Make up for the hardships of reading with diligence
1982, graduated from junior high school and was admitted to Xuancheng Normal University in Anhui Province. During my four years in school, three things had a great influence on me and laid the foundation for my life as a teacher. First, young and weak, I actually became the champion of long-distance running in the school sports meeting and ran for four years. Gritting my teeth, striving for perseverance, running, sprinting and winning the championship on the field have created perseverance and become my inexhaustible spiritual source. Second, greedy reading made me deeply fall in love with Chinese. From Xiao Jun's four-volume History of wuyue in the Spring and Autumn Period, to Tagore's New Moon Collection, Birds Collection and Zhimo Poetry, from pre-Qin philosophers and 300 Lisao to Sima Qian's Historical Records to the historical biography of Han Dynasty, from Wei and Jin Dynasties to Jian 'an style, from Tang poetry and Song poetry to legendary stories, and even to Ming and Qing novels. The extensive and profound literature treasure house, especially China's classical literature, amazed me and brought great shock to my young mind. The greedy absorption of literature cleaned me, infiltrated me, nourished me, improved my understanding of language and writing, and led me to gallop freely in the future Chinese teaching. Third, persist in learning English, learn more about a language, learn more about the culture it carries, and get in touch with a new language expression and way of thinking. If I still have some foreign language advantages, it should benefit from my uninterrupted English learning. During the normal period, I insist on self-study. After I decided to take the postgraduate entrance examination and graduate school, I continued to intensify my foreign language learning. I have carefully read Xu Guozhang English to New Concept English, College English (Volume 1-8) and Postgraduate English. Learning English also made me understand that learning a language well does not necessarily require isolated words; A lot of reading exercises are much more effective than simply doing problems.
My four years as a teacher have not been wasted. The experience of long-distance running has established my belief that I will not give up easily; Love literature and add bright colors to life; The experience of learning English has raised my platform, made me look back on our mother tongue teaching from another height, and opened another window for Chinese education in China.
1986 After graduating from normal school, I became a middle school Chinese teacher. From 65438 to 0992, I transferred to the primary school affiliated to Anhui Normal University. When I met the seventh curriculum reform, my literature accumulation began to release slowly. Participated in teaching seminars, participated in open classes, wrote teaching reform papers and won the first prize in Wuhu for many times, and wrote a summary report on the six-year curriculum reform of primary school Chinese in the city. At that time, China New Garden, edited by Cai Clarification, gave me a column "Exploring Poetry Garden to Win", and I wrote several articles on appreciation of ancient poetry, such as Numbers in Classical Poetry, Deep Poetry is Valuable in Truth &; LT； Vacation in the mountains reminds me of my brother in Shandong & GT appreciation, brisk pace and heroic momentum-reading Li Bai's&; LT； The early development of Baidicheng &: GT； "And so on, almost all the ancient poems in primary school textbooks have been" appreciated "again. In cooperation with text teaching, students are arranged to recite ancient poems step by step and accumulate classical culture, which is praised by some parents who are university professors.
From my graduation as a teacher to the summer of 1998, I was a Chinese teacher for 13 years, and I was quite handy in teaching, and it was easy to write some articles after teaching. During this period, I deeply feel that teaching Chinese is a very happy thing.
The bench must have been cold for ten years.
Traditional Chinese teaching, teachers' preaching and teaching, and the classic feeling on the podium are facing the challenges of educational transformation and social transformation. From continuing to learn and teach foreigners to learn Chinese to joining the eighth curriculum reform, I am trying to change my concept of Chinese education and learn Chinese with foreign students and middle school students in the SAR as an organizer, instructor and sharer.
65438-0998, admitted to the Chinese Department of Nanjing University for full-time master's degree. These three years in Nantah are an important journey in my life. In the past three years, my main tasks have been reading, attending classes and teaching (I was hired as a part-time teacher of Chinese as a foreign language by the School of Overseas Education of Nanjing University). On the one hand, I have taken a large number of specialized courses and my favorite cultural courses, and my credits are nearly twice as high as the required credits; Listen to expert lectures, such as Mo Lifeng in classical literature and Fei Zhengqing, an American scholar, to increase their knowledge; Insist on reading books on linguistics and language teaching theory, such as Cognitive Methods of Language Learning by Skihan of Oxford University (original English version), Linguistics by Sapir and Bloomfield, A Course in General Linguistics by Saussure, The Great Teaching Theory by Comenius, etc. And the collected works of domestic linguists and Chinese educators such as Zhu, Ye Shengtao and Tao Xingzhi. , and constantly improve their level of linguistic theory. On the other hand, teaching Chinese as a foreign language has given me a lot of beneficial enlightenment, which has made me jump out of the circle of teaching Chinese as my mother tongue and review the past Chinese teaching from the perspective of second language acquisition. The language exchange and cultural collision with foreign students have improved my English level, broadened my horizons, updated my thinking, opened a new perspective of problem thinking, and gradually formed a multicultural consciousness, which has never been a valuable gain in Chinese teaching in the past three years.
