The teaching value of paper keywords; Professional development; Meaning; path
Abstract teaching value refers to the relationship between the teaching subject and the attributes of the teaching object that meet the needs of the teaching subject under certain social and historical conditions and in a specific teaching environment. The formation of this relationship must depend on the practical activities of the teaching subject. The realization of teachers' teaching value embodies human value, promotes teachers' professional development and is conducive to the advancement of curriculum reform; The ways to realize it are: establishing humanistic view of teachers, developing view of students, independent professional development and moderate reform of classroom teaching.
Teaching is a value-loaded activity, so teaching is the unity of fact existence and value existence, not a pure fact unrelated to value. However, the study of teaching value is often limited to the realization of students' value, such as students' knowledge value, ability value and character value. Even scholars who equate teaching value with teaching process value only pay attention to the realization of students' value in teaching, and pay less attention to the inevitable subject of teaching process-teachers. The main body of teaching activities is teachers and students, and strengthening the research on the realization of teachers' teaching value is of great positive significance for promoting teachers' professional development.
Value is not a substantive category, but a category that reflects the relationship between subject and object. It is the specific relationship between the attributes of the object and the needs of the subject, and the value of the object is equal to the degree of meeting the needs of the subject. To study the thinking point of teaching value, we must first make clear the subject and object of value in teaching phenomenon and find the accurate positioning of value relationship. The subject of value can be analyzed from two levels: society and individual. Taking society as the main body, teaching value refers to the satisfaction of various forms of teaching activities at the corresponding level to the quality and types of talents in society, or the benefits that society obtains from teaching activities. From the individual point of view, "teaching value refers to the interest relationship between subject and object formed by the subject's teaching needs being met through the teaching process". Value objects include teaching environment, teaching content and the inner objective world of teachers and students themselves. Therefore, teaching value can be defined as a relationship between the teaching subject and the teaching object attributes that meet the needs of the teaching subject under certain social and historical conditions and in a specific teaching environment. The formation of this relationship must depend on the practical activities of the teaching subject. In this sense, teachers' teaching value refers to the relationship between teachers' subject needs and object attributes in teaching practice, which can be met through teachers' needs, thus enabling self-generation and self-development, pursuing the realization of life value and filling the meaning of life.
First, the significance of teachers' teaching value realization
1. embodies the value of people.
There is no doubt that teachers are people first, and then teachers. Therefore, in teaching practice, the realization of teachers' teaching value must be based on the realization of human value. The value of human beings has two aspects, namely, the value of human beings as subjects and the value of human beings as objects. The value of human as the subject means that people satisfy their own needs through the value relationship, and the result of this value relationship is owned by people as the subject, which means that they have value, so they become a part of human value. Because only people can become the subject of value, and make choices that are conducive to their own existence and development according to their own needs in the relationship with the object. This is the way of human existence. Therefore, where people are active, they pursue their own value as the main body. The value pursuit of human being as the subject shows the existence and subjectivity of human being. The value of man as an object is that man satisfies others as an object. Of these two kinds of values, the value of human being as the subject is fundamental, manifested as my value, and the value of human being as the object is derived, manifested as the value of others. Teachers' professional characteristics determine that teachers are different from others in realizing human values. We have always overemphasized the professionalism of teachers, that is, taking teachers as the object of teaching activities, whose value lies in meeting the needs of students and shouldering the heavy responsibility of cultivating talents and shaping individuals. But it is easy to ignore teachers' own internal needs, which not only refers to the public, but also teachers themselves are not very clear about their own needs. The realization of teachers' teaching value emphasizes that teachers' labor should not only meet the needs of social development, but also meet the needs of teachers' personal survival, development and self-realization. Therefore, teachers should pay attention to two aspects of value in teaching, that is, the social value when teachers' labor meets social needs and the personal value when they meet workers' own needs. When teachers are the object, the realization of teachers' teaching value is reflected in "preaching, teaching and solving doubts" and in the praise of "candles" and "gardeners". Only when his contribution to society is recognized and respected by society can his value be truly realized. The value of human being as the main body focuses on the cultivation, development and realization of his own personality, potential and ability, which is a positive relationship between man and his own basic needs. Because everyone is concrete, unique, irreplaceable and unrepeatable, everyone's existence has its own personal value. Personal value is embodied in the development and realization of these personalities, potentials and abilities. Teachers have been pursuing personal value in teaching. They hope to satisfy their pursuit of personal value through teaching, and then improve their abilities, including teaching ability, living ability and professional growth ability. However, for a long time, we have lacked the necessary listening and respect for teachers' demands, neglected the realization of teachers' individual values for a long time, and even distorted teachers' personality by unilaterally pursuing social values, let alone professional development. Only when the subject value of teachers is realized can the teaching value of teachers be truly realized.
