Speech at the Young Teachers' Reading Exchange Conference 1 Leaders and colleagues:
Before I spoke, Mr. Wang Ying's speech shocked the audience. I can only laugh at myself and make a transition to my speech in a few words! Ha ha! The introduction is as follows: Just now, Mr. Wang Ying created a poetic situation for us to immerse ourselves in and admire! However, I firmly believe that simple language does not affect the expression of truth. Let me return to the peaceful ideal thinking with you.
Reading Experience of Cultivating Students' Listening Habits by Using Situational Classroom Situational classroom cultivates students' sentiment with beauty, attracts students' attention and effectively cultivates students' listening habits; Situational classroom, infecting students' hearts with emotions, makes students love to attend classes from the heart; Situational classroom enlightens students' wisdom with thinking, so that students can achieve the effect of loving lectures through thinking. Situational classroom has a unique charm, so every class we are trying to create this kind of situation that can easily enter students' hearts and stimulate students' interest at once. Especially for the first-year students, the creation of this situational classroom has a weight that cannot be ignored. Only when children's thinking is awakened and activated can students listen to the teacher wholeheartedly, think and gain something! However, we can't satisfy the students' active and serious learning state in class. We should pay more attention to the cultivation of this habit of love, listening and learning!
In fact, the most direct function of situational classroom is to stimulate students' interest in learning. The mainstream educational concept requires us to respect students' interests, and I have always believed in and followed this principle. But this year, when the party once again entered the first-grade children and led them to study happily in the situational classroom, I fell into deeper thinking-"Where did the interest come from?" Is interest just a natural expression of talent or potential? Even a child with talent or potential can develop himself? Or through the experience, insight, inspiration and mobilization gained?
From enlightenment to experiential learning, continuous development until a mature interest orientation is formed, this process will not be just one person's participation. There are children's own search and exploration, the guidance and influence of the external environment, the persistence and persistence of children, and the companionship and persistent assistance of the external environment. So the formation of "interest" has its "past life". And we are the most powerful external aid force to promote this process. We still have a long way to go. What we should do is not only to create situations in each class and realize the dialogue between students and teachers, but also to start from every tiny link. There must be no links and no details, and we should really pay attention to students' inner experience, so that they can have the source of "love to listen to lectures and love to learn"-interest in learning. I believe this must be a long and arduous process, but we must have confidence in ourselves and our students, and we will keep getting closer to this goal. There is a saying that "dreams are for approaching, not for realizing". I want to make this sentence more complete, we can be infinitely close to our dreams!
Over the years, we have been adhering to the belief of giving students the best grades and have been working hard for it. But what can ultimately achieve students is something essential, such as good habits. I believe that while cultivating students to form good habits, we are also forming some good habits, which is exactly the sentence-"While paying and harvesting, we have achieved others and ourselves." This is a win-win situation!
Speech at the Young Teachers' Reading Exchange Conference 2 Leaders and Teachers:
Hello everyone!
To tell the truth, as the first speaker of today's reading activity, I am very nervous; As a math teacher, I am more nervous, as if "reading communication" is the patent of Chinese teachers; As a middle-aged man, I feel very nervous, because I always feel that my white hair is long recently, but my promotion in all aspects is very slow, although I always remind myself to work hard, work hard and try again! Although I feel comfortable writing articles, I am a little overwhelmed and have no such great energy!
Just like reading Miracle of Classroom 56, as early as last year when Mr. Rafe gave a speech in Beijing, I heard Mr. Wang Qinghua introduce his feelings of face-to-face communication with Mr. Rafe, from which I learned Mr. Rafe's wisdom. The wonderful miracle of classroom 56 has never had a chance to read it quickly. Later, President Sun recommended this book to us, but I couldn't read it online in time because of my eyes. So after school started, I couldn't wait to borrow two different versions of Miracle in Room 56 from the library, thus satisfying my long-term desire to learn and feel the miracle, and I also knew that Mr. Rafe's success also experienced long-term persistence, continuous efforts and hardships.
Now, holding the book "Miracle of Classroom 56", I feel the miracle of Classroom 56 quietly, earnestly study Mr. Rafe's guidance on children's reading and art, and share Mr. Rafe's many years of teaching experience and transformation process, as if I had found my own determination to work hard and pay!
To tell the truth, like Mr. Rafe, I have always believed that "children who love reading will have a better life." But I don't know how to ignite children's reading enthusiasm. Although I have led my children to a newspaper reading class and shared the beauty of "reading classics" with my children in the early reading time, and asked them to write at least a few words of math diary, I still don't know how to measure children's reading ability and lead them to read for their own lives. I often use myself as a math teacher as an excuse.
