At the meeting, Mr. Zhang mainly analyzed and pointed out the road to growth from five aspects. First, career orientation. Sato said that teachers must be both "craftsmen" and "experts". Teacher Zhang emphasized that teachers should have "craftsman temperament" and "craftsman spirit". Second, growth is a process of giving. Teacher Zhang emphasized that teachers should grow up with students and achieve together in the process of growth. Third, the growth of teachers in the transition period is from knowledge to literacy. Fourth, the growing energy bank, reading. There are two ways to read: leisure reading and digging reading. The importance of in-depth reading is emphasized here. Fifth, the battlefield of growth, the classroom. Let me talk about my experience from two aspects: growth is a process of giving, and the energy pool of growth-reading.
Growth is a process of giving.
I have been on the road of Chinese teachers in special posts for more than three years, and there are difficulties and confusion on the road. I have heard the phrase "Chinese teacher is a porter", which seems to refer to myself. Every time I get the text, I can only copy the teaching reference, teaching plan or other people's courseware to go to class. My own thinking is extremely lacking, so I can't think and start. I don't know what to teach in Chinese class and what to pay attention to in each class. Gradually I realized my own crisis. At the meeting, Mr. Zhang put forward the core literacy of various disciplines, among which what is the core literacy of Chinese? He said that Chinese is not a language study, that's what linguists do. Chinese is a knowledge of language use, which teaches students to learn to use language. Yes, this is the position of Chinese in the new curriculum standard: the core goal of Chinese is to cultivate students' ability to learn to use the spoken and written language of the motherland. This is what Chinese class should do. So, what is behind the language? It is the way of thinking of language. Chinese teaching should realize these steps: language learning, thinking training, appreciation ability and cultural connotation. Among them, language learning is the foundation, thinking and appreciation is the bridge, and cultural connotation is the goal. With such theoretical guidance, I began to try to improve my Chinese literacy through self-study and try to improve my teaching level. I began to read some famous teachers' works, such as Yu Yingchao's To Chinese Teachers, Yu Yingchao's Excellent Chinese Reading Teaching Records, Yu Yingchao's Ancient Chinese Poetry Teaching Records and Comments, Qian Menglong's Classic Classroom Reading, Seventeen Lectures on Ye Jiaying's Poetry, and Teaching Magazine's Chinese Teaching Newsletter (junior high school edition). The process of reading a monograph is hard. When I read what I can understand, I am ecstatic. When I read something I can't understand, I often feel depressed and want to give up. So, I always stop to read and write reading notes. I persisted for a few days, tired and lazy for a few days. Growth is a process of giving, especially the giving of energy. It's time to have a rest after work, and I'm still studying with a tired body. It's hard, but it's full. Growth is a process of giving. Work hard towards your goal.
The energy bank of growth-reading.
At the training meeting, Teacher Zhang pointed out two reading methods: leisure reading and digging reading. Most people's reading in life is leisure reading, but in research, what is more needed on the road of professional growth is digging reading, that is, deep reading. Looking back on my reading these years, isn't it just leisure reading? Other novels, social sciences and biographies are read backwards, and there is less reading in terms of professional growth, so in-depth reading is often impossible to persist. Growth is a process of giving. In this process, I want to build my own energy library and material library. A veritable Chinese teacher should be a knowledgeable and professional Chinese teacher. Since we have started the exploration of Chinese teaching, we should persevere and read our professional books well and deeply. At the meeting, Teacher Zhang gave two examples. For example, in The True Story of Ah Q, there is a little nun named Ah Q "A childless Ah Q". Why did she scold him like that? On the surface, it is the dialogue language of the characters, and behind it is the inherent plot inevitability of the works. This tells us the importance of reading from back to front. The second example is the situation of "appearance description" in primary school Chinese. This case is wonderful, which fully realizes the core literacy goal of language training and thinking training. From these two examples, I seem to have made clear the purpose of reading and had some thoughts of my own.
Two and a half hours of training, although there is no sobering, but something like fresh blood injected into my mind, full of thoughts. As a Chinese teacher, don't muddle along, you should have your own goals and the direction of your efforts, and you should struggle when you are young.