"The best education is to help people become themselves." This paper expounds how to be a good teacher from the aspects of career, professional development and educational life.
Some people say that teachers are teachers, while others say that teachers are engineers of human souls. I don't agree with either. The former classifies teachers as ordinary, while the latter classifies teachers as sacred. Teachers are teachers, crossing the sacred and ordinary every day; I am a teacher, which is a profession and a career; I am a teacher. I use the present to prove the future and make my life happy and complete.
The ideal students love life, are enterprising, have strong self-confidence, are good at getting along with others, have rich imagination and master scientific methods; The ideal teacher is full of passion and poetry, full of love, respected by students, pursuing Excellence, diligent in learning, concerned about human destiny, tenacious and strong. The ideal education is to help people become themselves.
Second, how to enjoy your educational career?
Teachers' job attributes are stable and simple, and they purify themselves and improve themselves in the process of contact with students.
1. Where does happiness come from?
The basic characteristics of "happiness"-creation, service, research and sharing. Education has these basic characteristics, so education itself should be a happy career.
2. Discover the beauty of teachers' life.
Teachers face the deepest world-the human mind. With uncertainty. The future of children is infinite. Our job is to help them tap their own potential, and in the process, our own value can be realized.
Teachers are occupations with more free time. Using this time to do what you want and like will also potentially nourish your education.
A teacher is a profession that can directly apply professional knowledge to the family and make the family career double harvest.
Teachers are a relatively stable profession.
Workplace is the basic space for our survival and development, and occupation is an important factor affecting our happiness index. If you can't change the big environment, then change yourself and try to tap the inner beauty of the teacher profession. Many times, it's not that you don't like it, but that you don't have any efforts and attempts at all. If you don't invest, you won't get anything and you won't feel fun.
3. Stick to it under pressure.
Learn to create an environment for yourself, you are the condition. To cultivate one's "perseverance" is to temper one's will. We should be fully prepared. The more fully prepared we are, the less we will be overwhelmed by difficulties. The cultivation of will is not carried out in earth-shattering events, but in small things. You can't expect yourself to perform well in all aspects.
Knowing the source of happiness, learning to discover the beauty in work and life, and persisting under pressure, one can be happy enough.
Third, how to become a famous teacher?
A famous teacher is not a title, but a synonym for happiness, because on behalf of these teachers, they have achieved themselves and students. "The growth of a good teacher is nothing more than two aspects; First, professional identity, enhance growth momentum; The second is career development to improve the skills of growth. "
1. What is a famous teacher?
They have firm educational ideals, solid knowledge and personal style. More importantly, they have never given up their education, and they have been growing.
2. Professional development to become a famous teacher: "three specialties" model
Teachers' professional development can be divided into three types, one is "professional guidance" mode based on reading, the other is "research reflection" mode based on writing, and the third is "educational ecology" mode based on peer assistance.
(1) professional reading-standing on the shoulders of the master.
A teacher who doesn't study can't really do education and can't really grow and develop. Teachers' knowledge structure can be divided into three parts, namely, humanistic knowledge about the cultivation of humanistic feelings, ontological knowledge about disciplines, pedagogy, psychology and vocational knowledge about disciplines and courses. Teachers' professional reading can start from the following aspects:
First of all, master the basic principles and knowledge of the discipline, as well as the history and methods of the discipline.
Second, understand the basic knowledge of pedagogy and psychology. Understand the law of students' physical and mental development and grasp the law of students' cognitive formation.
Third, teachers should have good humanistic quality and scientific quality. Read classics, such as Walden Lake, Republic, Historical Records, etc.
Fourth, biographical books. Small peas by the window and so on.
Fifth, management books.
Sixth, after work, read some excellent literary functions.
(2) professional writing-climbing on the shoulders of giants
"Zhu Yongxin Success Insurance Company" plans to keep at least 1000 words every day for ten years. Persistence means great change. In addition to publishing papers and books, it is more important that teachers will examine and accept their education and teaching life in a brand-new way. Only by combing and summarizing the teaching achievements can we find out the experience from them; Failure in work, once examined from the perspective of reflection, will draw more lessons from it and become success in another sense. After a long period of time, it is possible for teachers to surpass the temporary success or failure in teaching and thus grow up in self-education.
(3) professional development * * * the same body-flying on the collective shoulders
"One person can walk very fast, and a group of people can walk very far." Establishing the same subject of teachers' professional development is a shortcut to teachers' professional development. It is very beneficial for growth to find some like-minded friends at school, near home or online to study together, discuss and communicate, share, collide, encourage each other and learn from each other's strengths.
How to make this * * * body better and make it play its greatest role?
First, the identity of * * * must be based on voluntariness and initiative; Every member knows the value and direction of the same body; * * * The same institutions need role models and guidance. Leaders can be members of the same organization or excellent outsiders; Constraints are needed, and members of the same body should have some basic bottom lines.
The happiest thing in the world is to work with like-minded people. When a group of people go hand in hand for the same goal in life, we can learn from each other's strengths and draw strength from each other.
The education of famous teachers is endless for students and themselves, because they know that the essence of education is actually a process of continuous improvement, not the result of some surprise.
Fourth, how to be a research-oriented teacher?
