1, Dream of New Education, Zhu Yongxin, People's Education Press, 2002.
2. Suhomlinski: "Suggestions for teachers"
3. Collected Works of Tao Xingzhi Jiangsu Education Press March 2006 5438+0.
4. Collected Works of Ye Shengtao's Education, edited by Ye Shengtao, People's Education Press, 1994 edition, won the National Book Award.
5. Teachers' Humanities Reader (Volume I and Volume II) Zhang Minsheng and others edited the Shanghai Dictionary.
6. Educational cases based on the new curriculum (required reading for new curriculum teachers) [edited by Zheng Jinzhou] Fujian Education 12.00.
7. Comprehensive Management of Primary and Secondary School Principals 100 Case [Gan Guoxiang et al.] Sichuan Education 28.00)
8, school culture research: Perspective of the school culture of a middle school (education quality management research series) [Yang Quanyin et al] Education Science 2 1.00.
9, into the heart: democratic education notes (Li Zhenxi education literature) [Li Zhenxi] Sichuan children 20.00.
10, Case Study of Chinese Teaching in Primary Schools [edited by Fang Lianghui] Ningbo 20.00
1 1, student second [Li Xigui] East China Normal University 19.80
12, Calm Grade One (Xue Ruiping)
13, don't be a teacher (New Education Library) [Author Guan Jiangang] Fujian Education 18.00
14, interactive-generative teaching [edited by Cai Nanrong] Shanghai Sanlian 25.00
15, new curriculum teaching organization strategy and technology (new curriculum teaching problems and solutions series) [edited by Dong Hongliang] Education Science 16.80
16, new curriculum teaching site and teaching details (new curriculum teaching problems and solutions series) [edited by Peng Gang and others] Education Science 15.00.
17, new curriculum teaching evaluation method and design (new curriculum teaching problems and solutions series) [edited by Wan Wei] Education Science 16.80
18, new curriculum lectures, lectures and evaluation (new curriculum teaching problems and solutions series) [edited by Zhou Yong and others] Education Science 16.80
19, education cases based on the new curriculum (required reading for teachers in the new curriculum reform) [edited by Zheng Jinzhou] Fujian Education 12.00
20, China teachers lack what [Yan Huang editor] Zhejiang University 20.00.
2 1, Modern Students' Academic Evaluation [by Cai Min] Shanghai Education 18.00
22, into the poetic jungle (new educational concept) [Zhou Yimin] Changchun 25.00
23. Deciphering educational passwords (Gan Guoxiang)
24. Participation in Teaching (New Curriculum Classroom Teaching Exploration Series) [Zheng Jinzhou] Fujian Education 18.00.
25, dialogue teaching (new curriculum teachers must read series. New Curriculum Classroom Teaching Exploration Series) [edited by Zheng Jinzhou] Fujian Education 15.50.
26, teachers' scientific research questions [edited by Xu Jian Democracy] Education Science 19.80
27, problem teaching (new curriculum teachers must read series. New Curriculum Classroom Teaching Exploration Series) [edited by Zheng Jinzhou] Fujian Education 19.00.
28. My understanding of education [edited by Zhu Yongxin] Hainan 19.80
29, the new curriculum teacher wonderful classroom record: primary school English volume [edited by Zhou Chengping] Zhongke 19.80.
30. Wonderful classroom record of new curriculum teachers: primary school mathematics volume (series of wonderful classroom record of new curriculum teachers) [edited by Zhou Chengping] Zhongke 19.80.
3 1, horse leading to the river (new educational concept) [Yan] Changchun 25.00
32, Cheng Hongbing and China personality education (educator growth series) Beijing Normal University 28.00.
33. The growth of infatuation with people: classroom findings of 20 teachers [edited by Zhang Wenzhi] East China Normal University 24.80
34, explore school-based teaching and research [Yu Editor] East China Normal University 20.00
35, experience teaching (new curriculum classroom teaching exploration series) [Zheng Jinzhou] Fujian Education 23.00.
36. Generative teaching (new curriculum classroom teaching exploration series) [edited by Zheng Jinzhou] Fujian Education 16.00
37, inquiry learning 18 principle (new curriculum classroom teaching exploration series) [Zheng Jinzhou] Fujian Education 2 1.00.
