It's finally time for educational practice. In the past three years, I have been studying subject education knowledge and general pedagogy and psychology knowledge. In addition to understanding the fundamental question of "what is education and how do students learn", I have also worked hard to improve my normal skills in a limited time. However, can these educational beliefs, consciousness orientation and behavior habits from text reading, personal speculation and microteaching be applied in the face of real teaching scenes? Do we really know what education is? In the past, I may have only worked hard with a temporary enthusiasm for education, but in this late summer and early autumn, I really should make plans for my future education. Unconsciously, our internship team came to Tianjiabing Experimental Middle School in Qingyuan City.
I. Internship School
Our internship team is a unified internship team. The team members are all composed of XX-level chemistry students from the School of Chemistry and Environment, including seven men and four women. Seven of them have the intention to take the postgraduate entrance examination, so it is difficult to manage the internship team. The internship school initially determined by the internship team is Xinhua Middle School in Huadu District, Guangzhou. Later, after learning that the school had accepted another batch of interns, we quickly asked the instructor Professor Qian. Professor Qian finally contacted Tianjiabing Experimental Middle School in Qingyuan as an internship school. Mr. Chen Zujie, the headmaster of this school, is the 88th member of the Chemistry Department of our school. He has won many honorary titles, such as outstanding educators in Guangdong Province and the training object of famous principals of the "100 million project" in Guangdong Province. Out of gratitude for the training of South China Normal University and friendship with Professor Qian, President Chen readily agreed to Professor Qian's request.
As far as we know, Qingyuan Tianjiabing Experimental Middle School was founded in 1996, with the investment of 5 million yuan from Tian Jiabing, a Hong Kong businessman. It is the first municipal public school founded by 1988 Qingyuan according to the standards of key middle schools at the prefecture level and first-class schools at the provincial level. When the internship team first entered the school and had a discussion with the teacher, the leader in charge of teaching mentioned that junior high school students were excellent, but senior high school students were narrow-minded and recruited students with low quality. A few students have a weak moral foundation and a weak sense of discipline. Most of the students' grades are in the middle and lower level, and their learning ability is weak and their acceptance ability is poor. In the first year of the internship team 10 class, there were 564 students, including 269 boys and 295 girls. Among them, Class [6] and [7] of Senior One are experimental classes, and the students' quality is relatively good, but there is still a certain gap compared with the students of Qingyuan No.1 Middle School and Qingyuan Huaqiao Middle School.
So far, interns have only a general impression of the students they will contact. Only by really communicating with them can they realize that they will face many difficulties as teachers.
Second, internship week.
According to the arrangement of educational practice, the first week is probation week, and the main task is to attend classes. At the beginning of the internship, President Chen held a special lecture for us, which introduced in detail the school's advanced teaching, school-running concept and unique "six-ring" teaching mode. The so-called "six-link" teaching mode is to form the classroom teaching characteristics of "problem-oriented, learning before teaching and timely training". The general requirements are: (1) oriented to setting questions and stimulating interest; (2) Taking thinking training as the core; (3) pay attention to revealing the law; (4) Take intensive instruction and refinement as the strategy; (5) Taking students' participation as the way; (6) Take the whole teaching as the goal.
In the past, when training teachers' skills, especially microteaching, more emphasis was placed on how to introduce teaching content and how to clearly explain important concepts. As for macro topics such as teaching mode, there has been no in-depth understanding. Under the introduction of President Chen, the team members all feel that the "six-ring" teaching model has its own uniqueness; In addition, the instructor of the subject will generally ask the team members to adopt this teaching mode, and everyone will design their own teaching process according to the general routine.
