New ways to promote teachers' professional development
Mr. Chen (Teacher of No.7 Middle School Affiliated to Tongji University, Shanghai): After reading the book School-based Research Monographs by Mr. Tang, I am very interested in the proposition of "Teachers' Professional Development Based on the Study of Key Educational Events" put forward by Mr. Tang, and I also feel the same way: Key educational events accompany the whole process of every teacher's career, and teachers' educational and teaching practice activities are connected in series with their professional development routes. These events seem normal. However, it has a far-reaching impact on education and teaching activities, students' development and teachers' professional growth ―― regardless of success or failure, its overall characteristics are more important and profound. We should seriously and timely capture these events with great significance and influence, scientifically analyze some hidden factors, influences and significance, and then accurately reveal the educational principles behind successful events in educational and teaching practice activities, and reproduce, transform and apply them in new educational and teaching scenes, or effectively avoid the repeated failure events, so as to correct and adjust improper educational and teaching behaviors and activities from both teachers and students. In this way, we will find that the reflection and research on some events in educational and teaching practice is valuable, meaningful and influential.
The key event of exploration is the soul.
Li (teacher of No.4 Middle School in Xuhui District, Shanghai): A key educational event refers to an event that can strengthen the original educational cognition of the parties (or participants) or cause the original educational cognition conflict of the parties (or participants). Its content can be a complete event process, an important fragment or a detail that cannot be ignored. Key educational events often have a decisive impact on teachers' teaching effect and professional development. Studying teachers' professional development from the perspective of exploring key educational events and developing educational narrative has dual effects: first, the research on key educational events tends to be in-depth; The second is to let the educational narrative get out of the current confusion and difficulties and give it more vitality. In the teaching practice of Yu Yi, a famous special-grade teacher, we can see that his teaching reflection is often accompanied by the analysis of some key events. In a sense, without the support of "criticism", narrative research based on key educational events will lose its soul and due value. In the field of teaching, the reason why general educational narratives are rampant and "disgusting" has a lot to do with the lack of "key".
Yang Zhenhua (Teaching and Research Fellow, Teaching and Research Section, Shanghai Changning District Institute of Education): I think we can start from two aspects about how to effectively tap the key features of key educational events.
First, from the overall goal of carrying out education and teaching activities or the whole process of classroom teaching, it is analyzed whether teachers' application of a certain teaching detail, a certain teaching idea and method and strategy has effectively promoted the smooth development of education and teaching activities, whether it embodies the concept of "student-oriented development" and the greatest humanistic concern for students' academic and physical and mental development, and whether it has achieved the maximum benefit of education and teaching activities in unit time. Generally speaking, some key events that directly affect the process of education and teaching activities are generally of very typical significance. We have grasped the key significance, that is, we have found the key to the key educational events.
The second is to extract the key significance of education and teaching activities in specific scenes from the direct feelings of researchers. Some educational and teaching activities may be nothing special for ordinary teachers, but for some teachers with specific life experiences and cultural backgrounds, their feelings may be different. They may remember events neglected by others as important lessons from their own education and teaching experience. Then, the key significance of this educational event is given by a specific individual, so it is also a key educational event in another sense. In the process of analyzing and studying key educational events, we often see that some teachers will have a heated debate on the key of an educational event. This is actually because observers have different personal experiences and different understandings of the key points of some educational events and their influences.
Therefore, I believe that as long as it is an important reference event for teachers' professional development, it is an influential and meaningful event and can be studied and analyzed as a key educational event.
It is important to pay attention to details and refine the theme.
