and then go to some professors' lectures, I find that my views on theoretical knowledge are completely different from before. The new era requires us to always change the previous teaching methods, regain knowledge and form a new teaching model. "
2. Colorful educational practice is the main way for teachers to improve their teaching wisdom. Kindergarten teachers can only turn knowledge into wisdom through rich and varied educational practice. Whether it is the result of knowledge learning, teachers' own educational sentiment or colleagues' experience sharing, it needs to be demonstrated and tested in educational practice. Kindergarten teachers gradually grow up in the interaction with people and things in the working environment. Rich and varied educational practice is more helpful for teachers to form practical wisdom. Attaching importance to the pre-school teachers' induction education can narrow the gap between theory and practice, help new teachers who are about to embark on pre-school education to apply what they have learned, find problems in practice, enhance their rational understanding and solve problems in practice, and on the other hand, help new teachers to be familiar with the cultural atmosphere and interpersonal relationships in kindergartens and shorten the adaptation period.
3. Deep reflection on independent practice is the basic way for teachers to improve their teaching wisdom. Posner, a famous American scholar, believes that "the experience without reflection is a narrow experience, and only the reflected experience can rise to a certain theoretical height and have an impact on the subsequent teaching behavior". Reflection is the basic way to promote the formation of teachers' teaching wisdom. For example, in the gestation stage of the formation of practical wisdom, pre-service kindergarten teachers or novice teachers first face the challenge of how to complete the educational and teaching tasks. With the increase and deepening of participation in education and teaching, they began to consciously reflect on the differences between their educational practice and theoretical knowledge, and tried to integrate them. This process of consciously discovering and solving problems is the process of generating kindergarten teachers' educational wisdom. Reflection can take many forms, such as discussion reflection, observation reflection and educational narrative blog. Among them, writing educational narrative blog is one of the new paths for the formation and development of kindergarten teachers' teaching wisdom in recent years.
Today, with the rapid development of knowledge economy, the society has put forward brand-new requirements for educational development mode, personnel training specifications and teachers' professional development direction, which requires us to attach importance to the cultivation of teachers' teaching wisdom. Only in this environment can children feel the joy of seeking knowledge and the joy of seeking knowledge, and the flowers of wisdom of teachers and students will bloom in interaction and dialogue.