The teacher is a diligent gardener, carefully cultivating young flower seedlings; It is an industrious bee, which can make delicious honey. The following is my careful recommendation, I hope you can feel it!

Part I: Improve teachers' teaching ability and play a new role.

With the comprehensive promotion of curriculum reform in various schools, this brand-new teaching mode has had a great impact on vocational schools, and professional teachers have gradually been given multiple roles and missions. As a vocational school teacher, we should actively change our educational concept, improve our teaching ability and scientifically position our role.

Teaching ability, teacher's role

China Library Classification Number G45 1 Document Identification Number A1674-4810 * * 2013 * *1-0168-00.

In recent years, China's vocational education has made great progress from small to large, basically formed its own system, accumulated a lot of valuable experience, and laid a good foundation for further development. With the rapid development of China's economy, the demand for skilled talents in enterprises has increased sharply, which puts forward higher requirements for the training of talents in secondary vocational education. Talent cultivation should be completed by teachers, who are the most fundamental factors that determine the quality of talent cultivation. Teachers are required to engage in both theoretical teaching and practical teaching; Not only can you teach, but you can also participate in engineering practice and solve technical problems in front-line production.

At the same time, under the new situation of curriculum reform, educational thoughts pay more attention to "people-oriented", cultivate students' learning ability and develop their intelligence, and pay more attention to teachers' leading role in teaching and students' dominant position in learning. The sight of teaching reform is no longer limited to the cognitive field, but also pays more attention to an important non-intellectual factor in teaching-emotion, that is, to let teachers and students teach easily and learn happily in a harmonious and happy teaching environment. "Teaching through fun" is the core principle in the principle system of emotional teaching. As the main body of teaching, as the implementer and organizer of specific education and teaching, teachers should be good at changing roles and manipulating various teaching variables in teaching under the new educational concept, so that teaching can be carried out in a state that students are willing to accept and learn. The art of teaching makes both sides feel that it is a "happy art" and the teaching stage should be a "happy place".

However, especially in recent years, with the great development of vocational education, many teachers go directly to the podium after graduation from school, and most of them have less actual working years. In particular, most young teachers lack professional practical experience and necessary professional skills, and backbone teachers with rich practical experience and superb operational skills are seriously lacking. However, the old teachers or technicians hired from enterprises are generally engaged in basic teaching or imparting outdated technology, and the connection between theory and practical operation is not good. Most teachers' practical ability and practical ability are accumulated in teaching. This model relies on its own understanding and lacks systematic training, which greatly affects the improvement of teachers' practical ability. Under the environment of new curriculum reform, how to improve teachers' teaching ability quickly and how to make teachers play a new role has become a big problem to be solved urgently by education departments at all levels.

Give more help and improve teachers' teaching ability.

1. schools give strength-improve teachers' theoretical level

The construction of teachers in secondary vocational schools should focus on establishing a professional leader system, improving the dynamic management mechanism of teachers, and strive to build a high-quality teacher team with professional leaders as the guide, backbone teachers as the main body, and combining full-time and part-time jobs. At the same time, the school should strive to create a working environment that meets the needs of teachers to obtain a series of technical titles, strive to improve the quality and proportion of double-qualified teachers, and meet the needs of personnel training in secondary vocational education in terms of education and teaching level, scientific research ability and practical ability. It is particularly important that the school should improve the training incentive mechanism, formulate and implement the ladder training plan, and build a high-quality teacher team in an all-round way. Improve the academic level of key teachers by participating in provincial and municipal scientific research projects. Actively organize backbone teachers to participate in domestic industry special training and qualification certification. Establish an incentive mechanism to encourage backbone teachers to write academic papers, so as to promote the construction of full-time teachers in secondary vocational schools and the rapid development of teaching, and form an echelon training system for full-time teachers.

2. Enterprises give strength-improve teachers' skills.

Based on enterprises, strengthening teachers' enterprise practice is an effective way to improve teachers' skill teaching ability in vocational colleges. Teachers' internship in enterprises is not only to strengthen teachers' practical ability, but more importantly, to let teachers know the needs of enterprises through practical experience, so as to know what to teach students and how to teach them, to change the teaching thinking mode of vocational education, to continuously improve teaching plans, improve teaching methods and solve problems existing in teaching in combination with the actual production and employment standards of enterprises.

