Read Article 88 "Consistency of Teachers' Views on Education"

Laizhou Wenfeng Middle School? journey

The Consistency of Teachers' Views on Education is the first time that Suho discussed the importance of teacher-teacher cooperation in the classroom. The cause of the incident is the thinking caused by students entering junior high school subject teaching. Su Huo believes that the class teacher should spend a lot of thoughts, and the first concern is the consistency of all teachers' educational views and beliefs. I quite agree with this view. In my opinion, the relationship between the head teacher and the classroom teacher seems to be the relationship between the partners who manage the class. In this education team, the head teacher is the team leader and the head teacher is the team member. The educational concept of the partner team must be consistent, which is helpful to the development of students.

Su Huo believes that the important educational mission of a class teacher is to make teachers maintain consistent views and beliefs on some major issues of education and upbringing. Although no teacher can be a comprehensive embodiment of all advantages, and every teacher should be a part of a unified whole (the source of intellectual, moral, aesthetic, physical, psychological and emotional civilization), under the guidance of a general view, every teacher's creativity is guaranteed. My understanding is that the head teacher should show the teaching expertise and advantages of each teaching partner, which is the contribution of each teacher to class education and teaching.

In fact, our current junior high school class teaching system is almost like this. The head teacher is a manager of class education and teaching, the "head" of all the teachers in a class, and the "helm" of the head teacher's "partner". As far as our school is concerned, the head teacher has four management responsibilities. First, the executors of department-level education management must first do a good job of administrative management given by the situation; The second is the planner of class student management, such as the promotion system evaluation management formed by the "curriculum reform evaluation" in our school and the class culture management community formed by it. The head teacher is the "first screenwriter" planning activities; Three, after the end of the mid-term, the class teacher called the teachers of the class, analyzed the education situation of the students, and made the next stage adjustment education plan; The fourth is to form an "annual assessment" for students at the end of the school year. According to the students' annual overall performance, combined with the landmark learning achievements, the class teacher writes the overall evaluation and development potential evaluation for the students. In addition to administrative duties, the last three management duties of the class teacher are recorded through the student growth management record book. The weekly class meeting will be evaluated and summarized, and there will be a class commendation ceremony every month. Students' performance at the end of the term should be fed back to parents. On the whole, the current class culture management community in our school is a management mode of collective evaluation of classes, summary in stages and supervision by parents.

We recognize the role of the head teacher in class management and the analytical and guiding role of the head teacher's teaching meeting. In all fairness, we mostly consider the form of education, but for the participating teachers, it is a bit like "following the crowd". It seems that there is not much consideration on how to do it and to what extent. After reading this article by Suho, I have a clear understanding of the roles of all teachers in my class, that is, "class partners". Combined with Suho's suggestion, I think there are probably the following aspects, which are worth learning by teachers.

First, be a teacher of education. Suho believes that "every teacher is not only a teacher, but also an educator". Teachers should not only impart knowledge. Whether it is education or class management, every teacher in a class should combine himself and his students in intelligence, morality, aesthetics, social and political interests according to his own teaching characteristics. The teacher mentioned here refers to participating in class management, and "conscience should be cultivated by conscience", which is consistent with the requirement of "one post and two responsibilities", both teaching and educating people.

Second, be a teacher of knowledge. Suho believes that "each of our teachers should exert personal influence on specific students, arouse their interests and hobbies with one thing, encourage him and inspire his unique personality to express". Teachers are moral role models first, and then action demonstrations. In the teaching process, we should pay attention to observing students' personality characteristics and give them special care and guidance, just as Article 22 says, let students like the subjects they teach, or as Article 27 says, let students have things they like to do. "Wisdom should be cultivated by wisdom", especially Su Huo's teaching wisdom for students with learning difficulties. Every teacher should give full play to his teaching expertise, which is consistent with Confucius' "teaching students in accordance with their aptitude".

Third, be a sharer of wisdom. Suho believes that "only by teaching in the rich spiritual life background of the collective and the individual can we have perfect intellectual education". In the normal process of education and teaching, students should learn wisdom and share methods in collective life and team learning. For example, our class-based evaluation management is to let students feel the sense of belonging and strength of the class collective; Group cooperative learning is an idea and method for students to feel interactive communication. In these methods, teachers need to lead and participate, because teachers are the people who open the students' ideological world. In different activities, because of the participation and guidance of teachers, students can avoid idleness and spiritual emptiness, prescribe the right medicine, communicate and interact, enhance students' self-esteem and sense of accomplishment, and feel the importance of learning knowledge.

Fourth, we should be independent in our studies. Suho believes that "as long as you are a normal person, you can gain intellectual wealth and enjoy the happiness of a full intellectual life". I understand this sentence as Suho's "self-education" to guide students to study independently. Teachers should fully realize the importance of students' self-regulation and self-education, affirm each student's academic progress, enhance each student's self-confidence in learning, tinker with each student's behavior education, and make each student feel that he is a self-respecting and self-reliant person.

Fifth, we should be a reflective worker. Suho believes that "the intellectual education and teaching in adolescence are completely different from childhood, and teenagers know themselves as well as the world." Children's learning is mostly imitation, while teenagers' learning is imitation and self-correction, which puts forward a new topic for teachers. Dealing with students' problems and teaching strategies should focus on whether students adapt to each other and make timely adjustments to ensure that students' behavior norms and ideological understanding develop in the right direction. This is an aspect that ordinary teachers don't pay attention to, such as "I want to tell the class teacher" and "I'll ask the class teacher if I have something", which is a direct manifestation that teachers don't reflect on problems.

Sixth, be a preacher of ideas. This article is my supplementary point of view, which is extracted from Suho's last paragraph about who to train. Soho should cultivate people who will become masters of the world in the future, people who love the motherland, and people who build the country together with workers of various identities; To be a real person, you must have sober wisdom, a noble and brave heart and a pair of dexterous hands. I think, as a class teacher, the most critical moral influence is to let students know what kind of person they want to be in the future. As long as the teacher always thinks about this, he is qualified to be the ideological tutor of the class students and will be qualified to be promoted to the class teacher in the future.

With the above six aspects, teachers can become the formal partners of class teachers, the educational ideas tend to be consistent, the educational behaviors tend to be complementary, and the overall development of the class has the potential of cohesion and endogenous sustainability. The view of "class partner" is not difficult to understand. Since the league building of students is developed by "league", the "partner" relationship between the class teacher and the classroom teacher is also a new strategy of "league teaching".