First of all, the new curriculum reform calls for teachers' professional development.
In the implementation of the new curriculum, we are more and more aware of the importance of teachers' role. Without the improvement of teachers' quality of life, it is difficult to have a high-quality education. Without the liberation of teachers' spirit; It is difficult to emancipate students' spirit, and there is no positive development of teachers. It is difficult to have students' active development. Without teachers' educational creation, it is difficult to have students' creative spirit. Only when educators consciously improve themselves can they be more conducive to the improvement and development of students.
1. Understanding of teacher professionalization.
The Teachers Law stipulates: "Teachers are professionals who perform their educational and teaching duties." This is an important regulation about the professional nature of teachers. When a teacher is a "knowledge giver", the profession of a teacher can be replaced by someone with the same education. When a teacher is the "promoter" of student development, the profession of teacher is irreplaceable. This process is also a process of teacher professionalization. In order to speed up the process of teachers' professional specialization, we have done a lot of work to improve teachers' professional awareness, level and accomplishment through school-based training. However, with the deepening of school-based training, we realize that it is not comprehensive to only consider teacher specialization, and we should move from teacher specialization to teacher professional development. Because teachers' professionalization mainly emphasizes the external professional promotion of teachers' groups, the improvement of teachers' individual and internal professional quality must be realized through teachers' professional development.
2. The basic meaning of teachers' professional development.
Teachers' professional development refers to the process of teachers' professional growth or the continuous renewal, evolution and enrichment of teachers' internal professional structure. According to teachers' professional structure, teachers' professional development can have different aspects, such as concept, knowledge, ability, professional attitude, motivation and self-awareness required by professional development.
These are all difficult to complete in the past school-based training, so we must build a brand-new learning model-learning organization. Only in learning organizations can teachers surpass themselves in personal learning, improve their mental model and enhance their learning ability; In team learning, learn to cooperate and communicate, and form a harmonious learning and research atmosphere through in-depth heart-to-heart.
Second, the relationship between learning organization and teachers' professional development
1, the understanding of learning organization
(1) What is a learning organization?
1992 Peter Shengji theorized and systematized the learning organization for the first time in the book The Fifth Discipline-Art and Practice of Learning Organization. To sum up, there are three sentences:
① A learning organization is an organization in which all organizational personnel can devote themselves wholeheartedly and continuously increase their learning ability.
(2) It is to let employees experience the meaning of life at work.
③ It is an organization that can create future energy by itself through learning.
The simple summary is: learning+motivation = learning organization.
(2) What is learning in a learning organization?
① Work-oriented learning: it refers to taking every job as an opportunity to learn new skills and methods from work and promoting the growth of professional knowledge. Emphasize "whole-process learning". Emphasize that learning can't be divorced from work, and we should prepare, plan and implement while studying.
2 Work-oriented learning: It means taking learning as a necessary job, and you can continue to learn every day, just like your efforts in serious work, and cultivate the habit of lifelong learning. Emphasize full-time learning and lifelong learning.
Learning organization was born in the era of information society and knowledge economy. Learning organization is the cornerstone of information society and knowledge economy era.
2. Learning organization creates conditions and environment for teachers' professional development.
Teachers must study to get professional development. Knowing the five disciplines of learning organization, we can understand what conditions and environment the learning organization has created for teachers' professional development.
(1) Self-transcendence-adhere to the "three essentials": conduct realm education; Work creatively; Challenge the limits.
(2) Improve the mental model-achieve "three meetings": learn to turn the mirror to yourself; Learn to express your ideas effectively; Learn to open your heart and accept other people's ideas.
(3) Establish a common vision-embody the "three elements": goals, values and a sense of mission.
Members of the organization share a common vision. The common vision of the organization comes from the individual vision of the members and is higher than the individual vision. This is a scene in which all members of an organization have common aspirations and ideals. People with different personalities can get together and move towards the same goal of the organization.
(4) Team learning-emphasizing "team learning", that is, not only attaching importance to individual learning and the development of individual intelligence, but also emphasizing the cooperative learning and the development of group intelligence of organizational members. The key to team learning is in-depth conversation. That is, "ideas flow freely between people." Free exchange of ideas in your heart in unrestrained exploration, mutual support and mutual inspiration in reflection, so as to achieve personal understanding beyond yourself.
(5) Systematic thinking-that is, dynamic, essential and holistic thinking.
In short, teachers should be regarded as "adult learners" and "reflective practitioners", and schools should establish a culture of mutual cooperation. In this culture, teachers are encouraged and supported to learn from each other.
