First, guide teachers to learn and improve their professional quality.
The professional quality of Chinese teachers in primary schools includes professional concepts and ethics, professional knowledge and professional ability. Specifically, the all-round penetration of new ideas of modern education, the all-round improvement of literary literacy, and the all-round development of modern teaching skills and educational research ability all require teachers to improve through learning. Teachers should always be learners. The new curriculum reform clearly puts forward that teachers are the cultivators of students' learning ability, and teachers will gradually give way to mutual teaching and learning between teachers and students; Class is not only to impart knowledge, but to understand, inspire and learn from students. Class is no longer a one-way effort, but a life activity, professional growth and self-realization. The outline of basic education curriculum reform also says: Encourage students to actively participate, be willing to explore, be diligent in hands-on, cultivate students' ability to collect and process information, and form students' active and personalized learning. This means that teachers should learn research-based learning. Therefore, in order to improve teachers' professional quality, it is necessary to organize and guide teachers' learning through various forms. For Chinese teachers in primary schools, there are three effective learning methods:
(A) active reading
Through investigation, it is found that almost all special-grade teachers have a common hobby-loving reading and improving themselves in reading. Their classroom full of wisdom and aura benefits from their extensive knowledge accumulation and profound cultural heritage. Many teachers always feel that there is nothing to say when writing papers, and sometimes they just scrape together an article and do it. The most critical reason is the lack of learning and knowledge accumulation. Give the students a glass of water, and the teacher should have a bucket of water. Where does this bucket of water come from? A very important way is reading. Teachers, as "cultural people" in the eyes of the world, should form the good habit of reading frequently. Teachers' professional growth needs the perfection of theory, and practice without theoretical support is blind practice. Therefore, teachers can choose some classic books of educational theory according to their own needs, especially need to read some master works frequently to deepen their knowledge and improve their education level through reading. Only by "charging", "storing energy", "absorbing oxygen" and "supplementing calcium" can we continuously receive the fresh water supply from the source. Make the classroom and teaching wonderful.
Organize a salon for curriculum reform.
This is a seminar where teachers with the same interests can speak freely. The relaxed and free research atmosphere created by the salon of curriculum reform allows everyone to discuss the "doubtful points", "difficult points", "hot spots" and "focus" topics in Chinese curriculum reform in the process of "product, product and chat". Every time we discuss a topic of curriculum reform, we don't need a unified conclusion, which aims to broaden our thinking, guide our thinking, deepen teachers' understanding of a certain problem, seek more teaching strategies and explore new methods and models of curriculum reform. For example, in the teaching salon with the theme of "Talking about Chinese cooperative learning", teachers focus on "What are the characteristics of cooperative learning in the real sense" and "How to carry out effective cooperative learning? Do you have any golden ideas? " "What are your puzzles in the current implementation process?" Speak freely when you have questions. Through communication, it is convenient to collect information, deepen understanding and form new teaching strategies to guide teaching practice, thus enriching teachers' learning atmosphere.
(3) Close to the famous teacher classroom
Teachers' professional development is inseparable from the guidance of famous teachers. The school should let Mr. China approach the famous teacher's class through various forms. Through the study, observation and discussion of famous teachers' classes such as watching CDs, classroom observation and distance training, teachers can examine their education and teaching in the process of witnessing the charm of famous teachers, so as to improve themselves. If we watch Yu Yongzheng's class, we can let the teachers appreciate his five teaching characteristics of "emphasizing perception, accumulation, interest, migration and habit" and feel his eight-character classic of "novelty, truthfulness, vividness, doubt, love, affection, interest and beauty". Observe Sun Shuangjin's classroom, learn how he embodies "one subject and three characteristics" in teaching (that is, visualization, emotion, realism and student-oriented), and understand that the Chinese classroom he advocates should be a classroom for wisdom, emotion, humanity, tools and children. Undoubtedly, it is of great help to the professional growth of Chinese teachers in primary schools in China.
"The teacher's knowledge is a bucket of water at first, then it will become tap water, and the water will continue to flow. Finally, students should be taught to find water by themselves. "Wang, the state inspector and former director of the Department of Basic Education of the State Education Commission, said," Where does this water come from? Study, study, and study again. Only by improving one's professional quality in study can one realize the happiness of education in study.
Second, polish the teacher's classroom and improve the effectiveness of the classroom.
Polishing the teacher's classroom mainly includes the polishing of regular open classes and the polishing of observation classes, competition classes or evaluation classes at all levels.
The starting point of polishing regular open classes lies in teachers' personal professional growth, paying attention to classroom qualifications and classroom effectiveness. Mainly focus on improving the quality of classroom education and optimizing teachers' teaching behavior. The polishing goal of this class is to make every teacher attend the standard class, the backbone teacher can attend the demonstration class, and the excellent teacher can attend the excellent class. So as to embark on the road of teachers' professional development.