2. Promote the professional development of teachers.
Promoting teachers' professional development is the focus of the current curriculum reform, and it is also the bottleneck that hinders the further progress of the curriculum reform. The research on teachers' professional development has also become a prominent topic in teachers' research. It is true that the improvement of teachers' professional quality and ability will definitely play a positive role in promoting teaching, but there are different opinions on how to promote teachers' professional development: some think that teachers should reflect on their own teaching, some think that teachers' liberation is the driving force for teachers' professional development, and some think that teachers' professional quality can be improved through scientific research or practice. It should be said that these measures have played a certain role in promoting teachers' professional development, but these are mostly external factors and have not fundamentally found the internal motivation to promote teachers' professional development. In essence, teachers' professional development is an individual behavior. Only by making the professional development become the internal needs of teachers as individuals can we fundamentally ignite the motivation of professional development, which is the realization of teachers' teaching value. Of course, the teaching value of teachers is embodied in teaching and in "preaching, teaching and solving doubts". However, the value of teachers is not limited to the knowledge they teach, but whether they create and cultivate people's spiritual life. If the value of a teacher lies only in "what to teach", then the teacher is placed under knowledge, just like a knowledge porter. The value of teachers lies in "how to teach" in addition to "what to teach". It is in the link of "how to teach" that teachers lack greater autonomy. The new curriculum reform requires teachers to change their roles, become guides, bystanders, participants and equal subjects of students' learning, and cultivate students' initiative to explore. The role of teachers is auxiliary, with clear curriculum standards for teaching objectives and ready-made interpretation of curriculum standards for various subjects. It is the duty of teachers to do this. Here, the creativity and subjectivity of teachers have disappeared without a trace, and teachers have become a new type of mouthpiece. In the reflection on the new curriculum reform, people often point the finger at teachers and think that the lag of teachers' professional development hinders the rapid advancement of curriculum reform. Isn't this a paradox? Teachers are the main force of reform. It's hard to imagine the curriculum reform without teachers, but with so many "mother-in-law", what should teachers do as "daughter-in-law"? Therefore, to deepen the curriculum reform, we must speed up the process of teachers' professional development, and the real development of teachers' profession depends on the realization of teachers' teaching value. Only in the realization of value can a teacher truly become the master of teaching, realize his own value as a human being, and then realize the value of his profession. Only by realizing the double perfection of professional value and life value, social value and self-value, can the value of teachers be truly realized and teachers can "live poetically" in education. Therefore, the realization of teachers' teaching value can greatly promote the professional development of teachers.
3. Conducive to the advancement of curriculum reform.
The curriculum reform of basic education is the eighth time, which has gone through nearly ten years. In the past ten years, many gratifying changes have taken place in China's basic education, with students' schoolwork burden further reduced, teachers' teaching methods greatly changed, quality education steadily advanced, and the implementation of the three-level curriculum management system promoted the diversified development of basic education. However, it should be noted that in today's curriculum reform, there are still many problems that hinder the further development of curriculum reform, such as the difficulty in accurately implementing three-dimensional goals, the lagging professional development of teachers, and the renewal of curriculum concepts of education administrators. There are many root causes of the problem, including system level, policy level and management level. And the most important issue is the level of teachers. Teachers are the concrete implementers of teaching. It can be said that the success or failure of the new curriculum reform depends on teachers, but it is in this key link that the problem is outstanding. In the interview with teachers, we found that the confusion of teachers now lies in how to properly handle the relationship between teachers and students in teaching and how to deal with the relationship between knowledge transfer and students' independent inquiry. For teachers' own professional development, I don't know where to start and how to develop. In fact, the main problem involved is that teachers have no sense of belonging in the new curriculum reform, and they have no sense of pleasure and accomplishment in realizing their values. Therefore, it is particularly important to realize the teaching value of teachers. The realization of teachers' teaching value not only makes teachers have a sense of belonging and accomplishment, but more importantly, it inspires teachers to devote themselves to the torrent of curriculum reform as masters, thus making teachers change passive acceptance into active development, from caring for themselves to caring for students, which not only realizes their own value, but also promotes the development of students. And this internal cause is the guarantee that the curriculum reform will continue to be deeply rooted in the hearts of the people.
