As the saying goes, soldiers who don't want to be generals are not good soldiers, so teachers who don't want to be famous teachers are not good teachers. What is a good teacher? Some people say that a good teacher should love this profession and be an engineer of the human soul; Some people say that a good teacher should love life as much as a child and care for every student; It is also said that a good teacher should be willing to pay and treat his work without asking for anything in return. Indeed, loving one's job, caring for students and being willing to contribute are the most basic professional ethics of teachers. To do this, we can only say that they have the basic conditions to become good teachers. But if we want to do better, we must put teachers' professional ethics into concrete education and teaching work, and see their teaching behavior and professional performance. In the end, it depends on the teaching effect and the students' gains.

First of all, a good teacher should have higher basic teaching skills.

Teachers are professional and technical personnel and people with professional titles. Therefore, the basic standard of a good teacher must have basic teaching skills. Teaching basic skills are a series of teaching behaviors for teachers to effectively carry out teaching work. In the classroom, according to the teaching theory, students master the basic knowledge and ability of the subject and receive ideological education, which mainly includes five aspects: teaching design, classroom teaching, homework correction and after-school counseling, teaching evaluation and teaching research. A good teacher should do:

1, which can make scientific and effective teaching design.

Clearly understand the position and role of the courses taught in the overall teaching plan of the discipline, and be able to make detailed teaching plans and teaching progress; Correctly grasp the content, key points and difficulties of teaching materials, and compile practical and effective teaching plans according to the actual situation of teaching content and teaching objects; Skillfully use modern teaching methods and correctly master the use of teaching media.

2, can carry out high-quality classroom teaching.

The quality of classroom teaching is one of the important standards to evaluate teachers' working ability. We can do "five looks": look at the import method. If we want to think that the principle of awarding new services is not to usurp the host's role, or to cut to the chase, or to connect with the old, or to set suspense, or to introduce stories, or to create scenarios, a good teacher should adopt different ways of introduction according to the age of students, teaching types and other factors. Second, the teaching language can be used accurately. To achieve "three haves": image, sensibility and sense of humor. Teachers in different disciplines not only use subject terms correctly and appropriately, but also have their own emphases. Chinese teachers should emphasize the appeal of language, mathematics teachers should emphasize the logic and order of language, political history teachers should show the rigor and rigor of language when analyzing problems, and social science teachers should express language concisely, accurately and enlighteningly. There are "six essentials" in the evaluation of teaching language: clear thinking, comprehensive conception, flexible response, proper appearance, natural teaching attitude and accurate expression. Third, ask questions properly in teaching. Heuristic teaching is not question-and-answer teaching. Questions should be put forward in a timely and targeted manner, and affirmed and summarized in time according to students' feedback. Fourth, we can correctly understand the role of blackboard writing. Writing on the blackboard is an inseparable part of classroom teaching, which presents the knowledge points of this lesson to students in an orderly way and plays an important role in outlining. A good teacher should have profound skills in writing on the blackboard: accurate and scientific words and pictures; Clear hierarchy and orderly organization; Writing (drawing) norms are exemplary; Focused and planned; Reasonable layout and strong artistry; Various forms and enlightening. Fifth, I can be good at summing up. The summary of the knowledge formation system after a class is enlightening and conducive to students' expansion and extension.

3, can carry out scientific and effective counseling.

Be able to choose the form of homework according to the curriculum standards and teaching contents, pay attention to integrating theory with practice when assigning homework, reasonably control the quantity and difficulty of homework, have clear homework requirements and timely guidance; Using a reasonable way of correcting homework can correctly sum up the common problems in students' homework, and combine batch with correction and batch with evaluation to provide after-school counseling in time, which is not only the guidance of course content, but also the guidance of learning methods.

4. Have scientific evaluation skills.

A scientific proposition. Through accurate analysis, according to the objectives and requirements of teaching content, the purpose and content of the exam, determine the difficulty and type of questions, and master the general principles of compiling exam questions. Second, it can be scientifically analyzed. According to the quality of each test question and the reliability and validity of the test results, write an objective and scientific test quality analysis report.

5. Establish active learning and research awareness.

A good teacher should be a learning teacher first. Give priority to establishing lifelong learning consciousness, enrich yourself in the process of continuous learning and improve teaching quality; Secondly, relying on project research, take the initiative to participate and be a research-oriented teacher. To be a good teacher and a famous teacher, you must be able to learn, teaching is research, establish a sense of "small topics", find problems, analyze problems and solve problems in research, and write research papers independently through combing. Teaching research is a necessary way to promote teachers' growth. It has its own uniqueness in attending classes, lecturing and evaluating classes. The specific requirements are listening, speaking and commenting properly.