38. New Concept of International Education (Second Edition) [edited by Gu Mingyuan] Hainan 23.80
39, interactive teaching (new curriculum teachers must read series. New Curriculum Classroom Teaching Exploration Series) [edited by Zheng Jinzhou] Fujian Education 17.00.
40, the method of teacher reflection (teacher growth toolkit series) [edited by Hongbo Lu] Education Science 15.80.
4 1, open teaching (required reading series for new curriculum teachers. Classroom teaching exploration series) [Zheng Jinzhou] Fujian Education 16.00.
42, online learning and education reform [ChuMinChou] Zhejiang University 23.00.
43, feel interesting mathematics (how to teach the new curriculum) [Lou Jin et al] Beijing Normal University 16.50
44, primary school mathematics classroom diagnosis (new curriculum classroom diagnosis series) [edited by Peng Gang] Education Science 22.80
45. Where does the wisdom of education come from? 100 education case comment: primary school [Wang Xiaochun] East China Normal University 24.80.
46. Be the best teacher [by Li Zhenxi] Lijiang River 24.80
47. Be the best parent [by Li Zhenxi] Lijiang River 22.80
48. Case Study of Chinese Teaching in Primary Schools (school-based teaching and research seriesNo. 1 issue) [edited by Shen] Zhejiang University 15.00
49, primary school mathematics teaching activity design (new curriculum teaching activity design series) [edited by Chen] Peking University 25.00
50. The case of classroom teaching of the new English curriculum in primary schools (holographic recording series of classroom teaching in Nanshan District, Shenzhen) [edited by Liang Zhu and others] Guangdong Higher Education 9.60
5 1, approaching Xu Bin (new education library, classroom exploration of new generation teachers) [author Xu Bin] Fujian Education 23.00.
52. Magic Composition Camp (New Education Library) [Written by Guan Jiangang] Fujian Education 12.70
53. Approaching Qian Shouwang (New Education Library, classroom exploration of new generation teachers) [Qian Shouwang] Fujian Education 2 1.00
54. Excellence is taught: 55 details of creating an educational miracle [Author: Clark] Electronic Industry 23.00
55. Case study on moral and life, moral and social teaching in primary schools (school-based teaching and research series. 1 issue) [edited by Wu Dongxing] Zhejiang University 16.00.
56. Wang Songzhou's teaching thought and classic classroom (new class standard and new classroom design series for famous Chinese teachers) [Wang Songzhou] Shaanxi Education 38.00.
57, combing the classroom: Dou Guimei's "classroom catching insects" notes [Dou Guimei] Guangxi Education 22.80
58. Wonderful classroom record of new curriculum teachers: primary school Chinese volume (series of wonderful classroom record of new curriculum teachers) [edited by Zhou Chengping] Zhongke 19.80.
59. Education 10 1 [Yusu] Shanghai Sanlian 29.80
60, the wisdom and truth of education, Xiao Chuanzhu Yuelu Bookstore 25.00.
6 1, the ideal and belief of education Xiao Chuan Zhu Yuelu Bookstore 25.00
62. Songzi's comments on the series of Song Books of "Primary School Mathematics Teachers" hold Shanghai Education 16.00.
63. Listening to the lectures of famous teachers (Mathematics Volume) Lei Ling compiled Guangxi Education 19.60
64. Read the manual aloud.
65. Music Education Research and Paper Writing Guo Shengjian Shanghai Education 1 1.00.
66. Prospect of Art Education (Prospect Series of Discipline Education) East China Normal University 24.00 edited by Xu Jianrong.
67. Culture and Education (Series of Qian Mu's Works) Qian Mu, Guangxi Normal University (Shanghai) 16.00
68. Beauty Education: To Sun Puyuan, a young class teacher, with a heart of 25,000.
Expanding Reading —— Reading Notes on Education as a Slow Art
"education is a slow art ..
Slow, need calm and tranquility; Slow, need to be meticulous; Slowness requires patience and patience ... Education, as a slow art, especially needs to treat students' shortcomings and even mistakes reasonably ... Education, as a slow art, needs to leave enough space and time to wait. As a teacher, how should we understand "education is a slow art" today?
First, "slow" rather than "slow".