Learning organization creates conditions for everyone to learn and communicate. Through individual learning and team learning in the organization, learning is work and learning is life, so that every teacher can get professional development and growth in the learning organization.
Thirdly, how can learning organizations promote teachers' professional development?
1. Establish a * * * vision to stimulate teachers' initiative in learning.
If the school philosophy can always inspire people in the organization, it is to have a great vision of cohesion. Therefore, * * * common vision is very important for learning organizations and can provide energy for learning gathering. Only when teachers are committed to the realization of * * * common ideals and aspirations and * * * common vision, will they produce conscious and creative learning.
(1) The vision of the school is planned by the teacher.
Great changes have taken place in education since the 20th century. Because the brand-new curriculum brings brand-new educational ideas, brand-new educational contents, brand-new educational methods and brand-new talent training objectives. As a teacher, we should first adapt to this change and rethink how to be a good teacher in the new period. In order to make teachers grow faster in the curriculum reform and adapt to the requirements of the new curriculum reform, it is necessary to make professional development plans and development goals for each teacher. And if these things want to become teachers' own things, they must be designed by teachers themselves. In order to give teachers the space to think and the right to choose, first of all, we hope that teachers will change their past ways of thinking and values ideologically, gradually establish three concepts and enhance six kinds of consciousness. That is, the concept of holistic education, new talent and new learning has been established. And enhanced: awareness of advance, brand, quality, service, owner and innovation. In order to transform the new concept into teaching behavior, we also put forward the "six-character" school-running concept of "novelty, liveliness, openness, precision, practicality and Excellence", and take it as the general goal and requirement of school work. All these have created conditions for helping teachers in the organization to actively and sincerely contribute and invest and form scientific and advanced values, so that all teachers in the school can work hard for the same goal.
(2) Learning begins with demand.
To improve teachers' learning initiative, we must first make teachers have needs in learning. First of all, we should start with how teachers should combine life value with professional value. Through discussion, teachers should learn to forge ahead and pursue bravely, and give full play to their own advantages and interests, closely combine personal interests with work, generate interests and needs in school work, and learn and reflect on them in demand. When teachers combine life value with professional value, teachers' learning really has motivation. Everyone has a need for development. When the difficulties and problems in development are solved, there will be hope for development, and we will have more confidence in hope and greater desire for development. Learning organizations constantly create atmosphere and opportunities for the development of teachers, so that everyone can generate interest and demand through learning in the organization, and thus get better development.
2. Take "learning by doing" as the learning mode of learning organization to improve teachers' learning ability.
Teachers' learning is more to improve their professional quality, teaching level and scientific research ability, promote human development and realize the social value of life. Therefore, we think that teachers' learning by doing seems to be more effective than special lectures and short-term training. It shows that work itself is a learning process, and many abstract professional knowledge and educational theories become full of vitality and easy to master in specific practical activities. Therefore, "learning by doing" can better reflect the actual value of learning, and the learning methods and forms of "learning by doing" can not be single, but varied. Teachers' learning methods mainly include the following:
(1) dynamic learning.
"Learning by doing" means practice, study, reflection and improvement. Learners and forms are not fixed, but dynamic, anytime, anywhere, sometimes self-reflection, sometimes one-on-one communication, sometimes several people can discuss together and so on. This dynamic learning embodies the timeliness, flexibility and effectiveness of learning.
For example, in view of the problems such as the difficulty of concentrated study time for school teachers, the lack of self-study time for teachers, and the lack of information materials, the school teaching department selects and compiles some of the most advanced educational theories and learning materials to guide practice every week, and there is a learning topic for teachers to study and study every week. Teachers should write a summary of learning reflection after self-study. The school follows up the inspection and supervises the learning effect.
In addition, our school insists on the practice of starting classes every day, listening to each other and evaluating classes, so that teachers can communicate with each other, reflect on themselves, absorb other people's opinions, and adopt participatory learning methods, so that teachers can actively participate in discussions and improve together. Around one or several issues, teachers hold a forum once a month to talk about their feelings and practices, express their opinions and learn from each other's strengths. Formed a virtuous circle of practice-reflection-re-practice-re-reflection. Received a good learning effect.
(2) Open learning.
In the information society, everyone must know the most advanced educational information, advanced research results at home and abroad and new changes brought by education in the new period through various channels. Only in this way can we be in an invincible position in the rapidly changing society. Therefore, open learning is particularly important.