Good at listening to lectures. Take the initiative to go deep into the same class, learn from others' strengths and make up for your own shortcomings. On the one hand, we can broaden our horizons and increase our knowledge, on the other hand, we can understand students comprehensively and objectively and lay the foundation for self-growth.

Intensive lectures. As a means of teaching and research reform, lectures can effectively mobilize teachers' enthusiasm for teaching reform, learning educational theory and studying classroom teaching, and it is also one of the best ways to improve teachers' quality and cultivate research-oriented and scholar-oriented young teachers. Good teachers can accurately express their thoughts and ideas in preparing lessons in language, so as to communicate, share and improve with others.

Know how to evaluate classes. The evaluation of the class is not negative or critical, and it should not be used as an excuse. A group of people will attack it, criticize the lecturer, or simply kill it with a stick and never turn over. A good teacher should know that ten teachers will have ten kinds of teaching plans in the same class; Different teachers will have multiple solutions to the same problem. A good teacher should have an equal concept, a scientific method, a rigorous attitude, boldly affirm the advantages of the teacher, speak frankly about his own shortcomings, and finally achieve the goal of * * * promotion through communication.

Second, a good teacher should have the ability to control teaching materials.

Form an understanding that teaching materials are our teaching materials. Not only textbooks, but also teaching outlines, test sites and curriculum standards. Textbooks are tools, not crutches.

Based on one principle: teaching materials are examples of teaching. In the process of teaching, you can use teaching materials flexibly, instead of following the book, painting gourd ladle, or holding on to crutches. A good teacher should have two abilities:

First, we should have the ability to delve into teaching materials. First of all, you can understand the textbook thoroughly. Being familiar with the nature of the subject, grasping the connotation, essence and knowledge structure of the knowledge taught, understanding the knowledge points and difficulties of each chapter and unit, and deeply understanding and grasping "what and how" as a whole are the first steps to do a good job in teaching. Only by knowing what it is can we think about what to teach and how to teach it. Secondly, you can study the syllabus carefully and grasp the test sites. The syllabus is a baton, which determines the direction of teaching. It is a guiding program that every subject teacher should talk about, take to heart and use in practical and effective teaching tasks. Only a teacher with a clear examination direction can be targeted in the teaching process. If teachers don't understand deeply, deeply or even misplace, it is difficult to teach students the knowledge of this subject correctly and efficiently, and it is also difficult to ensure the high quality of teaching.

Second, we must have the ability to integrate teaching materials. A good teacher should be familiar with the grade courses he teaches, and the whole subject curriculum system should be clear. Mainly reflected in the teaching process, we pay attention to the connection and correlation between knowledge points, and present a framed knowledge structure to students, so that students can learn to think horizontally and vertically, integrate knowledge and learn independently in the learning process, not for a certain knowledge point. In this way, teachers are not simply "teaching" and students are not blindly "learning", and students' learning ability will be improved in the learning process.

Third, a good teacher will definitely teach.

Being able to attend classes does not mean being able to attend classes. There are three levels of attending classes: students can enjoy attending classes, students can master them, and they can lay a foundation for their future development, that is, cultivate their abilities. Nowadays, many local teaching and research work blindly follows the trend, learning this model today, learning that model tomorrow, and learning to turn normalized classroom teaching into a "showy" performance. As long as there is a "script", according to the designed "lines" and performance skills, the class is called "wonderful" and the students' cooperation is called "wonderful". However, after a class, the students follow the teacher at most, and the class is lively enough, but not full; The lecture was fancy enough, but the effect was not good. I lost my own teaching style and characteristics, and finally I still have some "effects". It doesn't mean that this class is a good class with good teacher introduction, good blackboard writing, many student activities, many technical means and exquisite PPT production. Nor can we say that a teacher speaks well because of his beautiful appearance, good teaching style, clear speech, decent performance and strong language appeal. A lecture is not a performance, let alone a "show". Good teachers must have their own teaching characteristics, not blindly follow the trend, be able to integrate new teaching concepts into their own teaching process, and make normal classes standardized, solid and effective. Whether a class is good or not should have three basic points:

First, classes can attract students, and students love to listen. A good teacher should know the truth that "only by being close to his teacher can you believe". Whether you are tall or short, fat or thin, old or young, you should infect and influence students through your wonderful teaching characteristics and personality charm, so that students can enjoy listening.