In July 20001year, I came to Shenzhen from Nanjing and became a junior high school Chinese teacher in Nanshan affiliated school of Shenzhen Beijing Normal University. Fortunately, I met the eighth curriculum reform. From junior high school to high school, I have the honor to participate in the whole process. Fortunately, I met Mr. Tang Jianxin, a researcher who regards Chinese teaching and research as his lover. From then on, I began my unknown but joyful practice of curriculum reform. Nanshan District is one of the first batch of 38 experimental areas of curriculum reform in China. It is common to meet celebrities and listen to expert lectures at the training meeting of curriculum reform. While other teachers are still immersed in the panic of the coming rain, we have started at a relatively leisurely pace.
At the beginning of the curriculum reform, although everyone was confused, I insisted on cultivating students' reading and writing ability as the first priority. While firmly holding the two positions of reading and writing, I will lead students to carry out comprehensive learning activities and practice my junior middle school Chinese curriculum reform experiment by means of three-line promotion of reading and writing. First of all, take "comprehensive learning" as the position, carry out Chinese practice activities, cultivate students' interest in Chinese and improve their Chinese practice ability. I honestly practiced 36 comprehensive learning activities in junior high school textbooks published by People's Education Press, designed teaching plans and explored teaching ideas. On June 5438+ 10, 2002, the China Opera Grand Stage was displayed at the first national training meeting on Chinese curriculum reform and achieved success. At the request of the editor-in-chief of Chinese Construction, the teaching record was published in the eighth issue of 2002. I accepted interviews with Professor Fu Daochun and Professor Jiang Ping and published my views on comprehensive Chinese learning (see the article "Curriculum and Value Orientation of Comprehensive Chinese Learning"). Shortly thereafter, People's Education Society recorded and published this lesson. In addition, more than ten open classes at all levels have been held, and my courses such as Talking about Romantic Figures through the ages, Songs for Mother and Telling the Rain have been widely welcomed. Secondly, students are required to study hard, read more books, make a bibliography for them, read texts, read masterpieces, read bestsellers and set reading time. Third, students are required to do two assignments: first, write reading notes and develop the habit of not reading without moving pen and ink; The second is to write essays, keep a diary, write articles related to the text, imitate, expand, abbreviate, rewrite, and write your own life and thoughts. My request is to "turn all moments into eternity". In the three years of junior high school, the vast majority of students wrote as many as 200 compositions with hundreds of thousands of words. On the eve of junior high school graduation, guiding students to sort out their own Chinese growth bags and review their growth trajectory has become very precious materials in their life course.
In September 2004, he became a high school Chinese teacher. On the basis of the experiment of junior high school curriculum reform, he continued the first batch of Chinese curriculum reform practice in senior high schools in China. During this period, my teaching case &; LT； Scholars &; GT； The teaching design of "Desperate Superman, Poor Scholar" is included in the elective course of Chinese in senior high school of People's Education Press. LT； Appreciation of China's Novels &; GT； Teaching examples such as "Teacher's Teaching Book" and "Candle Quitting Teacher Qin" were recorded and published by People's Education Society as training materials for compulsory textbooks of the new curriculum.
In more than ten years of curriculum reform teaching, I have tried my best to practice my own language acquisition theory: on the one hand, language and thinking are innate, and the generation of language depends on the agility of thinking; On the other hand, through a large number of language input to increase language output, insist on promoting writing through reading, improve Chinese practical ability through comprehensive learning activities, and implement my understanding of Chinese education.
Curriculum reform makes me think, curriculum reform promotes my growth, and curriculum reform makes me like thinking about Chinese learning.
However, what my colleagues in China and I are doing is an ideal Chinese teaching? Why is it that the classroom is full of excitement, students' interest has improved, and many practical problems have not been solved, so the implementation and improvement of Chinese literacy is still difficult to achieve results? Has our new curriculum fundamentally found the correct way of Chinese education in terms of role, concept and form? How should education in China go? This series of questions haunts my mind from time to time, asking myself a heart that is unwilling to be lonely and only teaches for 20 years.
Keep studying abroad
Although I have had some thoughts and made some achievements in teaching and scientific research, I am not satisfied with the status quo. I take advantage of my foreign language, benefit from the Shenzhen teachers' sea training program and the convenient conditions for students to study abroad and communicate with me constantly, and open a window to see the world and see how foreign colleagues teach Chinese.
