This passage by Matsuura Yataro reminds me of my research on class construction and class management in the past three years. The educational concept behind every story with children is verified and embodied by myself step by step, which is a valuable property. They have become a part of my experience, but are these enough? I think the answer is no, as a young class teacher, there is still a long way to go, and there are still many difficulties ahead. Learning, practicing and thinking can make people grow faster, and having correct guidance and like-minded learning partners will undoubtedly make me go further. At present, with a certain accumulation of class management theory and experience, we need to calm down and think about what we have done in the past three years, how to do it, how to internalize it, how to improve this learning and research model, and whether we can make new breakthroughs in our research field. How to start from scratch and start again is worth pondering.
During the day's training activities, I buried my head and recorded while thinking. There are many sparks of thought collision and many moments of making up your mind. Thank you for giving us a feast of vision, hearing and thinking with your real practice, theory and summary. I started with three key words and recorded some of my thoughts.
A preliminary study of keyword theory
At the opening ceremony of the afternoon meeting, Li Jing, a postdoctoral fellow from East China Normal University, gave us a special lecture on narrative inquiry method and its application in teacher research, which was of great theoretical depth. Starting from the definition of narrative inquiry method, she introduced this research method in detail from the perspectives of its roots, the concrete composition of three-dimensional narrative space, data collection, analytical tools and credibility, and vividly and profoundly introduced this research method and related practical research to us with the research cases of "urban schools" in the United States, STEM teaching research cases and teachers' development in rural schools in China. For front-line class teachers, such a speech is rare, because it has a certain theoretical height and is not well known to us. However, such a speech is very necessary. It is precisely because we are deeply difficult to understand that we know our theoretical knowledge is insufficient, realize the importance of theoretical study, and strengthen our determination to learn.
Keywords Experience * * * Enjoy
The study partners from the backbone training class, in just a few hours, took their own practical research and all the teachers present. For example, Teacher Tu Shuli introduced her intergenerational learning research based on Internet resources during epidemic prevention and control. This topic is also what I want to do this winter vacation, but it was interrupted due to the task of the graduating class. However, learning about her research progress and achievements from teacher Tu's speech has given me a new understanding of this research field and broadened my research ideas, such as integrating the theme of sustainable development into intergenerational learning; Teacher Zhou shared the research experience of "epidemic situation and collective creation of excellent classes". She shared her teaching ideas and experiences from the perspectives of "what did I do" and "what's the use of doing this". Her "talking" activity made me think: Why didn't I rebuild my holiday life in the same holiday time and space? The phrase "mobile class, iron class collective" also makes me particularly agree; Teacher Lan Meiqin shared the research results of "Rebuilding the Ecology of Class Education under the Epidemic Situation". She introduced how she successfully reshaped the ecology of class education in the epidemic from three angles: based on ecological cooperation (carrying out parent-child classes in life education), based on ecological health (building a healthy lifestyle in diet and education) and based on learning ecology (family reading became a spiritual feast during the epidemic). This research angle is particularly novel, and the results achieved are particularly shocking. Teacher Lan praised it! I also learned a lot from Dr. Lu of China Normal University. Combining her own study and research, she shared her writing experience. Easy-to-understand language, vivid cases and persuasive guidance make us understand that it is not difficult to write a paper. The key lies in how we practice, how to think independently and how to record truly.
Self-improvement of keywords
Teachers Wu Jingchao, Lu Cheng and Gong Shuqing shared their growing experiences, and let us see the road from ordinary teachers to research teachers to transformation. Teacher Wu Jingchao said that "experience+reflection = growth", a fulcrum, three roads to achieve a better self, this road is not special, we need to study hard, practice bravely, and be diligent in summing up, and after doing this, growth will inevitably occur in accumulation. Teacher Lu Cheng introduced her growth path from two aspects: theme writing and class work, in which the theme writing part inspired me greatly. In the daily life of the class, we should look at the problem from the perspective of research. For example, when we encounter an educational problem, we must first think about "why is this problem?" "Is it a common phenomenon?" And "Is this problem worth studying?" It is with this kind of thinking that our research problems will be updated in real time and everything will be meaningful. Secondly, it is to write a manuscript with the mentality of trying. I have a deep understanding of this. Every time I meet a written record, I learn from Mr. Cheng's attitude of trying to write a manuscript. After a period of time, I will find that I can cover more research fields. Third, revise it with a rigorous attitude. I don't think it's easy for everyone to revise the paper, because as authors, we are like our own children, who are most familiar with the paper but have no idea about revision. Learning how to modify has become the only way to experience. Finally, get into the habit of recording. This is exactly what I lack. Usually busy at work, change jobs. Take the baby to study after work, and there is little habit of recording. However, Teacher Lu Cheng has integrated it into her life and made it a habit. Really need to persist and persist all the time, which is why she is so excellent. Teacher Gong Shuqing shared her research results and introduced her research results from four aspects: research background, questionnaire survey, activities and mutual learning. As her good friend, I deeply understand how difficult it is to do a survey, make a detailed record and promote it. Usually, we will discuss how to carry out class activities online and offline, how to determine the research theme, how to conduct in-depth research, and guide each other in all aspects. This is also a way of growth.
Write at the end:
Due to time constraints, Professor Li did not comment on the teachers' speeches in detail, but his words still made people think deeply: 1. Age is very important, and learning age is even more important. Learning age means that we are not trying to update ourselves, not trying to learn and explore, not changing every day; 2. We should grow up in the work and research of the head teacher. Only by reading some correct books and in-depth research books can we have real spiritual nourishment ..... be brave and good at writing, and constantly output and express; 3.*** Common growth, studio member development, team development, provincial and municipal development and international exchange development.
As Professor Li said, what we need is to grow in doing, listening, speaking, reading and writing around the above three aspects every day and constantly improve ourselves. Also give yourself a word: always start from scratch and meet better yourself in persistence.