Second, the way to realize the teaching value of teachers
1. Humanistic view of teachers
To realize the teaching value of teachers, we must first establish a humanistic view of teachers. The humanistic view of teachers requires teachers to be based on their own needs in education and teaching activities, that is, teachers are human beings, not tools to impart knowledge and megaphones to express hegemonic discourse. Since the new curriculum reform, people have been emphasizing the change of teachers' view, trying to change the original position of teachers as "teachers who preach, teach and solve doubts" and turn "teachers" into "researchers" and even experts. In teaching, teachers are regarded as participants, guides and bystanders because of the emphasis on students' dominant position. This orientation not only obliterates the subjectivity of teachers, but also regards teachers as new tools: students' learning assistants and the cornerstone of their development. Although the characteristics of teachers' profession determine that teachers must sacrifice part of their own value in exchange for students' development, ignoring teachers' dominant position still has many side effects, that is, it reduces teachers' enthusiasm and initiative in curriculum teaching reform. The reform of curriculum and teaching must have the whole-hearted participation of teachers, and the condition of participation is the realization of teachers' teaching value. One of the ways to realize it is to "have someone in mind" and promote the realization of teachers' teaching value with the realization of human value. When Marx understood "human" and its essential attributes, he regarded it as the unity of "human's class essence, social essence and individual essence". On this basis, people's value is inherently manifested in three different realms: class value (referring to people's dignity and the right to realize their free and conscious activities as a member of people), social value and personal value. In the past, we put too much emphasis on teachers' social value, their dedication and sacrifice to society, and paid less attention to teachers' class value and personal value. Class value emphasizes whether teachers really enjoy their rights and dignity, and whether their rights and dignity are respected. If you are an on-the-job primary and secondary school teacher or you have been in primary and secondary schools for a while, through talking with teachers, you will find that there are more school administrators bossing around teachers and ignoring them at all, with a strong official-oriented style. Even the workers' congress of some schools has become the principal's "centralized". In such an environment, there is no soil for teachers to realize their teaching value. Even more ashamed to talk about the teacher's personal value. The personal value of a teacher is the cultivation, development and realization of his personality, potential and ability as a person with personality. Besides meeting the basic needs of teachers, the most important way to realize this value is classroom teaching. Therefore, only by accurately positioning teachers and realizing the value of teachers at different levels can the teaching value of teachers be realized.
2. Students' development concept
The main position of teachers' teaching value lies in the classroom, which is realized through teaching environment, teaching content and teaching process. Without the participation of students, there is no realization of teachers' teaching value. In order to let students actively participate in the teaching process and catalyze the realization of teachers' teaching value, we must establish students' development concept. The view of students' development holds that students should be understood with a dynamic point of view and an open mind, that is, students should be regarded as constantly changing and developing people, who are in a dynamic generation, and at the same time, they should be open, allowing or even tolerating their different behaviors. From the research point of view, there are two typical understandings of students: object theory and subject theory. The object theory holds that students are in a passive position in teaching activities. According to Bourdieu's theory of cultural capital, it is because students have less cultural capital, have no right to speak in teaching, can only be in a weak position, have no autonomy in learning, and knowledge is accepted, rigid and not dynamically generated. Subjectivism, on the other hand, holds that students are the masters of learning, occupy the main position in teaching, have the right to speak, and construct their own knowledge system by taking the initiative. For a long time, people often think that subjectivity respects students and can give full play to their learning potential, which is a correct view of students. As everyone knows, this just falls into the trap of dualism, ignoring the development and complexity of human beings. Students are in a critical period of life development, and their body and mind are changing almost every day. In the specific teaching, we must make timely adjustments according to the characteristics of students and their mastery of knowledge. Therefore, it is not enough to understand students only by respecting the subject. We must look at the status and changes of students in teaching from the perspective of dynamic development. Only in this way can teaching be truly targeted and individualized. In this process, with the smooth development of teaching and the timely communication and cooperation between teachers and students, the whole classroom presents a harmonious atmosphere, teachers and students have eliminated the role restrictions, teachers are no longer strict teachers, students are no longer containers of knowledge, and "you and me" are integrated into one, which truly reflects the teaching value of teachers.
