What educational wisdom do teachers need?

Teaching activities, from design to implementation to after-class evaluation and discussion, are a complete process. Corresponding to the three basic links in this process, teachers need to show their wisdom: the wisdom of interpretation, the wisdom of interaction and the wisdom of reflection. 2. 1 Interpreting wisdom textbooks and students' interpretation are the premise and foundation of teaching plan design. The wisdom of interpretation is mainly the wisdom of teaching design stage, but it still needs research and reflective interpretation during and after teaching. Text interpretation refers to the interpretation of curriculum texts such as curriculum plan, curriculum standards and teaching materials. The trilogy of "understanding-infiltration-transformation" emphasized in the traditional lesson preparation theory still applies. Teachers should not only be familiar with the overall requirements of curriculum standards and textbooks, but also understand the position of what they teach in the whole teaching content system and its role in the formation of students' quality. Specifically, text interpretation includes structure interpretation, implication interpretation and text transformation based on interpretation. The explanation of structure is to put every knowledge "point", "line" or "unit" into a larger structure or system by combing; The interpretation of meaning refers to the dialysis from the outside to the inside or the association from one to two, grasping the core or implication of the text idea; Text transformation refers to the transformation of "literature" or "science" text into "education" text, and the transformation is based on the interpretation of students' status, needs and differences. Moreover, teachers should also have their own understanding and experience when interpreting, that is, "personalized" interpretation. For example, some teachers think that teaching the lesson "Yuanmingyuan is destroyed" should "shine on children with the light of reason instead of hatred" [1], and some teachers frankly say that "any choice in the face of disaster should be understood, at least forgiven" [2], which is enough to show the teacher's ability to interpret the text. Teachers' personal "deep thinking and shallow drinking" of texts or other types of knowledge units directly affects the classroom quality: teachers' shallow explanation will make the classroom shallow; If there is deviation in interpretation, there will be deviation in the direction of the class. In addition, teachers should also develop and utilize other teaching resources according to teaching needs. Students' interpretation includes: the interpretation of state, the interpretation of demand and the comparison of differences. Teachers should have a deep and concrete understanding of students' knowledge structure and experience level, attitude factors such as interest and desire in learning, learning methods and abilities, so as to accurately grasp the state of students before entering the classroom. Although some teachers also wrote in the lesson plan that "students' listening and speaking ability needs to be improved" and "students find it difficult to talk around the theme", if we want to ask in depth: how many students find it difficult, how many students can speak in the form of paragraphs, sentences or words, and what are the reasons why they can't speak or dare to speak ... it shows that teachers don't really understand students. Different students have different needs for text learning because of their different state before class. This difference between state and demand has become a problem that must be solved in teaching design. The so-called solution is not to "eliminate differences", but to make use of differences to make them a driving force and resource for interaction between students and between teachers and students in the classroom. Based on the reading of the text and students, teachers' wisdom is reflected in the following considerations: what kind of goals can be set so that all students can make real progress in the teaching process without feeling particularly difficult; Even if students with good grades and strong abilities don't feel wasting time, students with learning difficulties can keep up and gain something. Around the realization of teaching objectives, the rationality of teaching design is also reflected in the comprehensive consideration of the form and content of teacher-student activities, the procedures of activities, the detection and evaluation methods of activities and effects. Of course, factors such as classroom environment also need to be considered. 2.2 Interactive Wisdom Interactive wisdom is mainly reflected in the development stage of teaching, which is mainly composed of "spirituality" of capturing (discovering and realizing its value), responding (commenting, asking questions and supplementing) and reorganizing classroom teaching resources. Let's talk about capture first. Capture mainly refers to the capture of resources, often inspired by teachers' open questions, situations or activities, while closed questions (or "fill-in-the-blank questions") are difficult to generate new resources because they point to fixed answers. Therefore, the open design of teaching plans and questions is the premise of resource generation. With resources, teachers are faced with the problem of how to find valuable resources, that is, to find answers, questions and even mistakes that are conducive to in-depth thinking, deepening problems, optimizing or diversifying problem-solving strategies. On the basis of capturing resources, teachers' wisdom lies in how to guide their thinking to develop in depth through rapid analysis and judgment on the spot, as well as response, questioning, evaluation and encouragement. Many teachers' classroom answers are "true or false" judgments. After encountering the wrong answer, the teacher will ask the class, "Who will correct him?" "Who will help him? "The essence of this' teaching question and answer' is' finding the right answer', regardless of the thinking process. In fact, many seemingly wrong answers contain correct and reasonable factors. Teachers' simple response may not only cover up correct and reasonable views, but also suppress students' enthusiasm for thinking. By the same token, if seemingly correct answers are not questioned, they may cover up mistakes, encourage mechanical thinking and cater to mentality, and may also make students lose interest in in in-depth exploration and stay on the surface of "knowing". No matter whether the answer the teacher gets seems right or wrong, don't forget to ask "Really?" "Why is this happening?" "What do you think?" "There are other explanations? "... asking questions makes the questions clear, hierarchical and orderly. Asking questions makes students develop the awareness of asking questions, and it is easy to sort out their own ideas. Asking questions also exposes students' little knowledge and gives them an answer. In short, asking questions makes students think more actively. Supplement is also an important way of interaction. For example, if a teacher puts a question that needs to be discussed in a group of students, he will find that the students don't understand or misunderstand, and the discussion is off topic or superficial. These problems may be individual, just give some guidance; It may also be * * *, so be sure to add information, explanations, guidance tips and so on in time. Reorganization is a greater challenge to teachers' educational wisdom, which means that teachers realize that the original teaching design scheme is no longer suitable for the actual situation of students through the activation, discovery, collection, analysis, judgment and reaction of classroom resources, and it is necessary to adjust and even rebuild the teaching activity process in time. The specific reorganization can be the reorganization of the central issues to promote the deepening of teaching. For example, students think independently about the questions raised, and after concentrating, summarizing and refining, they form a new question worthy of discussion by students in groups; It can be the adjustment of the form of teacher-student interaction, such as one-on-one interaction between teachers and students becoming group interaction between students, or interaction between student groups and teacher-student groups; It can also be the reorganization of new teaching activities, that is, teachers realize that a preset link in the teaching plan can no longer meet the needs of guiding students to think deeply and explore, so as to organize new teaching links or steps urgently. 2.3 The wisdom of reflection is the wisdom at the end of teaching. Reflection should be based on self-evaluation and point to reconstruction-reconstruction of teaching plan or reconstruction of teaching process. Teachers' after-class reflection is not simply a restatement of lesson plans in another way, nor a perfunctory "self-criticism", nor a polite "asking experts/everyone to make more corrections", but a "whole program", "panoramic" and deep rational reconstruction based on retrospective. Generally speaking, after-class reflection should point to the following basic aspects:-whether the design before teaching reflects the comprehensive educational value, whether this design (including the design of objectives, contents and activities) is based on the analysis of the actual situation of students in specific life, and the content and requirements of specific teaching materials; -reflect on whether there is a "whole process connection" between students' thinking and attitude in the teaching process, whether it reflects the progressive level or type distinction, whether it takes into account the differences between students' thinking level and thinking type, the mobilization and transformation of emotions, and their different needs in thinking and emotional development; -reflect on whether there are "major events" about thoughts and attitudes in the whole teaching process, as well as the gains and losses of teachers in coping and handling, and what are the internal reasons for the gains and losses; -Reconstruct the follow-up teaching according to the results of reflection, that is, what should be improved and what effective experiences can be tried and improved.