Luo (researcher, Jing 'an Institute of Education, Jing 'an District Education Department, Shanghai): Based on the narrative of key educational events, attention should be paid to the capture and description of details. Many times, it seems that there are many "key details" worth talking about in the classes you have attended or in your own class. One, two, three, four can be listed. Among them, some are actually the common characteristics or problems of many people. For example, in recent years, "diversified interpretation" has become popular in Chinese classes, and as a result, some unacceptable interpretations have appeared in classic articles. For example, in Teacher Zhu Ziqing's Back, my father climbed over the podium to buy me oranges, which was interpreted by some people as "violating traffic regulations" and called for the cancellation of this text so as not to mislead students. In addition to "multi-interpretation", there are also problems of expansion in Chinese teaching, reading aloud, putting on a show in open class, generating presupposition in teaching design and classroom practice, and what is "true feelings" in composition teaching. These are all common problems at present. If you can be a conscientious person in this field, you can extract a theme from the narrative every time. Over time, the narrator can accumulate themes and classify them in the form of columns and folders, and the teaching wisdom will gradually accumulate. Aiming at the problem of expansion in the teaching of Silent Banana, the author once wrote Expansion: Appropriate Expansion, Smart Floating, which was published in Chinese Learning magazine. He also wrote "Reading Teaching Strategies in Thunderstorm" and published it in "Chinese Learning".
Sometimes, the key events in classroom teaching reflect teaching skills and wisdom, or small failures and puzzles. But because it may play a vital role in the success or failure of classroom teaching, if we think about it, we can accumulate fresh materials and materials, and finally make ourselves have better teaching wisdom and realize the great progress of teachers' professional development. For example, the author once listened to the lesson "New Beauty Techniques" taught by a China researcher in a certain city, and found that its teaching concept was extremely innovative, close to the characteristics of the text, and in line with the psychological characteristics and cognitive level of sixth-grade students. So I thought that teaching design should pay attention to the internal logical structure of the teaching process, and then I thought of another teacher's lesson Jiaxu, in which the logical arrangement of one link was unreasonable. Further thinking, I found that successful Chinese classroom teaching has a very smooth logical structure. So, I wrote the article "Pay attention to the general direction and study the small details" and published it in the magazine Sinology.
When we conduct narrative research based on key educational events, we don't necessarily have to explain the time, place, people, the cause and effect and development results related to them. It is important to focus on pen and ink and highlight the key details of the event. For example, when I describe the problems in the teaching of Silent Banana, I mainly list all the ancient poems quoted in the teaching and the poems that students are required to appreciate in the homework, so as to explain what the course has expanded specifically, analyze why it is not all appropriate expansion, and explain what the appropriate expansion should be. In this way, I can think deeply and extensively about the key educational event of "expansion".
It is very important to reveal the reasons behind the story and the universal truth.
Chen Lei (Teaching and Research Fellow, Teaching and Research Section, Changning District Institute of Education): General educational narrative only provides readers with stories, but the narrative of key events is different. Because key educational events are produced after discovering and capturing the reasons behind the events and the universal truth contained in the events, the narrative of key educational events should include two important parts: one is to describe educational stories related to certain themes; Second, the reasons behind telling stories and the universal truth.
On the one hand, narrative research based on key educational events should tell educational stories related to a certain theme, and its plot should be simplified. For example, I described this situation in the narrative of the key educational event of "separating the mixture-sharing ideas".
Student A: Let's make a paper plate and poke some holes in it with a needle. Then, we pour the sand and rice in. Sand will fall out of the hole and rice will stay on it.
Teacher: What advice can you give to their group?
Student B: If you have extra time, you can poke holes in both sides of the paper tray with a needle.
Student A: I see.
Student C: What did you stab with? Why poke with a short needle?
Student A: I poked it with a short needle. Because it is not as difficult to poke with a short needle as with a long needle.
The above is based on the dialogue between teachers and students, but it can also be described in other ways.