Now, after carefully reading and analyzing Mr. Rafe's practice, I will try to do what he did: read with the children, and show them the fun and gains of reading, and pay more time and energy for it, so as to make the children's lives more colorful. Even if I am not a Chinese teacher, what can stop my belief that I love reading, like writing and am responsible for my children's future?
As for the artistic exchange between Mr. Rafe and the children, I only know that it can make the children's future lives rich and colorful, away from the temptation of boring cards and mahjong. As we all know, the process of mastering artistic knowledge can also help children learn discipline, responsibility, sacrifice, practice, error correction, listening and time management. It can also help children to maintain their unique self while having fun.
The most important thing is teacher Rafe's infiltration of children's beliefs. We all know that "it is easy to shake the mountain, but difficult to shake the soul!" "It's easy to teach children knowledge, but it's difficult to go deep into their inner beliefs!" "Simple preaching is easy, but spiritual acceptance is difficult." However, the children in Room 56 unanimously established the belief that there is no shortcut to success and strive to be the best. Thus teaching us that education is to set an example, not to teach by example. If children want to study hard, they must first become a diligent person they have never seen before; If you want to guide children to be kind to others, you must always be kind to others; If you want your child to be happy, you must first be a happy teacher. ...
In short, a good teacher is a miracle in the classroom! Let's study again and again, feel the miracle of classroom 56, and look forward to our efforts to turn every child into an angel who loves learning and look forward to different wonderful things! Thank you!
Speech at the Young Teachers' Reading Exchange Meeting 3 Hello, teachers:
Today, we get together to carry out this reading exchange activity. The purpose is to hope that everyone can speak freely and talk about their reading experiences and feelings, as well as their confusion or problems in the process of reading. Below, I take out my own reading and learning practice and experience, and sincerely communicate with teachers.
There are many teachers who like reading in our school, especially Mr. Bian Jintao, Mr. Gao and Mr. Han Kaiping. Their erudite quality deeply influenced me. They read books for interest and take the initiative to read their favorite books. When I was at school and just started working, I used to be a person who liked reading. Beautiful poems, essays and various novels also attracted me deeply. However, with the growth of age and the accumulation of teaching experience, in the face of tedious work, my interest in reading has gradually faded, and today I always feel that I am studying under pressure.
We used to say that in order to give students a drop of water, teachers must have a glass of water, and in order to give students a glass of water, teachers must have a bucket of water. However, in the new era, teachers are no longer the only source for students to acquire knowledge. It is common that students have more knowledge than teachers in some aspects. It is not enough for teachers to give full play to their leading role in teaching, just content with a glass of water and a bucket of water, without expanding and deepening their knowledge. "Ask the canal that clear? If there is running water at the source, it is necessary to be "running water" and "running water". So I think even if the interest in reading dissipates, we should study under pressure, because we have chosen the profession of teacher.
I started my study by repeatedly reading junior high school history teaching books and senior high school history textbooks. The books I bought are divided into three categories: educational theory, professional knowledge and classroom teaching. The books recently bought mainly include: the art of teachers' language, 10 1 advice to history teachers, classic lesson-telling cases of excellent teachers, historical stories, 22 catch-ups of successful teachers, classics that must be read all their lives, etc. Put them at home, in the office, in the school dormitory, and use their leisure time to improve their theoretical level and professional quality. There is a lot of confusion in learning, especially because of busy work, and you can't always study according to the plan in advance.
Here, I want to give some advice to young teachers:
First, clear purpose: First, think about why you study according to your personal situation.
Second, choose a bibliography: choose according to your hobbies and work needs (what kind of books you like to read and what kind of books you need to read).
Third, make a reading plan: both short-term and long-term plans. Plan what to read every year, every month or even every week.
Fourth, writing reading notes and educational essays: This is also an accumulation process, focusing on writing your own experience after reading, and combining what you read with your own teaching practice.
5. Actively participate in various teaching and scientific research activities: compiling teaching design, selecting excellent courses, selecting papers, etc. All kinds of activities will become your motivation to learn, prompting you to study and consult all kinds of materials. Whether it is the improvement of teachers' own quality or professional theory, there will be a qualitative leap in the process of participating in various activities.
In terms of age, you are the rising sun, and it's time for us to set the sun. Don't wait until the books are used, and don't wait until we are this age and have no energy to study, so we regret that we have learned too little. Since we have chosen the profession of teacher, we should try our best to do our best. From now on, study hard! Maybe we are not the best, but we can be the hardest!