The polishing starting point of all kinds of observation classes, competition classes or evaluation classes at all levels lies in the growth of teachers and the professional development of teachers. Because this kind of class often pours into the collective wisdom of all teachers and related professionals. In the process of polishing the classroom, we constantly learn from the excellent experience of teachers around us and constantly absorb advanced ideas and wisdom. The process of careful polishing is also a good opportunity for teachers to inspire each other and comprehensively reflect on their daily teaching behavior, thus making their classroom teaching more and more refined. This kind of class usually goes through many rounds of exercise in the same class. This process is a process of teachers' deep thinking, repeated thinking, brainstorming and continuous improvement. The professional experience and behavior follow-up it brings to teachers are incomparable to normal classes. When teachers take pains to build classrooms, there is no doubt that classrooms will build teachers. After the polishing of this class, teachers will become very clear about how to grasp the teaching materials, how to grasp the students and how to design every link of the classroom. After class, you can also give feedback on your own advantages and disadvantages from the evaluation teacher and get a professional guidance. If a teacher writes an open class as a case study report, it will be of great benefit to professional development. It can be said that the training of this course can greatly shorten the growth cycle of teachers and is a catalyst for teachers' professional growth. For example, Guanyin Town Primary School, where the author is located, has formed the standard of "five classrooms" by polishing the classrooms, that is, independent study time, positive speech atmosphere, cooperative exchange scenes, learning feedback opportunities and good incentive mechanism, thus effectively promoting the construction of the main classroom of the school and the professional development of teachers.
Third, reflect on teaching and precipitate educational wisdom.
Teaching is to find an effective way to make teachers teach less, students learn more, make noise and hard work less, have more leisure, be more happy and be more solid! Comenius told the truth. The process of seeking effective methods is a process of reflection and a process of practice. No teacher, even the best teacher, can be perfect in the teaching process. Examining and analyzing one's own teaching behaviors, teaching decisions and teaching results can effectively correct the deviation in teaching concepts and teaching behaviors, form one's own independent thinking and creative opinions on teaching phenomena and problems, and improve self-awareness and teaching monitoring ability. If "teaching is to cultivate a habit" is an educational creed that everyone admires, then it applies not only to students but also to teachers themselves. Teachers should cultivate a habit of research, a habit of reflection, and constantly think about their own wonderful and mistakes, which is an essential quality for professional teachers. Teaching reflection can take the form of writing teaching postscript and group reflection.
? (A) writing teaching postscript
After completing a subject, teachers should analyze and summarize the success or failure of the course in time, re-recognize and evaluate the course, affirm the achievements, find out the existing problems, analyze the specific reasons, and put forward measures to improve teaching in time. Postscript comes from teaching practice and is the crystallization of teachers' ideological wisdom. The content of postscript writing involves all aspects of teaching. Including the selection or supplement of teaching materials, the arrangement of teaching plans, the establishment of teaching objectives, the selection of teaching strategies, the determination of teaching priorities and difficulties, the organization of teaching content, the arrangement of teaching procedures, the selection of teaching methods, the use of teaching media, the analysis of teaching phenomena, the discussion of typical problems, the design of students' learning, the thinking reflected by students, and the evaluation of teaching effect. So as to form experience and promote the development and growth of teachers.
(B) group reflection
This is a collective discussion of teachers organized by subject group, teaching and research group and grade group. After all, teachers' personal reflection and "personal understanding" have certain limitations. If colleagues participate in each other's lectures and provide "different opinions" and "multiple voices", teachers can constantly correct the deviation of personal understanding with the help of collective wisdom, thus conducting deeper and more comprehensive reflection and sublimating teachers' thoughts imperceptibly. For example, unit teaching reflection of grade group, mid-term and final reflection of subject group and mutual discussion of teaching and research classes can effectively promote teachers' progress and professional growth.
Taking a class as an example, the author's school puts forward the mode of "four questions, two fine questions and three questions" around teaching reflection: that is, four questions before class. What should I say in this Chinese class? What should I say? Why do you say that? Is there a better way to say it? The second point of class: Do I speak well? Are students exquisite? Three checks after class: check whether the students' homework is completed; Check whether the teaching objectives are achieved; Check whether after-school tutoring is implemented.
This kind of reflection is helpful to continuously optimize teachers' education and teaching level, enrich teachers' education and teaching wisdom, pursue efficient classroom, promote the improvement of education and teaching quality and promote teachers' professional development.
Fourth, carry out research on topics and strengthen scientific research awareness.