On the other hand, on the basis of educational narrative, it is very important to properly reveal the reasons and universal truth behind educational narrative. This part seems to be more important than the first part. Because it is the description and analysis of the connotation of the above fragments, it is related to whether the above fragments can be made into a key event that can improve teachers' professional judgment. In the narrative of this key educational event, I made the following description and analysis of universal truth according to the above fragments-
"Dare to ask questions", "Dare to put forward different opinions", "Respect others' opinions and be willing to communicate with peers" are all requirements of the Natural Curriculum Standards for primary school students to cultivate a scientific attitude. However, even if many teachers realize the necessity and importance of this requirement, they will worry that students can't put forward targeted opinions, suggestions or criticisms, and they are afraid of being "led by the nose" by students. Therefore, they often dare not rashly implement this requirement in classroom teaching. In the above example, we can see that the instructor did not use more words and deeds, but gave the students time and space to communicate freely. That is to say, in this time and space, students A, B and C have experienced a process of being brave in asking questions, putting forward different opinions, respecting others' opinions and being willing to share them with their peers from different angles. For example, student A seriously responded to student B's suggestion and student C's confusion, reflecting the scientific attitude of "respecting other people's opinions"; Another example is that student B tactfully puts forward suggestions for improvement-"If you have extra time, you can ……", which embodies the scientific attitude of "dare to put forward different opinions"; For another example, classmate C raised questions that classmate A didn't elaborate in the introduction, but at the same time he didn't understand, which reflected the scientific attitude of "being brave in asking questions".
At this point, the narrative of key educational events is basically completed. Of course, some people will describe the different views of different teachers in the second part. I think, if this is the case, the third part should be added to analyze why different teachers put forward different opinions, the reasons behind them and the general truth. In this way, the key educational events we have created are completely different from those before. The former can improve teachers' professional judgment and help improve classroom teaching; The latter can improve the professional judgment of researchers and help improve teacher training.
Behavior follow-up is the end result of the study.
Lu Fei (teacher of North School of Jincai Middle School in Pudong New Area, Shanghai): After the narrative research based on key educational events, we must never forget to carry out meaningful behavior follow-up. This is the purpose and destination of this study. Only in this way can teachers be promoted theoretically on the basis of personal practice. A narrative without behavioral follow-up is at best a running account or a record of ordinary life. Therefore, the mode of educational narrative is often in the order of "theme → practical observation → case description → summary and reflection → refining viewpoints". However, it is not enough to have ideas and thoughts. These ideas and thoughts should be transformed into new educational behaviors. Behavior follow-up is also an important part in narrative research reports based on key educational events. So I thought, should I add one more point after refining my point of view: behavior follow-up
I feel that in the process of professional development of primary and secondary school teachers, what teachers need most is the whole process reflection with behavior follow-up. In classroom practice, after a class, we need to meditate. Through this lesson, we explored the laws of education and teaching, innovations in teaching methods, new discoveries in knowledge points, new tricks in organizing education and teaching, breakthroughs in solving problems, appropriate inspiration for students, and proper training. It is necessary to write down these gains and losses in time and make necessary classification and weighing. Then, think about how to improve this part of re-teaching, and write the teaching plan of "re-teaching design" If possible, follow up the teaching behavior in a timely and brand-new way to achieve the purpose of fostering strengths and avoiding weaknesses and improving, which is expected to raise the level of education and teaching to a new realm and height.
Moderator: Seriously and persistently carrying out narrative research based on key educational events will help teachers feel the richness of education and teaching life and the inner dignity and joy of teachers' profession; This helps teachers to connect their concern about key educational events with personal professional development ―― A person's teaching professional development is always closely linked with a series of key educational events, which provides a realistic basis for teachers' teaching practice, epiphany and promotion; It is helpful to touch the hidden educational ideas in the depths of teachers' souls and change teachers' teaching behavior; Through teaching reflection and behavior follow-up, it is helpful for teachers to improve their action wisdom in education and teaching; It is helpful for school-based research and teacher education to be carried out in depth under the concrete and real content situation, so that the means and methods of teacher education are increasingly enriched, and then the effectiveness of teachers' collective research activities is improved. I sincerely hope that this new research model can enter the study, work and life of more primary and secondary school teachers.
-Xu Huilin, editor in charge of this column
E-mail:Xuhuilin 12@Tom.com