Abstract: The revitalization of rural education and the future development of rural students require the full cooperation of the rural teacher team. The author analyzes the current working status of rural class teachers and subject teachers to clarify the basis for mutual cooperation. And based on the actual situation of the suburban rural primary school where I work, I open my heart and actively communicate emotions; discuss plans and carry out class activities; cooperate with each other to build a collective life; encourage students to make progress and form an educational synergy. How to cooperate with the team of teachers in this class? This demonstrates the educational wisdom of the rural class teacher as the leader of the teacher team.
Keywords: Rural education? Class teacher? Subject teacher? Student development
The revitalization of rural education not only requires strong support from national policies, but also requires the unremitting efforts of rural teachers themselves. What is more needed is the full cooperation of the rural teacher team. Rural class teachers are the key people in the development of rural students, the leaders in the construction of rural teacher teams, and the core force in the development of rural schools. [1] Based on the actual situation of the suburban rural primary school where I work, the author gives examples of practical cases of uniting and cooperating with teachers in this class to promote the all-round development of students, and elaborates on the cooperative education wisdom of rural class teachers as leaders of teacher teams.
1. The basis for cooperation between rural class teachers and subject teachers
Makarenko said: “Where teachers are not integrated into a unified group, there cannot be a unified education process. "The growth of any student is the result of the collective wisdom of the teacher. Teaching and educating people is the responsibility of every teacher. In every aspect of education, whether it is a class teacher or a subject teacher, educational behavior should not be missing. [2] In rural primary schools, most class teachers are responsible for the two main courses of Chinese and mathematics. They have heavy workloads in and out of class. In contrast, students prefer classes taught by subject teachers, which are more free and relaxed. Therefore, class teachers must strengthen cooperation and cooperation with subject teachers, give full play to their educational role in the class, and finally form a joint force to jointly shoulder the important task of educating students.
1. The current working situation of rural subject teachers
The author recalls that the first time he learned about staff and simplified musical notation was when he was admitted to the music class of the urban normal school. In the author's memory, during the nine years of primary school and junior high school, the music class was where the teacher used a tape recorder to play some song tapes, and the students learned to sing on their own, with no professional guidance or explanation at all. Many subject teachers such as art, physical education, moral character, etc. are held by some old teachers. Most of them can no longer take on the heavy work of class teachers due to physical reasons. Therefore, they teach according to the needs of the school curriculum or choose subjects that they are more interested in, and they do not There is no professional knowledge reserve. How can such a team of rural subject teachers improve the comprehensive quality of rural students? Taking the subjects of music, physical education, and aesthetics as an example, rural children themselves lack the influence of art, and do not have the opportunity to accompany the stage. Although the Internet is now developed, students can "copy the gourd" based on their own preferences, but they do not have systematic and professional knowledge. How can we achieve long-term development without support?
Since the curriculum reform, the country has promoted quality education and paid more and more attention to rural education. In order to achieve the balanced development of urban and rural education, funds are continuously invested in rural schools to build school buildings and improve the educational environment; art and sports teachers who have graduated from various colleges and universities are continuously sent to teach in rural schools. These "fresh blood" bring vitality to rural education. It also brings hope to rural children. At the same time, the national education policy also emphasizes that schools must develop national subject courses and complete corresponding education and teaching tasks. Taking the third grade of primary school taught by the author as an example, in addition to Chinese, mathematics, and English, ethics and rule of law, science, comprehensive practice, music, physical education, art, writing, information technology, maker, and school local courses have been opened for reading and Etiquette, Chinese studies, ***11 courses. These courses play an important role in promoting the all-round development of students. The educational concepts and teaching methods of these subject teachers have a profound impact on improving the overall quality of students. Therefore, the training of rural subject teachers has become a focus. Currently, many areas We are working hard to build a platform for subject teachers to show themselves, create opportunities for mutual learning, and strive to improve the enthusiasm and professionalism of subject teachers.
2. The current working situation of rural class teachers
The class teacher is the core force of a class, the guide for the healthy growth of students, the "regulator" between students and subject teachers, and the The "creators" in the daily life of the class are also the link between family and school. At this stage, most rural parents go out to work, and the students have only their grandparents to take care of them, becoming left-behind children. Because these students have been doted on since childhood, neglected to discipline, have fragile hearts, poor self-care ability, and weak learning consciousness, this has brought educational problems to rural class teachers. They must not only pay attention to the students' academic performance, but also do a good job. In the study guidance work of each student, we must also do a good job in educating students and pay attention to students' ideological trends. At the same time, they must also deal with various tasks assigned by the school and various inspections by superior departments. It can be said that the work of a rural class teacher is extremely important. Onerous. In the first week of this semester, in order to meet various inspections from superior departments, the author needs to design and hold two class meetings on safety and rule of law, and submit the design and summary of the class meeting. At the same time, the author formulates various tasks for the class teacher, Chinese, mathematics subjects, and class management. Plans, systems, etc., including handwritten lesson plans for subjects, normalized class seating system, class workload, examinations, quantitative evaluation work plans and plans, specific plans for class selection of class cadres and selection of outstanding students. In order to complete the task, they often occupy the Chinese and mathematics classes they teach. In order to complete the teaching tasks of the main subject, some class teachers will also occupy the class hours of other subjects, repeating the vicious circle. How can the comprehensive development of students be guaranteed? The work of a class teacher is an education that faces human life directly. He is not only a manager of the class, but also an executor of higher-level tasks. The practical process of the work of a class teacher is a process of independently developing human resources and realizing the educational value of class daily life. [3] This calls for class teachers to be professional, but rural class teachers generally lack professional theoretical knowledge, are not good at reflecting and summarizing educational practices, and various abilities also need to be improved.