From 2004 to now, I have combed the Chinese education in the United States, Britain and even Hong Kong, Macao and Taiwan, and made a survey of its teaching elements such as classroom teaching, homework, examination evaluation, teaching guidance and textbook use, so as to explore its enlightenment to Chinese education in China and its valuable reference to Chinese education born out of agricultural civilization and contemporary Chinese education in China.
In 2004, as a student of Haipei, Shenzhen Education Bureau, I had the honor to study and inspect at the Union University of California. From the moment I landed at LA International Airport and set foot on American soil, I opened my eyes to see the United States from the perspective of a teacher in China, China. During the training, I listened to American teachers' lectures, inspected primary and secondary education, walked into university libraries, read American Chinese textbooks, greedily collected American Chinese education materials, and observed and thought about the practical problems of American Chinese education and teaching. After returning to China, he completed a series of research papers 17, published them in Chinese core journals (6 of them were collected by the Information Center of Books and Newspapers of China Renmin University, 12 were collected by the full-text database of the copied materials series of National People's Congress, and 3 were entered by the American Institute of China Academy of Social Sciences), and wrote and published a monograph "American Language Education". This study mainly shows all the objects, contents and sections involved in mother tongue education in the United States, including curriculum standards, textbooks, teachers' books, exercise books, homework, extracurricular books and examination papers. The introduction covers spelling, word recognition, vocabulary, grammar, reading, writing, literature, evaluation and so on. These parts involve 65,430 basic education. The book objectively and accurately introduces the overall face of Chinese education in the United States from different levels. Chinese Education in the United States was rated as "100 books that influenced teachers in 2009" by China Education News and other media, and won the second prize of the fifth excellent teaching and scientific research achievement of China Education Association. A series of research achievements in American Chinese education won the first prize of outstanding scientific research achievements in Shenzhen's first education and teaching, and the first prize of educational reform and innovation in Nanshan District of Shenzhen.
As an immigrant country with a history of only 200 years, the United States has many nationalities. Their Chinese education closely follows the curriculum standards, pays attention to standardization and practicality, emphasizes critical thinking training, relies on strong economic and scientific research strength to control the quality of school education with standard examinations, and does not let any child fall behind, which is worth our reflection and reference.
In contrast, Britain has a long history and cultural tradition. Their Chinese education attaches importance to reading classics, inheriting national culture, and sticking to the mother tongue curriculum focuses on cultivating students' reading, writing, listening and speaking abilities. Pay attention to the cultivation of gentlemanly temperament and aristocratic spirit, and regard Shakespeare as a banner of British culture. For example, who Shakespeare teaches at school, when to teach, what to teach, how to teach and how to take exams, etc., have been debated in British education circles for a hundred years. Finally, in 1988, "teaching Shakespeare" was written into the national curriculum, stipulating that "everyone must read Shakespeare", and Shakespeare became the only required writer in the Chinese exam. This attitude of attaching importance to the classic tradition, insisting on the educational concept of focusing on reading and writing ability and emphasizing the cultivation of listening and speaking ability has positive enlightenment to our Chinese education. My Shakespeare: a unique landscape of English language course, what does Shakespeare teach in English language course and how to teach it? ","Analysis of Writing Types and Characteristics of British College Entrance Examination "and other papers focus on these issues.
In view of the geographical advantages of Shenzhen's proximity to Hong Kong, Macao and Taiwan, I have also compiled materials on Chinese education in Hong Kong, Macao and Taiwan, and published papers such as Similarities and Differences of Chinese Teaching in Four Places across the Taiwan Straits and Characteristics of Chinese Teaching in Hong Kong from Listening and Speaking Training. Hong Kong, Macao and Taiwan have absorbed western education for many years and have not separated the traditional culture of the Chinese nation. This educational model, which absorbs and precipitates Chinese and western educational ideas, has a positive enlightening effect on our integration into the world educational trend.
There seems to be a strange rise at ordinary times, which is easy and difficult to realize. Looking back on the road of teaching for 25 years, I have grown from an ordinary teacher who loves Chinese to a China person who likes pondering and studying. I am willing to endure hardships and explore the road of education in China that is confused and may not have the ultimate standard answer. With teaching practice and research results, I will do my bit for Chinese education in China. Although humble, I always expect more China people to see how real American teachers teach Chinese, how British teachers stick to the foundation of education in China, and how teachers from Hong Kong, Macao and Taiwan stick to the fine tradition of China culture in the industrial and commercial society without going abroad. I always expect more China people to absorb the rich nutrition of Chinese education in Europe, America and foreign countries for their own use, and go better, more practical and further on the road of Chinese education!