The consciousness, knowledge and ability of scientific research are the common characteristics of all professionals. Therefore, to improve the professional quality of Chinese teachers in primary schools, we must emphasize the cultivation of research ability. Chinese curriculum reform highlights the cultivation of students' creativity and practicality, which requires teachers to make new leaps and breakthroughs in innovative spirit, innovative thinking, innovative ability, innovative ways and innovative methods. Innovative spirit, innovative thinking, innovative ability, innovative approaches and innovative methods are the core of scientific research ability. Scientific research ability is a necessary condition for quality education and the continuous development of primary school Chinese teachers' professional ability.
Combined with the reality of Chinese teaching in primary schools, there are three ways to carry out subject research:
(A) to carry out educational narrative research
Educational narration is a study that reveals the educational significance, educational thoughts or educational beliefs hidden behind meaningful teaching events and educational life events through description and analysis, thus highlighting the essence and value of education. Simply put, teachers "tell stories", in which they trace back the vivid educational events that they have experienced and left a deep impression. Through narration, the events experienced by teachers in the past educational activities can be reproduced, the impressions or puzzles hidden in teachers' memories can be clarified, individual educational experiences can be shared with others, and educational events become the most valuable existence in educational activities.
As a primary school Chinese teacher, writing educational narrative is also to accumulate materials and write about hydrology. Chinese teachers' specialty is writing. Find inspiration in educational narrative, guide students to write stories around them, write wonderful lives, write unforgettable classes, and write their own thoughts and gains. In narration, teachers and students make progress by encouraging each other. So as to effectively improve the professional level of Chinese teachers.
(2) Actively carry out microscopic research.
Micro-topics are also called "problem research" or small-topic research. Micro-project research is a classroom-based, teaching-centered, teacher-centered and student-centered teaching research, which is a booster to promote teachers' professional growth.
Chinese teachers in primary schools often attach too much importance to subject research. I always think that research on topics is an expert's business, and I always feel that I have no topics worth studying, while some teachers always like to study this mode and that mode. In my opinion, as a primary school Chinese teacher, there are many problems worth studying in correcting homework and communicating with students in the teaching process. For example, in view of the phenomenon that students are prone to write wrong words, can we conduct a study on "students' wrong words" and study and practice the following questions: How to understand the problem of students' wrong words? What does our teacher think of the problem of students writing typos in primary school? What if students can't write words in the process of writing, writing sentences and doing exercises? Can students be allowed to look up the dictionary when writing in the exam? Are our unrealistic demands hurting students' development? What can be done to fundamentally expand students' literacy and make them write less typos? What is the relationship between writing literacy and reducing students' typos in the new curriculum standard environment? How to expand reading by guiding students to carry out extracurricular reading? Each of these problems can be studied as a micro-topic. With this idea, our research on the subject becomes more practical and easier to operate. At the same time, through the research of this micro-project, teachers can understand that to study such problems, they only need to solve "What should I study? How will I learn it? What effect did my research achieve? "These problems, our research is successful. This requires teachers to promote teachers' new understanding of subject research on the one hand, and to make our research feasible in our education and teaching on the other. Our teachers will organically combine our regular education and teaching with our research topics.
? (3) Organizing key teachers to carry out scientific research projects.
Project research is a process in which teachers sort out the problems, characteristics and styles in their own teaching and rise to the theoretical level. It is also an effective way for teachers' professional development. On the one hand, it can promote the rapid growth of backbone teachers, on the other hand, it can give full play to the radiation role of backbone teachers and promote the improvement of teachers' overall level. Last school year, the author organized the backbone Chinese teachers in our school to study the integrated reading inside and outside the primary Chinese class and the effectiveness of the preparation before the primary Chinese class, which promoted the construction of the main classroom in our school. Through comprehensive reading training and main classroom presentation, the professional development of school teachers has been promoted. Nearly 20 backbone teachers in primary school Chinese comprehensive reading county have been trained, among which 1 has become the national comprehensive reading seed player. All Chinese teachers are pursuing "one less and four more" in Chinese reading teaching-"speak less and read more", "speak less and think more", "talk less and discuss more" and "speak less and stimulate more", thus making the classroom really active, students taking the initiative and teachers relaxing. Let Chinese teaching become the realm of pure language, pure reading and pure enjoyment.
The above are some superficial methods that the author puts forward to promote the professional development of Chinese teachers in primary schools based on his own practice. As the implementer of the new curriculum, the professional level of Chinese teachers in primary schools directly affects the success or failure of basic education and curriculum reform. As the department in charge of schools and education, we should constantly seek new ways to promote teachers' professional growth, strive to build a platform for teachers' professional growth, and comprehensively improve the professional quality of primary school Chinese teachers, which is not only the need of new curriculum reform, but also the necessity of educational development.