Second, students speak clearly and thoroughly in class, and students can understand. The teaching method of "teaching students in accordance with their aptitude" has been advocated for thousands of years, but it can't be really implemented in actual teaching. A good academic leader must master teaching methods skillfully, conduct scientific teaching according to students' differences, and make clear the knowledge points in an orderly way so that students can understand and understand.

Third, students can master knowledge and develop their potential in class. A good teacher not only pays attention to students' mastery of knowledge points, but also pays attention to the cultivation of students' ability by seeing that he has done several questions correctly and memorized several words. By giving inferences in class and timely guidance and guidance, students' interest can be stimulated, and they can learn independently and consciously, thus improving their ability to analyze and solve problems.

Fourth, a good teacher should let students learn.

The purpose of teaching is to teach students to learn, so that students can learn well. For students, the effect of teaching is learning, including explicit knowledge acquisition and implicit ability acquisition. For teachers, the direct embodiment of teaching effect is excellent test or examination results. Some people may say that what we are doing now is quality education, not to mention exams and grades. This is contrary to the current educational concept, but I don't think so. In the current social background, I think that in order to realize Urban-rural Education Fairness and accelerate the development of education, we can't avoid the examination, especially the test of teachers' teaching effect.

1, correctly understand quality education and teaching test

Now when people talk about quality education, they will talk about students' "burden reduction".

Will degrade the exam to nothing, thinking that quality education is just class activities, and can not involve exam results. In fact, this is a biased understanding of quality education, but also from one extreme to the other.

As an educator, we should correctly understand quality education, and fully understand examination and exam-oriented education. Quality education is an education for all students, an education to promote students' all-round development and an education to promote students' healthy personality development. Its core connotation is to cultivate students' innovative consciousness and practical ability. Examination-oriented education is an achievement at the expense of the physical and mental health of teachers and students. Quality education is not without exams, and exams are also one of the signs of the success of quality education. Don't be afraid of exams in quality education. If the quality is improved, the exam will naturally succeed. We pay attention to testing and examination, not for exam-oriented education, nor for testing. The purpose of testing and detection is to understand the students' mastery of knowledge points, better carry out the next effective teaching research, and understand the teaching evaluation results of teachers. Because, under the current circumstances, if our education gives up examinations and tests, our teaching will lose its evaluation and direction, which is probably not the real purpose of quality education advocates. Simple understanding of quality education and simple comments on exams may cause historical delays.

2. Objectively understand educational equity.

The reason why education is fair now is because there are many unfair places in education. At present, the senior high school entrance examination, college entrance examination and various selection examinations adopted by the state are the best ways to eliminate the distinction between urban and rural areas, rich and poor, high and low, and noble and low. Don't we let rural children study hard and do well in exams just to contribute to educational equity?

Under the condition that the educational resources are not abundant and the educational structure is relatively simple, the standard of allocating educational resources should be the predictable contribution of students to society, that is, students' ability. What is the objective measure of this ability? Compared with exams, people are more worried about the trading and manipulation of power, so exams are undoubtedly one of the most effective, objective and fair standards. Education that conforms to the development of the times is a good education, and teachers that adapt to the development of education are good teachers. A teacher can care about his students and love education, but in the end, if the students make mistakes and fail in the exam, he is not a good teacher. A good teacher is to let students learn not to be eliminated on the platform provided at present, and successfully enter their ideal school through selection. This is a fundamental affirmation of teachers' teaching efficiency and a fair contribution to education.

We often complain: on the one hand, it is a precarious school building in a remote mountainous area, and on the other hand, it is a spacious and bright modern classroom in a metropolis; One is Shanliwa who dropped out of school early and shouldered the heavy burden of life, and the other is a city girl who has a car to pick up and drop off and has no worries about food and clothing; Some children have never taken a computer class or a decent physical education class, while others are enjoying equal, happy and healthy higher education. There are many such "unfairness" and there are many reasons. What we can do is to use our actions and our teaching quality to gradually improve this situation, narrow the educational gap, and strive to maximize educational equity.