"Educational scientific research is a cognitive activity that consciously, purposefully and systematically uses scientific theories and methods to study phenomena and problems in the field of education."
(A) education and scientific research is not the patent of scholars.
Because the front-line teachers are closest to the educational reality and students' life, they have a lot of front-line practical experience and should become the main force of educational research. Primary and secondary school teachers often study educational science in view of the problems they encounter in educational practice. It is precisely because of their rich experience in educational life that they form the source of educational scientific research and the tree of educational theory will be evergreen.
Professor Zhu divides the methods of teachers' education and scientific research into two types: one is "learning to swim in the swimming pool", which is rooted in educational practice and starts from his own educational life to find and solve problems; The other is "college-style or scholar-style" scientific research training, learning to process data accurately, beyond practice, beyond time and space constraints, and thinking at a higher level.
Generally speaking, finding the problems to be solved, finding the needed materials, finding feasible methods and playing these trilogy well will sound the charge of education and scientific research.
Practice is the source of knowledge. Practice hard, sum up more and reflect more, and one day you will become an expert.
(B) Find the problem to be solved-the theme of the paper
In a sense, the determination of research topics is the real starting point of scientific research. The basic method to determine the subject is nothing more than the following five aspects: 1. Ask questions from the needs of social development; 2. Ask questions from the needs of discipline construction; 3. Asking questions from educational practice; 4. Put forward questions from the analysis and summary of current domestic and foreign educational information; 5. Ask questions from the intersection of different disciplines.
The most convenient and effective way for teachers is to ask questions from their own educational practice. It can be evaluated from three aspects: importance, urgency and feasibility.
"Important" means that the problem to be studied is fundamental or has a wide influence, that is, the subject has great value; "Urgency" means that if the problem is not solved immediately, it will have serious consequences, that is, the subject will be realistic without delay; "Feasibility" means that the research of the subject is within our power, and the difficulties and obstacles faced by the research can be overcome, that is, the subject has strong operability.
The value and fact judgment of the above three aspects should not only be based on personal experience, observation and thinking, but also brainstorm as much as possible and listen to other people's suggestions and expert guidance. For young teachers who have just engaged in educational research, we should pay attention to the following aspects:
First, the research topic should not be too big and unnecessary. Generally speaking, don't use big topics, but you can limit them and keep them as small as possible. "The angle should be small and the excavation should be deep."
Second, the formulation of research topics should pay attention to collecting data and information to avoid duplication of work. If others have studied similar results, don't repeat them, be innovative.
Third, the choice of research topics should pay attention to subjective and objective conditions. Subjective conditions refer to the accumulation of knowledge and experience and interest in problems, and it is easier for researchers to put forward creative opinions when they choose problems often encountered in practice; Objective conditions refer to necessary information, equipment, time, funds, technology, etc. And whether the study is objectively feasible.
Fourth, we should form a relatively stable scientific research direction. In this way, it is convenient to form a sense of problems and gradually become an expert in this field, and finally make the subject produce greater and richer scale benefits.
Fifth, we should pay attention to the problems that others are easy to ignore, so as to produce early results and make them novel.
Sixth, we should pay attention to the combination of learning and thinking. Learning and scientific research are complementary, and problems can be found in the process of reading.
First-line teachers can start with recording their own educational life, such as recording their own classrooms and analyzing classroom records; Record students' cases, diagnose and analyze the cases, and explore improvements. The key to research is to be good at accumulation. The more materials are accumulated, the more laws are discovered.
(C) to find the required information-literature retrieval
Literature retrieval is divided into three stages: 1. Analysis preparation stage, that is, defining the research topic and selecting the retrieval tools and scope; 1. Search reading stage, that is, collect all documents related to the theme, carefully read important documents by choosing, and record and collect information in an abstract or empirical way; 3. In the processing and analysis stage, the searched documents are searched again, and the unreliable, outdated and worthless materials are eliminated, and all the documents are comprehensively analyzed and incorporated into the framework system of their own themes.
In the process of literature retrieval, we should pay attention to several problems:
First, the literature retrieval should be comprehensive and systematic, and try not to miss important documents related to the subject research.
Second, literature retrieval should pay attention to relevant information outside the education circle.
Third, we should pay special attention to recent and early documents in literature retrieval. Generally speaking, the research results in recent ten years, especially in one or two years, are relatively advanced, but the pioneering and classic literature on early problems is also worthy of serious study.
Fourth, literature retrieval should try to use first-hand information, and various abstracts, summaries or quotations may often be taken out of context.
Fifth, literature retrieval should focus on accumulation and be good at analysis. In the process of retrieval, you may find important or interesting documents that have little to do with the current research topic, so you should "steal" them and include them in your own literature database for later use. As for the authenticity of documents, we should also be a conscientious person, and strive to get the essence from the rough and discard the false and retain the true.
Sixth, in the process of literature retrieval, we should learn to use network tools, such as HowNet, academic journal Long Yuan, etc. But we can't rely entirely on the internet, and many classic works are not networked. In short, paying attention to systematic collection at ordinary times is an important path for literature accumulation.
For teachers, scientific research is not an end in itself, not to publish articles and works, but to solve problems and help students and themselves grow better.