Heaven and man are one. Teachers' professional growth is like everything in nature. Only when you have experienced free growth will you mature, hear the sound of flowers and see the beauty of flowers. Looking back on my teaching path, the starting point is still somewhat dramatic. It can be summarized in two sentences: gray mentality, lucky distribution; Subject preference, helpless work.
1987, graduated from Rugao Normal University after three years. As a farmer's child with no power, no power and no money, I don't have any high expectations. I just want to be assigned to work in the central primary school in my hometown. To this end, on the day when the Education Bureau implemented the allocation, the mother, who was also a teacher, specially invited the education assistant to go home for dinner, and asked him to take me back to my hometown in the Education Bureau after dinner. In the evening, the education assistant came to my house and said, "No one came today, but your son has been asked to go." Mom was very happy after hearing this. As for me, I have been studying hard, and I have no idea what the concept of "real small" is, where the school is and how to get there. Afterwards, I learned that when we were still in graduation practice, the principal of Hai 'an Primary School went to Rugao Normal School to select graduates, recommended one for each class, and then selected three out of seven. I was lucky to be one of the last three people to make a decision. And I don't know all this. Now that I think about it, I am very grateful to the class teacher at that time and to the old headmaster who has passed away. This has a lot to do with my passionate attitude since I took up my job.
The second point is the subject preference. Although I have been engaged in primary school mathematics teaching for 20 years, I was just a "Chinese crazy" in normal school and never studied mathematics. Except for the "Little Breakthrough Method" that I learned with Mr. Yao, I took Chinese classes and didn't take any math classes during the normal period. I am full of confidence: I will be an excellent Chinese teacher in the future. However, it backfired. In the year when I graduated from normal school, it coincided with two basic mathematics competitions for middle school students and teachers in Yancheng, Nantong. After layers of selection, I participated in this competition on behalf of Shi Ru and won the second prize. This award is recorded in my graduation file. When the headmaster of Hai 'an Primary School arranges the class affairs, he sees such a good basic math skill, and he should arrange to teach math classes anyway. So, on the first day of applying to Hai 'an Primary School, I also got the placement-fourth grade mathematics.
Because my interest was not in mathematics at all, I went to the principal at that time and explained my situation. The headmaster said that the placement has been decided. Let's teach for one year first. In desperation, I started a trip of mathematics teaching in primary schools.
People follow the trend, choose the good and follow it. Everything in Hai 'an has a subtle influence on me, especially the professionalism of a group of old teachers at that time gave me a great shock. As a result, I eat and live at school, and almost all my spare time is spent studying textbooks, preparing lessons, borrowing notes from old teachers, and looking through the homework of students in their classes, trying to adapt myself to the job requirements as soon as possible from imitation.
After a period of adaptation, I also began to think about some problems in teaching with my own teaching practice and write my own teaching thinking and practical experience. Two years later, small articles such as How to Find a Company 1 and Case Analysis of Calculation Problems began to be finalized and published in Decimal Newspaper and Jilin Education. At that time, I studied my thoughts on teaching and research, and tried to solve any problems I encountered. He has formed his own thoughts on the basic nature of fractions, engineering problems, decimals and composite numbers, combined graphics, simple calculation, and the teaching of fractional application problems, and has published more than 20 articles.
Teachers say I only pick "minor faults" and write "major articles". After teaching students several times in succession, I found that there were too many concepts of divisible unit to understand, so I tried to "teach concepts with set diagrams". I extracted some set diagrams in higher mathematics, found a logic textbook for self-study to analyze the logical relationship between several groups of mathematical concepts in this unit, and then recorded the effect of each attempt in teaching. In order to broaden my horizons, even the new icons displayed by other teachers in teaching demonstrations, I have carefully arranged them in my teaching diary. For another example, seeing that students have the same answer to the same question, but their thinking processes are quite different, he began a research on "showing and evaluating students' thinking processes and developing students' thinking quality"; When students do simple calculations, they are often patchy and disorganized. He initiated a discussion on "helping students do simple calculations". Finding that students' awareness of inspection was particularly lacking, he launched a large-scale investigation and reflection. These problems all come from vivid teaching life, and also have extensive research significance and value. The research paper "Application of Set Diagram in the Teaching of Mathematical Concepts in Primary Schools" and "Investigation Report on the Inspection Habits and Abilities of Middle and Senior Students in Primary Schools" won the first prize and the second prize in the essay "Teaching the Sea and Exploring Navigation" in 1994 and 1996 respectively, and were published in Jiangsu Education.
From 1987 to 2002, this scattered and random teaching and research method can be said to have occupied 15 years in my professional growth. During this period, he published more than 60 articles, participated in more than one provincial and municipal scientific research project 10, and was promoted to a senior primary school teacher. He was awarded as the academic leader of Nantong, a national famous scientific research teacher, and the first prize of Jiangsu teaching competition, and participated in the compilation of three books. But generally speaking, my professional growth is still in the stage of free growth during this period. Although there are small achievements in teaching, there is no clear direction and theme, no systematic research and no own characteristics. Director Liu Xilang of Hai 'an Education Bureau also told me many times that at the level of Nantong's academic leaders, we must establish our own research direction and create our own teaching style. I am also very eager to reach that position, but I always can't.
The second layer is the integration development period.