3. Self-directed career development
The realization of human value is mainly restricted by people's subjective and subjective factors. The main factors include people's cognitive ability, practical ability and creative ability. Subjective factors include people's value orientation, as well as their awareness, consciousness and expectation of realizing their own values. People who live in the same social state and have the same social factors and conditions will have different possibilities, realities and objectivity of realizing value, different creativity, enthusiasm and initiative of realizing value, and even different degrees of realizing value (including personal value and social value). The field of teachers' teaching value realization is classroom, and the necessary condition for realization is professional development. As the main body of teaching, teachers have the subjective need to be recognized by others. A successful teaching is the most intuitive embodiment of teachers' teaching value. Successful teaching requires many conditions, the most important of which is the professional quality of teachers. Therefore, the professional development of teachers determines the success or failure of teaching. Managers and researchers at all levels attach great importance to teachers' professional development, which can be seen from the number of papers published in journals. However, we find that most of these measures to promote teachers' professional development reflect external needs and are an ideal state, while teachers' internal needs rarely need to be developed. This is a thought-provoking phenomenon, which also reflects the misunderstanding of teachers' professional development. When development becomes an external demand, development is passive and slow. More importantly, this kind of development cannot be reflected in teaching, and the realization of value is out of the question. Teachers' professional development, like students' learning, can only become an internal demand of teachers, that is to say, only by becoming a self-motivated and conscious action can teachers' teaching literacy be internalized. Only in this way can teachers regard the realization of teaching value as their own value pursuit, and teaching and professional development promote each other, which is conducive to the realization of teachers' teaching value. Of course, self-directed professional development requires many conditions, the most important of which is to meet the diversity and hierarchy of teachers' needs. At present, teachers' salaries should be guaranteed and constantly raised, teachers' social status should be improved, practical problems such as housing should be solved, and worries should be eliminated so that teachers can devote themselves to teaching. At the same time, we should change the single teaching evaluation mode, "untie" teachers to the maximum extent, and let them go into battle lightly, thus stimulating the enthusiasm and initiative of professional development. The continuous improvement of teachers' professional development level is not only conducive to the realization of teachers' teaching value, but also to the improvement of teaching quality.
4. Moderate reform of classroom teaching
Modern teaching not only undertakes the important task of cultivating students to inherit, innovate and integrate culture, but also pays attention to cultivating the innovative spirit and practical ability of human culture, so that they can not only inherit the achievements of human civilization, but also promote the process of human civilization with innovative wisdom and cultural spirit. It is the most concentrated embodiment of the social value of modern teaching to meet the needs of the material and spiritual conditions for the survival and development of human civilization and promote the process of human civilization. From the perspective of genetics, teaching is a cultural activity to a great extent. The transmission of teaching culture needs to be mediated by people's understanding of culture, and there is a screening process of abandoning decay and choosing advanced technology, which inevitably includes processing and new interpretation and understanding, and this intermediary is the teacher, which shows the great responsibility of the teacher. The new curriculum reform tries to change all kinds of discomforts in previous teaching, emphasizes students' dominant position, realizes three-dimensional goals, emphasizes the interaction, dialogue and cooperation between teachers and students in teaching, and emphasizes the cultivation of students' innovative thinking. These advanced educational ideas are often reflected in some open classes and exhibition classes, but they are rarely seen in normal classes, so there are strange phenomena of teachers' two ways of attending classes and students' two ways of expressing themselves. In fact, the key to the problem lies in the reform itself. Talking with teachers, I found that they were full of expectation and confusion about the new curriculum reform, hoping to reduce the burden on teachers and change the embarrassment of teachers teaching for exams; Confused is that it is difficult to adapt to the new curriculum standards, and the new requirements further increase the burden on teachers, forcing them to shuttle between the two kinds of teaching, not to mention the realization of teaching value. Of course, there are many reasons, but the divorce between reform and reality should be one of them. It is difficult for a teacher who has been teaching for many years to completely change his teaching habits by understanding several concepts or changing several teaching methods. This extreme inadaptability disturbs their teaching life and keeps their thoughts in constant fluctuation. Therefore, the reform must be moderate. This moderation not only means that the pace of reform should be steadily advanced and step by step, but also has moderate flexibility, that is, choose the appropriate reform model according to the characteristics of teachers. This "menu-style" reform model is not only conducive to the deepening of reform, but also can greatly ignite teachers' enthusiasm for participation. This kind of classroom is full of vigor and vitality, and it is a classroom to realize value and show vitality.
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