For the first time, the team members collectively listened to the lessons of teachers Cindy Wei and Deng Xiaomei. After listening to two classes, Teacher Deng arranged a class evaluation meeting. Team members spoke successively on the topics of classroom atmosphere, communication with students and courseware making. Finally, Mr. Deng pointed out several points that should be paid attention to when evaluating classes: first, what students learned and solved in class; second, the teacher distinguished and handled the important and difficult points; and third, the communication between teachers and students. This class evaluation makes us feel that the knowledge of subject education we learned in the past is too superficial to meet the actual requirements of school teaching. The next day, President Chen specially organized an excellent demonstration class for us. This class is taught by Mr. Deng, with refined content and precise rhythm, which makes the players feel refreshed; President Chen also put forward many creative teaching suggestions when evaluating classes. From that day on, all the team members took classes according to the curriculum and made detailed records in order to improve their level in the shortest time.
Third, prepare lessons and attend lectures.
A week passed quickly, and under the arrangement of the tutor, we began to prepare lessons. Preparing lessons is not simply reading textbooks, but carefully sorting out the contents of textbooks and trying to express them in your own language. This retelling process alone has already tested our ability. As far as academic performance is concerned, the team members have a good foundation of subject knowledge, but it is still a headache for everyone to describe the simplest chemical knowledge in a popular way.
As a pilot of the new curriculum reform, Guangdong has carried out various experimental activities in an all-round way. For teachers, the biggest doubt should be "to what extent should teachers teach". I once took classes as a student with the purpose of learning knowledge; Now teaching as a teacher is for students to learn. We have different concerns about different purposes. When I first read the textbook, I wanted to say a page in 45 minutes. Later, when preparing lessons, I found that there were many problems to explain, so it would be good to finish a few pages in a class. Maybe the more you know, the harder it is to do it. Due to my lack of experience and necessary training in South China Normal University, we didn't properly handle the teaching materials and master the teaching content. Everyone seems to have got a hint from the tutor, and try to prepare lessons according to the tutor's arrangement. The instructor revised our courseware repeatedly, and the team members also asked each other questions. Everyone is looking forward to the real class.
At first, the biggest feeling was that the students sitting under the podium were no longer the students who trained with us in the microteaching room, but the real students. They will not casually echo and answer our questions like classmates, but really think and wait for our answers. When you don't understand, you will suddenly ask questions, or simply read and sleep at your desk.
Teachers should not only teach knowledge, but also manage classroom discipline and communicate with students individually. Some players were particularly nervous at first. Because of their inexperience and poor adaptability, there are some problems in the classroom, such as "the focus of lectures is not prominent, the teaching ideas are not smooth, and the cooperation between teachers and students is not tacit enough". In view of the problems, the instructor asked these players to attend more lectures, learn from experienced teachers, study textbooks and other teaching materials, and point out the shortcomings of courseware and classroom in person. There is a subject instructor with sharp words, and all the team members he guides regard after-class evaluation as the worst time. However, as we all know, although the teacher is outspoken, it is for himself and for the students who teach.
Practice without theory is blind practice, and theory without practice is empty theory. In this internship, the teaching skills such as introduction skills and questioning skills, which were emphasized in the preliminary course of chemistry teaching theory, have been deeply exercised. Our understanding of the teaching process no longer stays in fantasy, but finds a feeling with self-color. These feelings come from the dictation of experienced teachers, from their careful observation of other teachers and from the experience of interacting with students. Although they are all some experience summaries, they all lead us to form a unique style: some players use concise language, and some players like to demonstrate experiments and play experimental videos in class ... During the two-month internship, we * * * held two open classes, namely "The Conditions of Ion Reaction" by Zhang Qingshan and "The Reaction between Metals and Nonmetals" by Li Mao. There is no doubt that our teaching is rough. However, as a dragon, all players can become teaching experts and fully display their talents.
Fourth, between teachers and students.
When we saw those youthful and lively students who were sixteen or seventeen, we all felt as if we had gone back in time to the high school days four years ago. High school students have not lost their innocence and are good at thinking, but they still need to develop morally and emotionally. Maybe we are about the same age. They regard us as both teachers and friends, and many questions in their hearts are willing to communicate with us. Take team member Zheng Dahao as an example. A few days before he arrived in the class, two students wanted him to make suggestions on their speeches for running for the student union cadres. They listened to Zheng Dahao, a member of the team. Sue insists on correcting students' weekly diaries. Every weekly diary is carefully read and commented. At the last symposium with the teacher, the head teacher of Su's class revealed that she had done a lot of ideological work in order to coordinate the problems among the class cadres, including sending 100 text messages to the students one night! Li Mao team members come to class every day to solve students' problems, and talk with those naughty and restless students repeatedly to persuade them to study hard.