(1) Go out. The school provides a lot of manpower and material resources to support professional cadres and teachers to study and inspect in other places. Last semester, the school sent more than a dozen experimental cadres and teachers to Beijing, Shanghai, Hangzhou, Chengdu, Hebei and other places to participate in national "small class" seminars and other meetings related to the new curriculum, bringing back other people's good experiences.
② Please ask experts at all levels for guidance. Since the implementation of the new curriculum, the school has invited leaders and experts from the Municipal Education Institute, the District Education Center, the District Supervision Office and the Education Department to give lectures and training in our school.
The school also builds a platform for the growth of each teacher, trains and trains teachers through multiple channels, and forms talent interaction. The school sent two teachers out to study and exercise this semester. As the third batch of teachers in Qingdao who went to Guizhou to help the poor, Mr. Juck Zhang went to Guizhou to teach and exercise, which was an opportunity for teachers in our college to exercise and study after the teachers in our city were on the job. It is also the concrete embodiment of open learning in our school.
(3) Problem-based learning
Team learning in our school starts from practical problems and aims at solving practical problems. First of all, guide teachers to find and discover problems in research, and analyze the nature and causes of problems through seminars and other forms. In the process of analysis, teachers can reflect on themselves, communicate with colleagues, absorb the opinions of others, and finally achieve the goal of solving problems. For example, team learning, teachers study the relationship between curriculum reform and classroom learning methods? How to realize the memory unity of teachers' life value and professional value? My opinion on teachers' professional development. You work, are you happy? And other issues were discussed. Practice has proved that only by facing up to difficult problems can teachers have the motivation to learn, and can they find various perspectives to observe problems, build a rational framework for analysis and explore countermeasures to solve problems. At the same time, the process of solving problems is also the process of teachers' learning, improvement and sublimation.
(4) Case study
It is very important for teachers to learn from their own teaching practice, so as to be concrete, vivid and valuable. This requires the use of teachers' own or teaching cases in learning, and through discussion and analysis, we can get enlightenment, new discoveries and new achievements.
Case-based learning is to communicate with others with some specific examples of teachers during the experiment. These are teachers' profound experiences and reflections in teaching practice. For him, it is a process of promotion and sublimation, and for other teachers, it is also a process of learning. Our school insists that teachers write an "experimental diary" every week according to classroom teaching practice, and truly record their own experiences in study and practice. I get inspiration from case communication every week and get good learning results.
The following is a representative case:
Case: The second-grade art teacher wrote in the experimental diary: In the last two weeks, the second-grade art is learning to appreciate a unit. After class, let the students write an art review about this unit, even if the content is just a sentence and a feeling, but don't be afraid not to write. After all, this is the first time a child has written an art review, and he is required to keep a low profile as much as possible.
When the children's art comments were presented to me, I was both surprised and full of joy. I can't help admiring children's potential and their plasticity. With what? ! Look, some children obviously consulted the materials and selected some contents for plagiarism. Although I only saw those professional and fluent words, I was secretly glad to think that they carefully consulted the materials, analyzed and refined the contents, and carefully copied them before and after class: children's independent learning has reached a new level! You know, two weeks ago, they were still responding to my homework requirements with amazing eyes: previewing and looking for relevant information.
Although only a few children have done so well, and only a few children can introduce and exchange relevant knowledge to you through preview in this unit, I am confident that they will do better in their future study. A classmate's comment gave me great hope: "... through these two lessons, I know that if I want to find relevant information, I must find it!" " ……"
For the research topic of "making preview a helper for students' autonomous learning", I have gained confidence and seen the light from my children, and I want to send this confidence and light into my children's hearts.
The above is just an example of teacher case communication. Everyone learned a lot from each other in the exchange and received good learning results.
(5) Interactive learning.
Interactive learning is communication, interactive learning and research between teachers and students, between teachers and between teachers' parents. In the teaching reform of the school, it is very important to understand the views and ideas of students and parents, which requires teachers to communicate and interact with parents frequently, to understand parents' real thoughts, and parents will also know more about the school's educational philosophy. Only in this way can the school's educational work be accepted by students and parents and have more educational value.
For example, the school issues questionnaires to students on the topic "What is your favorite learning style", and the recovery rate reaches 100%. After investigation, students are willing to study in a relaxed environment by playing middle school and playing middle school.
