Attach importance to the improvement of educational philosophy literacy of primary and secondary school teachers

Improving primary and secondary school teachers' educational philosophy accomplishment and enhancing their ability to understand teachers' profession and educational activities in the sense of educational essence and ultimate concern, that is, to appreciate the basic problems of education from a practitioner's perspective, is an important beginning for primary and secondary school teachers' self-development. Only by clarifying the significance of educational philosophy literacy for the development of primary and secondary school teachers can we truly understand the importance of improving the educational philosophy literacy of primary and secondary school teachers.

Key words: primary and secondary school teachers; Educational concept; Educational philosophy accomplishment

With the development of economy and the continuous improvement of social civilization, education plays an increasingly important role in social progress. For teachers who specialize in education, it is a basic professional quality requirement to have a clear and advanced educational philosophy accomplishment. Educational philosophy is the basic theory to study the most universal laws in education. Educational philosophy accomplishment refers to a special and comprehensive quality and accomplishment that people consciously use educational philosophy to think and discuss educational teaching theory and practice. As long as there is educational behavior, there must be educational philosophy literacy at work. Teachers' educational philosophical literacy refers to the professional educational literacy of teachers and other educators specializing in education. It has a profound professional background and was formed in a long career. Once it is formed, it will become a relatively stable basic part of teachers' personality and knowledge quality, which can directly affect teachers' education and teaching activities. Generally speaking, teachers' educational philosophy literacy can be divided into spontaneous educational philosophy literacy and conscious professional educational philosophy literacy. The former refers to teachers' ability and accomplishment to know and understand educational phenomena under the guidance of specific world outlook, outlook on life and values. This is what every teacher has as an ordinary person, and it permeates daily life. This kind of educational philosophy accomplishment is hidden, uncertain and unclear relative to researchers and even people who specialize in education. The latter refers to a kind of accomplishment formed by teachers on the basis of in-depth understanding of educational phenomena in the process of specialized education. Its cultivation needs conscious study and training of educational ideas, and it can be clarified and deepened in concrete educational practice. It is a clear, relatively definite and systematic educational philosophy accomplishment, which has a clear guiding role for teachers' educational work. The former is the foundation of the latter, and the latter is the promotion of the former.

What does this article say? Pay attention to the improvement of primary and secondary school teachers' educational concept accomplishment? It refers to the promotion of teachers' spontaneous educational philosophy literacy to conscious professional educational philosophy literacy through conscious learning and training of educational philosophy. Theoretically, the latter should be dominant, relatively certain and systematic. However, in the current theory and practice of educational development, the educational philosophy literacy of primary and secondary school teachers has not been paid due attention, which makes the vast majority of teachers' educational philosophy literacy hidden in their daily educational activities because of the lack of theoretical observation. Especially primary and secondary school teachers, are engaged in the most concrete and basic education and teaching practice. Their academic status has long aroused people's doubts about their oral ability, and they lack recognition for building their own knowledge and improving their practical ability. Moreover, for a long time, the educational thoughts of primary and secondary school teachers are often formed under passive conditions, and their subjective spirit has not been developed and promoted in the change of ideas. Therefore, in this case, the training of educational thoughts often stays at the literal or superficial level. From the perspective of the development of primary and secondary school teachers, it is necessary to create conditions for teachers to take the initiative to understand what education is in the process of appreciating the basic problems of education from the perspective of a practitioner.

? What is education? What is the value of education? These basic problems of education are the main contents of educational philosophy research. Questioning and thinking about these problems may be an important beginning for primary and secondary school teachers to get in-depth development. Therefore, only by clarifying the significance of educational philosophy literacy for the development of primary and secondary school teachers can we truly understand the importance of improving the educational philosophy literacy of primary and secondary school teachers.

First, improving the quality of educational ideas will help primary and secondary school teachers better understand the essence of education.

So far, right? What is the essence of education? Different researchers and different societies have different answers. Facing the endless educational forms, teaching reforms with different goals, theoretical viewpoints from different angles and so on. Only teachers who don't give up their positive thinking about the essence of education can gradually deepen their understanding of the essence of education, make their educational practice show rational characteristics and reduce educational mistakes. The philosophical literacy of primary and secondary school teachers, as a natural improvement of teachers' educational literacy, is the internal basis for forming teachers' self-judgment. Its significance lies in helping primary and secondary school teachers find the educational goal, basis and significance in appreciating the basic problems of education, so that primary and secondary school teachers can have a clear understanding of the essence of education and thus have a clear understanding of their own attitudes and beliefs in teaching. Therefore, improving primary and secondary school teachers' educational philosophy literacy can enhance teachers' ability to understand teachers' occupation and educational activities in the sense of educational essence and ultimate concern. Just like George, an American contemporary educational philosopher? f？ Naylor said in "Introduction to Educational Philosophy":? Personal philosophical belief is the only effective means to recognize one's way of life. If we are a teacher or educational leader without systematic educational philosophy and rational belief, then we will be at a loss. ? Only by correctly understanding the essence of education can primary and secondary school teachers have a clear understanding of their educational work, better understand and grasp their educational thoughts and behaviors, and make their educational thoughts and behaviors play a better role. Trivial? Our educational work serves the whole educational purpose, so as to correctly handle the relationship between teachers and students, correctly solve various contradictions in education and teaching, and consciously form the consciousness and ability to continuously improve education and teaching in understanding, handling and solving these relationships and problems. Can such a teacher get rid of it gradually? A teacher? Ordinary work can only be sublimated and become more valuable if it is confused.

Secondly, improving the quality of educational philosophy is helpful to optimize the thinking quality of primary and secondary school teachers.