It's tiring to supervise morning reading, practice between classes, eye exercises and self-study at night day after day, and it's hard to be a class teacher. The school is a place of discipline, and the education students receive is controlled and purposeful, with the aim of perfecting morality and forming a good personality. In order to make students' thoughts change in the direction of truth, goodness and beauty, the class teacher doesn't know how much effort to make. Even if we need to pay attention to the application of educational methods, we need to uphold the consistent educational belief: treat every student equally and make students develop fairly with heart.
The two-month educational practice has made the team members feel a lot. On the day before leaving school, the team members bid farewell to the students in their class. Looking at the gifts given by the classmates, the players and classmates were silent, and the Li Mao players were in tears. In the past, many players were angry because students didn't study hard and didn't live up to expectations, and they were secretly happy for the little progress made by students. Unexpectedly, when leaving, the students will rush to carry their luggage and wave goodbye. Czech writer Milan? Kundera's novel The Unbearable Lightness of Life says that life is a collection of several accidents. Due to accidental reasons, the internship team came to Tianjiabing Experimental Middle School in Qingyuan City and finally got to know the students. If fate has already been arranged, is this the best evidence to verify this accident?
On the way back to Guangzhou, the team members received greeting messages from the students. When the internship is over, everything will be over. We know that students will lose enthusiasm and forget us in the future, but for us, life will always be engraved with this thick sum.
V. Some ideas
Facing the real teaching scene, I have the following thoughts:
(1) The training of normal students in normal universities mainly focuses on the education of subject knowledge and general pedagogy and psychology knowledge, but it does not clearly tell us how to integrate the learned subject knowledge and educational knowledge. The research on teachers' ontological knowledge abroad holds that teachers will gradually form unique subject teaching knowledge on the basis of subject knowledge and educational (curriculum) knowledge. Subject teaching knowledge includes the understanding of teaching themes, the design of teaching sequences, the application of various teaching strategies, the presentation of multiple representations and the understanding of students' cognitive structure. The formation and deepening of subject teaching knowledge is of great significance to the development of teachers. And its acquisition, that is, the acquisition of teachers' professional knowledge, must have at least five years of teaching experience, or 10000 hours of classroom teaching time. For this goal, we interns undoubtedly have a long way to go.
(2) For the teaching process, we all try our best to design with effective logical ideas, and teaching is also linked to these clues. Most team members take the completion of teaching objectives as their primary task to organize classroom teaching, instead of adjusting the teaching content reasonably and casually according to the interaction with students like teachers with professional knowledge. In other words, players follow the preset linear thinking and ignore unexpected problems and accidents; Teachers with teacher expertise follow the nonlinear thinking of generativism and make full use of various teaching resources. The genius of a teacher seems to lie not in how perfect his teaching design is, but in his effective control of the teaching process. This is really worthy of our interns' careful observation and deep thinking.
(3) Ausubel believes that the establishment of meaningful learning should meet three conditions. In addition to the logical meaning of learning content, it also requires learners to be able to contact with old and new knowledge, and have the intention and strong motivation to learn meaningfully. Some team members found that individual students had cognitive difficulties in learning when doing individual counseling; This has both theoretical and symbolic difficulties. Valuable knowledge, which is used to it, is highly formalized and irrelevant, and may be far away from students' lives. We have doubts that subject education should be students' enjoyment of knowledge, but now it is helplessly reduced to possession of knowledge, and it is still a superficial possession. What should education do to make students understand the value of knowledge, think and fear their own lives, and even develop poetically? This should be a question that we educators have been thinking about.