The school also investigated and analyzed the learning styles and guidance strategies of experimental teachers. According to the grade and the actual situation of students, teachers choose the learning methods suitable for students, talk about guiding strategies and apply them in classroom teaching. In this way, schools, teachers, students, parents and other parties have really reached a * * * understanding of this research, creating conditions for experimental teachers to complete experimental tasks. At the same time, teachers are also inspired by the feedback from students and parents, which lays a good foundation for further experiments.
(6) Wind format learning.
In the past, the school had many unified requirements and unified models for organizational learning, which lost the individual learning needs and characteristics of each learner and made it difficult to form everyone's learning results. Because everyone thinks differently. The difference of learning reflection reflects different learning styles. In order to let every teacher give full play to his advantages and tap his potential, we put forward wind format learning. This way of learning is suitable for everyone, and different teachers have different learning contents and requirements. This kind of learning can form everyone's teaching style through study and research, and also enable teachers to achieve different teaching effects in different aspects.
For example, Li Li, a teacher who teaches fourth-grade Chinese, dares to let go in class and boldly uses cooperative learning methods such as "small combination and big group, * * * learning together" and "you group questions and I group answers", which has achieved good results in stimulating students' learning autonomy and improving teaching efficiency.
Teacher Lu successfully used the research-based learning method in social studies. Students go into bookstores and society, consult materials, collect information, actively explore and cooperate in learning, and change students' passive learning into active, independent and participatory learning, which has been affirmed by superior leaders.
Teacher Lu's evaluation characteristics; Teachers such as Shen and others guide group learning and other good practices have attracted everyone's attention. I believe that if we continue to sum up and improve, we will definitely achieve excellent results.
Through the careful training of the school and the teachers' own efforts, the school has initially formed an echelon of teachers with research consciousness and teaching and research strength. Among them, there are experienced middle-aged teachers and young people in their prime, thus forming a good teacher level. These teachers are brave in reform and innovation and constantly study new achievements in different disciplines.
(7) Goal-oriented learning
Learning should be suitable for everyone and have clear goals. When making learning objectives, on the one hand, we should consider the tasks that need to be completed in implementing the new curriculum, on the other hand, we should also study the needs of teachers' own development and sustainable development. To this end, learning objectives must be based on the idea of hierarchical secondary summation and long-term planning. Our school is conducting research.
① Put forward the learning requirements of hierarchical development.
The goal of teachers' learning and development is the same, but the starting point is different and the development level is different. We have made a learning plan for hierarchical development. First of all, teachers set their own learning goals, teaching and research groups guide and evaluate each other, and schools put forward hopes and requirements.
Adhere to the combination of short-term goals and long-term goals, put forward lifelong learning requirements, encourage teachers to continue learning, and improve professional skills and theoretical literacy.
Improve the professional level of the majors taught and master the whole professional knowledge system. To understand teaching materials, we should look at teaching materials other than teaching materials, study the position and role of teaching materials in the whole professional system and students' development, and use teaching materials creatively in short.
If we find their similarities and differences, we will look at a specific problem more comprehensively, which is very helpful to improve teachers' comprehensive ability.
3. Build a platform for teachers to surpass themselves and enjoy themselves.
In the learning organization, in order to let every teacher surpass himself, the school creates conditions and builds a platform for teachers to keep learning, surpass themselves, enjoy resources in the organization, learn from each other and improve together.
(1) Transcendence begins in the classroom.
If everyone wants to surpass himself, he must constantly set new goals and requirements for himself. This is a kind of pursuit and a kind of development. Classroom is the main position to reflect teachers' self-worth and realize teachers' professional development. If teachers want to surpass themselves, they must first start from the classroom.
In the implementation of the new curriculum, teachers put forward the requirements of taking new textbooks and entering new classrooms in order to surpass themselves. It is to dig deep into the teaching materials and use them creatively, inject life into the new classroom, make the written knowledge scene, story and life, make the "dead" content "alive" and make the plane text three-dimensional. Choose the best learning method, match the teaching method with the learning method, and form an interactive relationship. This is a new attempt by teachers to surpass themselves in the implementation of the new curriculum, and it is also a new step of educational reform.
(2) We must explore transcendence.
The new curriculum reform has left a lot of space for teachers to innovate and explore. According to the reality of our school, some teachers in our school choose "how to embody individuality in small class education" to explore, some choose "learning strategies of new learning methods" to study, and some choose to explore the life, skills and internationalization of English. These topics are all cutting-edge issues in the current education reform. The exploration of these topics can not only promote educational reform and practice educational innovation, but also realize teachers' self-transcendence and professional development.