I often meet some "problem students" with weak learning foundation, poor understanding and acceptance, failing to develop good study habits, losing confidence in learning and giving up on myself; In life, puppy love, fighting and other phenomena occur from time to time, which adds great difficulty to our teaching and management.
As teachers, we often have the feeling of hating iron and not producing steel, and lack enough patience and tolerance.
In this regard, I have repeatedly thought about how to lead them on the track of benign development.
If we "ignore" these students, it means giving them up, and the consequences are unimaginable; On the contrary, I seriously thought and changed my negative thinking.
Although their bad habits are difficult to change, they are not hopeless; Although they have a low starting point, they can still make a difference; Although their progress is slow, it doesn't mean that they are slow to reach the finish line.
I will try my best to tell my classmates about the "train theory" by citing examples from all over the world: the slow runner gets on the fast train and the fast runner gets on the slow train. Finally, the slow runner gets on the fast train first.
I will encourage, inspire, guide, be patient, be tolerant, wait and so on. And give students enough time and space to gradually adjust and straighten out their own state. Even the worst students have their basic points. Starting from each student's specific basic points, starting from the natural growth point, they will grow gradually and continuously, so that students can experience the joy of success and will naturally be interested and continue.
Second, "slowness" needs to be realized.
Our teachers gradually realize in our teaching, just like parents, the experience of educating people is also slowly realized.
A good teacher should have occasional gains and some unique understandings and discoveries.
Education is a subtle and long-term thing.
As teachers, especially those who deal with children all day, we should be patient, learn to listen, treat every child equally, and don't wear "colored" glasses.
In the process of our education, even if we are dissatisfied and angry, we should suppress ourselves.
Calm down to communicate with your child and open your child's heart.
Perhaps, your warm words have changed a person's life.
This book makes me feel that "the charm of education lies in motivation and awakening", and it also further improves my thinking; First of all, we should be conscientious in education. At ordinary times, we should be more meticulous, patient, wait, think and restrain.
We should be down-to-earth, be good at discovery, make observation records and capture more moments.
Third, "slow" needs to wait.
This "slowness" requires enough expectation and patience to reduce the dryness and utility of education.
As a slow "art", it is especially necessary to treat children's shortcomings and even mistakes reasonably.
Everyone's growth process is a small mistake, a small achievement, a small feeling, and a process of accumulation to qualitative change.
This slowness is to let children feel and experience the process and form good study habits.
This process is full of falling and getting up.
If you punish him as soon as he falls, instead of waiting for him and encouraging him to stand up by himself, then he may lose his temper and simply not get up and wait for you to pull him.
What mistakes did the students make? Error is an experience, a behavior, a suspension of understanding and a resource for growth.
Learning to use this non-renewable resource requires teachers to exert their slow art.
"Education cannot pursue immediate results. Behind the' immediate effect' may be anti-educational behavior, and all anti-educational behaviors are immediate. " I take this as a sobering agent, always telling myself that haste makes waste, and I should be tolerant of "problem" students, not too hasty, and not simple and rude.
In terms of specific practices, in recent years, I have changed my previous practice of criticizing and complaining when I saw them in the "insurrection", paying special attention to protecting their self-esteem in public.
Then infect them with their enthusiasm and sincerity, take their advantages as the starting point, take up the weapon of praise, and establish a "praise culture" based on protecting their self-esteem.
Tell them, "Take it, take it; Take it, take it; From the bottom up, they get nothing, and gradually cultivate their spirit of "upward" and "goodness".
Fourth, "slowness" requires eternal responsibility.
A person at school is only a stage of life, and there is still a long way to go. "Never too old to learn" is the need of survival. When he graduates, there are still so many imperfections. A good teacher has a supreme position in students' minds. An occasional message, a greeting, an exchange of ideas and a collision between teachers and students are of great significance to a person's motivation, encouragement and development orientation. This is also our responsibility to society.
As a front-line teacher of education, I like the word "slow education" very much.
Education is not an immediate job.
Quick success and instant benefit often run counter to education.
Treat education with a "slow" attitude, accompany students to walk slowly, slowly experience the joy of growth, and accompany students to grow into towering trees. Is it not a kind of wisdom and tolerance?