Different people have different views, and wise people have different views. The above is my immature view as a person who has changed from a front-line teacher to an administrative post. But in any case, if teachers want to develop faster and better, they must combine looking up at the starry sky with being down-to-earth, delve into educational concepts, adhere to teaching conventions, take the road of independent development and professional development, and grow into a scholar-like teacher deeply loved by students. Laws and moral norms became stricter, remarriage still existed in the Ming and Qing Dynasties, and the feudal system in China gradually decayed. Reflected in social fashion and moral norms, the ethical and moral forces that destroy human nature have been expanding since the Song Dynasty, and the suppression of women's freedom of life and marriage has reached an unprecedented cruel level. For the first time, Daming Law condensed two provisions on women's remarriage in the previous code, namely "funeral marriage" and "women's forced marriage by observing festivals", but the punishment was lighter. In the Tang and Song Dynasties, "mourning for three years" was changed to "hundred sticks". In the Tang and Song Dynasties, the crime of forcing widows to remarry by people other than their parents and grandparents who had been "one year" was only "eighty sticks" in the Daming Law. On the surface, the provisions of the laws of the Ming Dynasty were even looser than those of the Tang Dynasty. However, in order to concentrate on maintaining the rule of the Ming dynasty, the laws of the Ming dynasty focused on punishing those acts that violated the interests of the regime, such as rebellion and rebellion, while they were lenient and did not interfere much in private matters such as marriage. The so-called "light its light, heavy its heavy" principle [24]. Therefore, a lighter sentence does not necessarily mean that women can enjoy a more relaxed choice on this issue. The Daming Law also clearly stipulates for the first time: "If a married woman dies and remarries, the crime is the same (note: referring to the above-mentioned provisions on remarriage of widowed women), and she is divorced after marriage." As early as the Sui Wendi [25], it was stipulated that the official wife was forbidden to remarry, but it was soon abolished. It didn't recover until the fourth year of Yuan Dynasty (13 1 1 year). The reason is explained as "a woman enjoys the title of county because of her master, which is different from Shu Ren's wife. After being ordered by the court, if the owner died unfortunately, she was not allowed to die again [26]. " Daming Law formally deprived the wife of a noble with a title of remarriage in the written code. Feudal laws deprived countless ordinary people of happiness and did not give any care to their defenders. The "Qing Law" made an unprecedented new regulation on the forced remarriage of the widow who kept her ambition: "If her husband is bereaved, if she is willing to keep her ambition, her grandparents, parents, grandparents and parents of her husband's family will be forced to marry her with eighty sticks. Pay more attention to your parents. Add a first-class China under meritorious service-"Since ancient times, parents and in-laws can force widows to remarry without any legal responsibility and regardless of their wishes. This brand-new regulation in the Qing Dynasty was by no means to respect women's right to choose freely, but because the atmosphere of despising women's remarriage was deeply rooted among the people. After consideration, legislators believe that the significance of maintaining Confucian orthodoxy and preventing women from remarrying can already compete with parents' absolute control over their children, which is also one of the highest norms of feudal ethics. This legislative change is very noteworthy. During the Ming and Qing Dynasties, the influence of feudal clans was further strengthened, and a large number of village rules and regulations were full of clauses that persecuted women and deprived them of their right to remarry. At that time, the implementation effect of national laws, especially civil norms, was greatly reduced. In the vast rural areas, clan customary law and local customary law actually play a major adjustment function. Therefore, if women want to remarry successfully, they must first encounter the obstacles of extremely powerful clan forces. During the Ming and Qing Dynasties, the rulers, based on the need to maintain their decadent system, constantly strengthened their admiration and advocacy of female chastity. The so-called women's education books such as Internal Training, Biography of Ancient and Modern Women, and Norms are overwhelming, and the emperors of Ming and Qing Dynasties also wrote many such letters and articles [27]. From the numerous civil chastity archways and the appearance of a large number of women who saved their lives or even died, we can all feel the misfortune of the majority of women and the cruelty of feudal ethics. However, the author believes that it is an indisputable fact that women's remarriage in Ming and Qing Dynasties was greatly hindered in practice and discriminated by public opinion. But at that time, women remarried, as some scholars said, "although it was inevitable by law, it was extremely difficult" [28]. It can be seen from a large number of case records, notes and other written materials left by Ming and Qing dynasties that women remarried among ordinary people. Of course, because the above-mentioned laws expressly prohibit such incidents, it is absolutely impossible for such incidents to happen in official families or large families with strict clan rules. Although some literary works in Ming and Qing Dynasties can not be used as empirical analysis of legal history, they can still reflect many social customs and living habits at that time and make up for the lack of official records. From these works, we can see that the phenomenon of women's remarriage is not extremely difficult in the lower civilian class, but it still happens from time to time. For example, in A Dream of Red Mansions, the mother of your second sister and third sister remarried to your home with her daughter [29]. Of course, literary works, especially novels, reflect more the thoughts and feelings of citizens and literati with anti-feudal consciousness. In the vast rural areas, I'm afraid we can't treat women's remarriage with similar tolerance. However, through literary works,