(3) Build a resource platform * * *
A. In learning by doing, teachers can communicate with each other and share resources through various forms. In order to fully tap the resources in the school, according to the characteristics of many famous teachers among school cadres, we put forward the requirements for principals and cadres to attend a series of demonstration classes, setting an example for teachers' research.
In a learning organization, cadres are both organizers and learners. Cadres are no longer just attending lectures and evaluating classes, but going to the forefront of curriculum reform, changing new roles, entering new classrooms and experiencing new curriculum reform. Teachers are no longer just judged by beautiful cadres, but by cadres. On the one hand, this move makes teachers the masters of learning, on the other hand, cadres also use their own practical actions to build a platform for teachers to enjoy resources.
B. The reading activities carried out by the school encourage teachers to read the relevant works of domestic and foreign education experts, and the school holds a "good book review and recommendation" activity at the end of each month; There is also a "Bookstore" column on the campus network of the school, which contains two sections: "Good Book Recommendation" and "Gossip", in which all teachers can post news and clarify their views.
C. A column of teachers' forum was set up on the campus network of the school to discuss and contend about teachers' literacy, teachers' specialization, curriculum reform ideas, and improving the quality of education and teaching, thus forming a research atmosphere among teachers. Theme of the forum: ① Curriculum reform that lasted for one and a half years. What does it bring us? What's your opinion on the quality of teaching? How do you think to improve the quality of classroom teaching? What do you think of your work? What does it have to do with your life? Take the subject you teach as an example and talk about your understanding of process evaluation.
D Establish a "Daily Reading" column on the campus network, and recommend relevant articles to teachers, so that teachers can keep abreast of domestic and international educational reform trends and the latest scientific research achievements.
E. The school has launched the "Three Ones" activity, in which teachers read books by themselves every month and recommend a good book to other teachers; Express your views on the discussion every month; Attend an in-depth lecture once a month. Teachers have compiled reading notes, experimental diaries, educational essays (cases) and lessons learned.
F. Schools should pay attention to strengthening inter-school communication. Due to the small class size, there are only one or two teachers in each department and subject, which brings many difficulties to teaching and research activities. It is very important for teachers to communicate with each other. Therefore, the school attaches great importance to strengthening the contact with the brother schools, and through exchanges and discussions, we can inspire each other and improve together.
G. The school implements the system of going out for teaching and research, learning report and exchange, so as to facilitate the communication between teachers.
H. Conduct classroom teaching evaluation and demonstration activities. On the basis of listening to each other's lectures, each teaching and research group chooses a demonstration course of this discipline and conducts a class demonstration activity every semester. Through exchanges and discussions, we can achieve the goal of mutual inspiration and common improvement.
The above various forms of learning exchange activities have built a platform for teachers' professional development and realized the sharing of resources in the school.
Fourth, study at work, work in study and promote teachers' professional development.
The most striking features of a learning organization are work and study. Only by persisting in continuous learning at work can we continuously improve teaching and teachers' professional level be improved. Only when learning becomes a conscious behavior like work can we constantly update our professional knowledge and promote our professional development. Learning referred to here is not learning in the ordinary sense, but learning in the process of re-aftertaste and re-creation. It is to combine the received information and ideas with the acquired knowledge, supplement and correct your own knowledge, and then innovate. This learning process is an innovative process. In this sense, learning organization can not only promote teachers' professional development, but also contribute to the innovation of practical education and promote the development of education.
Verb (abbreviation of verb) learning organization-a new model of modern school management
Learning organization is a new model of school-based training in the new period, a good form to promote teachers' professional development and a new model of modern school management. In the process of building a learning organization, the management of the school implements people-oriented management, from standardized management to self-management, and from management management to non-management management, making the system a criterion for every teacher's self-discipline and action.
In the process of management, the school put forward the "four satisfactions" project, that is, externally satisfying the society and parents, internally satisfying students and colleagues, learning to serve, respecting and appreciating each other.
Building a learning organization allows us to find a way to promote teachers' professional development and clarify the new changes brought about by the development of the times and the far-reaching significance of "learning". Today, when building a well-off society in an all-round way, creating a learning society calls for learning organizations, and promoting teachers' professional development requires learning organizations. Let's take the construction of learning organization as the breakthrough point, take the road of professional development of teachers, strive to build a team of teachers to meet the needs of the new era, promote the reform of school education, and realize the common development of schools, teachers and students.