Teachers' thinking quality is a rational way for teachers to understand the educational world and carry out teaching activities. It defines the educational world of teachers, affects the depth of teachers' understanding of education, and restricts teachers' educational ability and self-development ability. Philosophy is a tool of thinking, and educational philosophy inherits the rational characteristics of philosophy. Improving primary and secondary school teachers' educational philosophy accomplishment is helpful for teachers to establish philosophical consciousness of value reflection and improve their thinking ability in the reflection of their own educational practice and ideas. In the process of reflection on educational practice, teachers need to use many specific methods, such as abstraction, dialectics, induction and deduction, which enables teachers to use various methods more flexibly, gain a wider range of ways to think and solve problems, and promote the development of teachers' thinking breadth. In the process of reflection on teachers' ideas, teachers are urged to use the philosophical method of rational thinking, which improves teachers' theoretical thinking cultivation and abstract thinking ability, promotes the development of teachers' deep thinking ability to grasp the essence and laws of education through educational phenomena, and provides a foundation for developing the depth of thinking.

The development of the breadth and depth of thinking also promotes the development of other dimensions of teachers' thinking quality, which is conducive to the overall improvement of teachers' thinking quality. Moreover, as a whole, teachers' educational philosophy literacy inherits the function of philosophy as a methodology, which enables primary and secondary school teachers to form general theories and methods, determines the selection and application of specific methods from the height of ideas, and guides them to think rationally and teach rationally in education. Improving the educational philosophy literacy of primary and secondary school teachers provides them with a unique way to understand education and promotes the optimization and development of their thinking quality.

Thirdly, improving the quality of educational philosophy is helpful to enlighten the educational wisdom of primary and secondary school teachers.

Educational wisdom is the high unity of educational rationality and scientific educational consciousness, educational ability and educational art. Teachers' educational wisdom is based on their understanding of education and a highly comprehensive understanding of educational and teaching activities. The non-repeatability and unpredictability of educational situations require teachers to use their quick wits in specific educational situations. Philosophy is a discipline? A study of wisdom? Philosophers' different understanding, interpretation and pursuit of the educational world show the freedom of human educational wisdom. Educational philosophy inherits the wisdom essence of philosophy and becomes education? Ultimate care? For the object, the pursuit enlightens the wisdom of human education, establishes the value orientation of education, and points out the education? Maze? Take science and career as our responsibility. As a specific philosophical form, it does not provide normative principles and theories, but it strives to inspire people's educational conscience, stimulate people's love and pursuit of educational wisdom, and stimulate people's educational spirit and enthusiasm, thus inspiring and guiding people's practice. This is the true meaning of the development of educational philosophy, and the educational philosophy in this sense is the real practical philosophy.

Improve the quality of educational philosophy of primary and secondary school teachers, so that they show strong love and pursuit for the true knowledge and wisdom of education, rather than simply applying ready-made philosophical principles to educational life. In the process of pursuing educational significance, we should stimulate the educational spirit and enthusiasm of primary and secondary school teachers, improve their educational value orientation and enlighten their educational wisdom. The quality of educational ideas enables primary and secondary school teachers to form an understanding and synthesis of the educational development process and teachers' self in this way of pursuing educational wisdom, so as to realize the unity of educational sensibility and intellectuality, educational rationality and understanding in education and teaching work.

Fourthly, improving the quality of educational philosophy is helpful to cultivate the humanistic quality of primary and secondary school teachers.

Humanistic literacy refers to the part of people's literacy that is directly related to the subject's mental state, that is, faith, ideal, personality, sentiment and temperament in the subject's spirit. Improving teachers' humanistic quality is not only the need to improve teachers' own quality, but also the basic quality necessary for teachers to pursue and realize meaningful education process. Historically, the main function of philosophy is to explore and seek the value and significance of human existence with people as the main body. Nowadays, the main trend of contemporary educational philosophy is to explore and carry forward human subjectivity, and the development of history has never paid so much attention to and discussed people as it is today. It can be seen that the quality of educational philosophy embodies teachers' pursuit of metaphysical educational spirit and life value, and pays attention to the integration of teachers' professional value and life meaning. To improve the educational philosophy accomplishment of primary and secondary school teachers is to let them have a philosophical realm of pursuing meaning, which will urge them to constantly surpass themselves, sublimate themselves and pursue a meaningful and valuable career realm and life realm. This pursuit of metaphysical spirit is the essence of human beings and the core part of humanistic quality. As an ordinary person, teachers should pursue a meaningful life and create a meaningful life world in their own practical activities, just like everyone else. Meaning itself permeates all people's lives and runs through it. Therefore, the educational philosophy literacy with human subjectivity as the main trend enables primary and secondary school teachers to more accurately grasp and conform to the mainstream of the development of the times, and consciously or unconsciously improve their humanistic literacy in the process of pursuing meaningful and valuable professional and life realms.

It can be seen that the educational philosophy literacy of primary and secondary school teachers, with its comprehensive and ultimate characteristics, affects their own understanding of the nature of education, the optimization of thinking quality, the enlightenment of educational wisdom and the cultivation of humanistic literacy, making the various literacy of primary and secondary school teachers more reasonable and perfect under the integration of educational philosophy literacy, thus realizing the all-round improvement of the quality of primary and secondary school teachers. In other words, attaching importance to the cultivation of primary and secondary school teachers' educational philosophy accomplishment, prompting them to actively think about the basic problems of education and explore the significance and value of education will greatly enhance their sense of educational responsibility and theoretical thinking ability, and make them have a deeper understanding of the existence and development of education, schools and even themselves. The deepening of this understanding will be the primary condition for the innovative development of primary and secondary school teachers.

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6. Introduction to Educational Philosophy.