In 2002, the curriculum reform was fully launched. Influenced by the good atmosphere, excellent peer support (Hua Yinglong, Ben Lin You, Chu Dongsheng, Zhong Haifeng, Liu Xiaomei, etc. ) and famous experts (Chen,,,), etc. ), I gradually learned to think and began to think about how to implement the new curriculum mathematics reform. During the May Day holiday in 2002, I wrote 7000 words "Walking into Life, Approaching Children —— Talking about the Change of Mathematics Teaching Concept in Primary Schools" in one breath, and put forward the teaching research themes of "Life Mathematics", "Humanities Mathematics" and "Comprehensive Mathematics". In the following years, almost all my thinking and practice in mathematics teaching and research were carried out under such a research framework.
In the aspect of "life mathematics", with the help of the project of "Primary School Students' Life Experience and Mathematics Learning", I conducted in-depth research with the whole school's mathematics teachers, from "Mathematics should be linked to life" to "Mathematics should be linked to life without the concern of life experience". Then, the teaching ideas of "positive experience, negative experience, individual experience, group experience, children's experience and adult experience", "Discussion on the division between life mathematics and school mathematics" and "revitalization, activation and teaching" are constructed. It can be said that the opening is getting smaller and smaller, and the vertical depth is getting deeper and deeper, forming many valuable research courses, summary reports and experience papers.
In the aspect of "humanistic mathematics", in the original conception, it was only proposed that students should experience the process of understanding, accepting and acquiring mathematical knowledge, fully embodying the humanistic power behind mathematical knowledge and making classroom teaching full of vitality. In the subsequent research, I gradually realized that in the teaching process, teachers' personality charm, teaching quality, inner cultivation, especially maintaining a childlike innocence and communicating with students will make teaching enter a realm of interactive development. Therefore, I intend to change my teaching attitude, and "vivid classroom open resources" is an attempt in this regard. However, this is not a good place for teaching. Teaching should be a state of knowledge integration and teacher-student integration. The charm of teaching should not only come from the expressive force of teachers, but also apply the inherent charm of mathematics to mathematics teaching to attract students' attention and stimulate their interest in learning mathematics and passion for it. Without the charm of mathematics itself, no matter how emotional the teacher is and how superb the performance skills are, teaching will always be superficial and vulgar.
In the aspect of "comprehensive mathematics", we only see that the integration of mathematical knowledge plates will inevitably bring about mathematical synthesis, and we should pay attention to breaking the disciplinary barriers and realizing the connection and application of interdisciplinary knowledge in mathematics teaching. For example, mathematics in art, mathematics in music and mathematics in science should be integrated into the mathematics classroom as much as possible. In practical research, we have gradually deepened that "interdisciplinary integration" is not only the grafting of knowledge, but also the opening of disciplinary thinking and the reference of deeper disciplinary technology, thus changing the mathematics classroom and cultivating students' learning methods. Rhetoric in mathematics teaching is an exploration in this respect.
Taken together, the practice in recent years should be said to be a process of gradually enriching, enriching and deepening the understanding and practice of mathematics teaching. It also makes my teaching research initially present a systematic and holistic feeling, and the scattered and random state gradually changes.
The third layer, mature cocoon.
In 2006, after a full, expanded and systematic research process, I vaguely felt that many new curriculum concepts beyond the traditional ones, such as multiple goals, respect for differences, emphasis on process, emphasis on cooperation, and emphasis on experience, have received positive responses from teachers and brought great vitality to mathematics classroom. However, behind the prosperity, we can see that many math classes, especially open classes, pursue complete sets of contents and novel forms. However, due to limited teaching time, superficial and inefficient teaching, coupled with poor teaching control, lack of depth, inflexibility and lack of artistry, the result is that teachers teach hard and scholars are tired. Therefore, efforts to make the classroom from tedious to concise, from nervous to soothing, from messy to clear, from superficial to profound, should be our current positive measures to reflect and adjust classroom teaching. Therefore, in May 2006, I put forward the pursuit of simple research theme in mathematics teaching. For more than a year, together with all the math teachers in our school, I have made a lot of explorations in simplifying the construction of math teaching. Before and after, more than 20 classes representing simplified teaching ideas were set up, and more than 10 lectures were held all over the country, which caused great repercussions. Related salons, lessons and papers were published one after another. In particular, Nantong Education Bureau opened a personal blog for us, which attracted many teachers from all over the country to pay attention to this survey and participate in the joint construction of * * *. Teachers generally feel that simplicity is not simplicity, but rather deeper and broader richness, which is enriched in simplicity. It requires teachers to reflect, adjust and improve mathematics classroom teaching with the help of the successful experience of existing teaching reform and under the guidance of advanced curriculum concepts and teaching ideas, so as to get rid of bloated accumulation and strip off tedious redundancy, thus achieving the aesthetic, artistic and efficient classroom teaching realm.
At present, simplifying teaching has become a key research topic for my professional development. It combines my thoughts on life, integration and human culture research, and on this basis, it realizes integration, coordination and promotion, which has become the new mainstream direction of my professional development.
President Jie Zheng also said in "Climbing the Three Floors of Happiness in Life" that the three floors of happiness in life also represent three types of teachers. The first type of teachers is to cope with teaching, the second type of teachers is to make teaching full of vitality, and the third type of teachers generate their own educational ideals and teaching styles through constant exploration and questioning, and move towards the kingdom of freedom of education. Compared with my career growth, I should be working hard from the second floor to the third floor.
Happiness is three floors, life is three days and teaching is three realms. I know that after my life's pursuit, I may still be unable to reach the top. But it made me more clear about the goal of education. It doesn't matter whether I reach the top or not. What's important is that in this process, I paid, I gained, and I have no regrets.