Second, the scientific orientation, play a new role as a teacher

In traditional teaching, the role of teachers can be summarized as the director of knowledge learning, the giver of cultural knowledge, the executor of curriculum materials and the manager of education and teaching. However, in today's era, the status and identity of teachers have undergone brand-new changes, and their original roles have been constantly deconstructed, eliminated and replaced, and integrated into new roles. Teachers' roles in the view of curriculum reform can be summarized as designers of future life, constructors of knowledge system, researchers of curriculum teaching and artists of interpersonal communication. Only by scientifically positioning teachers and giving full play to their roles can their real roles become more prominent. Teachers' role-playing can be summarized as follows:

1. The teacher is the director and the students are actors.

"What is a good education? Systematically give students the opportunity to discover things themselves. " This is Spencer's famous saying. Teachers play the role of "director" in the whole process of monitoring and consulting, and their duty is to design a reasonable and ingenious experimental project-learning task, so that students can learn knowledge in operation. To understand the characteristics of the local regional economy and the needs of the labor market, we must set corresponding curriculum standards and teaching contents for professional courses according to the needs, take students as the standard, teach students in accordance with their aptitude, skillfully design the teaching process, and stimulate the inner potential of "actors", so as to train them into qualified professionals who can adapt to the development of the local industry.

2. Teachers are the organizers of students' learning activities.

In action-oriented teaching, the process of information acquisition is not disorderly, but is carried out in an orderly manner with the help of various learning activities under the effective organization of teachers, among which "group learning" is the most basic organizational form and activity mode of action-oriented teaching. Students who are used to traditional classroom teaching are often at a loss when facing new learning tasks and learning situations. Teachers should integrate students' existing knowledge and ability, reasonably divide "learning groups", carry out effective division of labor and cooperation, guide students to carry out "group learning" activities in an orderly manner, and guide students to obtain information effectively. In the whole process, the teacher is responsible for the control of the general direction, the organizer and the students are the executors.

3. Teachers are the guides of students' learning process.

There is only one problem, but there are many solutions. In the teaching process, teachers' main task is to create a learning atmosphere and guide students to find ways, rather than limiting their thinking expansion toolkit. When students encounter problems in the process of completing tasks, teachers should give specific help or put forward some professional opinions and suggestions, and play the role of students' learning instructors.

4. Teachers are the cultivators of students' learning ability

Modern scientific knowledge is rich and developing rapidly, and students' access to knowledge and information is diversified, which complicates teachers' function of imparting knowledge. Teachers should not only teach the knowledge in ready-made textbooks, but also guide students how to acquire the knowledge they need, master the tools to acquire knowledge, and process information as needed, that is, "teach them to fish." Teachers can no longer take imparting knowledge as their main task and purpose, but should become the motivator, mentor and cultivator of students' various abilities and positive personality, and put the focus of teaching on promoting students' "learning" to truly realize teaching for the sake of not teaching.

5. Teachers are the cultivators of students' skills

Only by mastering professional skills and skilled skills can vocational education graduates be competent for their jobs, which is the essential requirement of vocational education. The demand for talents in society is diverse, so when cultivating students, we should focus on it and divide the work. According to the process and purpose of production or work activities, relevant experts roughly divide the types of talents needed by society into four types: academic, engineering, technical and skilled. Different types of talents have different requirements for people's quality and ability, which requires professional teachers to have a clear orientation for different types of education, adhere to technology and skills as the core in the teaching process, combine theory with practice as the way, and take professional post requirements as the assessment standard to lead and organize teaching.

Three-point concluding remarks

Teachers' teaching ability is the basis of effective teaching and the premise of efficient teaching. Teaching ability is an important measure of teachers' professional maturity, the premise of realizing teachers' life value and the key to improving the quality of education. Vocational school teachers' teaching ability is richer, more complex and more professional. Schools and enterprises can improve teachers' teaching ability and promote teachers to play a new role. In a word, under the principle that teachers lead students, teachers should pay more attention to the transformation of roles on the basis of improving their teaching ability, so as to adapt to higher teaching requirements, create an entertaining teaching atmosphere and cultivate students' good autonomous learning ability and creativity.

refer to

[1] sheets. The Role Orientation of Chinese Teachers in the Context of Curriculum Reform in Vocational Schools [J]. Vocational Education Newsletter, 2007 *** 1***

[2] Jia. Shaping the intellectual structure of expert teachers in vocational education curriculum reform [J]. Vocational Education Newsletter, 2008 ***4***

[3] Shi Weiping, Xu Guoqing. Vocational education curriculum development technology [M]. Shanghai: Shanghai Education Press, 2006

[4] flexion. Two problems of teachers' education and scientific research in vocational schools [J]. Vocational Education Newsletter, 2003 *** 1***

[5] Liu Chang. The reference of China's educational theory [M]. Beijing: National School of Administration Press, 2009.

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