Through the analysis of the current work status of rural subject teachers and head teachers, it is not difficult to find that rural education is gradually promoting curriculum reform, and every teacher needs to actively participate in it to cultivate moral, intellectual, physical and aesthetic skills. This is the basic prerequisite for the cooperation between class teachers and subject teachers.
2. Cooperation practice between rural class teachers and subject teachers
In class management, many people will have such misunderstandings: they always feel that class management is only a matter for the class teacher. It only focuses on class affairs and is only a one-line relationship between the class teacher and the students. Class teachers often only focus on the management of students' academic performance and ignore the important role of subject teachers in class management. [4] A good class cannot be separated from the participation of all teachers. The class teacher must use his or her talents, cooperate with the subject teachers, encourage each other, and work together for the development of the students. There are ten subject teachers in the author's class ***. My cooperation with the teachers mainly focuses on the following four aspects:
1. Open your heart and actively communicate emotions
Most subjects Teacher Ren believes that apart from the classroom teaching of this subject, other class affairs have nothing to do with him. He is an outsider in each class. If a student is disobedient in class, he can just leave it to the class teacher for criticism. There are also some subject teachers who worry that if they manage too much, they will cause misunderstandings from the class teacher. In fact, the growth of every student in the class is inseparable from the efforts of all teachers. As a class teacher, you should take the initiative to communicate emotionally with subject teachers, express your position, let go of the attitude that the class teacher is the leader of the class, sincerely invite subject teachers to participate in class management, and thank them for everything they have done for class construction. When the students in the author's class were in first grade, I took the initiative to invite the teacher of ethics and rule of law to participate in the students' classroom development education, because this teacher had been a rural class teacher for many years and was very good at managing and educating students. With her help Since then, students’ good habits in preparation before class, sitting posture in class, answering questions, and listening state have been continued to this day. In addition, every time I encounter a problem, I will take the initiative to ask her for advice. She lives near the school and is familiar with the students' family situations. She can always give me a lot of valuable advice. Every subject teacher has his own strengths, and the head teacher should be good at exploring them, open his heart, actively communicate, and expand his strengths to serve the healthy growth of students.
2. *** Discuss big plans and carry out class activities
"Three stooges are as strong as Zhuge Liang." A person's power is limited and his thinking is narrow. Class activities are carried out to effectively promote the expansion of students' knowledge, improvement of abilities, emotional experience, and formation of values. The implementation of each educational activity process is related to whether each student can grow up healthily and may affect students. life. Therefore, if you want to do it perfectly and effectively, you must brainstorm and incorporate the suggestions of subject teachers into class activities. In this way, it will greatly stimulate their enthusiasm for caring about class work, stimulate their sense of ownership, and make them realize that they are an indispensable and important member of the class education team. For example, this class organizes activities on natural themes. In the early stage of the activity, the students and I sincerely invited science and comprehensive practice teachers to participate in discussions to agree on which vegetables to plant, how to plant them, and how to follow up on follow-up activities. Finally, based on everyone's opinions, the students were divided into two groups to plant garlic. One group planted it with soil and the other group planted it with water. They compared which planting method was more effective. In this session, the science teacher led the students to try the experiment. I am responsible for guiding students to learn to write observation diaries, and the comprehensive practice teacher is responsible for follow-up activities. When the garlic seedlings grow taller, I teach the students to wrap wontons with the garlic seedlings they planted for life skills training. With the joint efforts of the three of us, through this activity, the students not only acquired scientific planting knowledge, learned how to write observation diaries, mastered the labor skills of life, but also felt the magic of plant growth and changes. , sharing the joy of the fruits of labor, this will become an unforgettable experience for students.
In future class activities, the author and the class teacher often discuss activity plans together. For class calligraphy and painting competitions, writing and art teachers actively participate in the evaluation; for class theatrical performances, music teachers participate in rehearsals; for class reading activities, calligraphy teachers take the initiative to provide books. As long as all teachers think in one place and work hard in one place, class management will no longer be a "one-man show" for the class teacher, but a "film and television drama" that integrates the wisdom of all teachers. Students will also get better results with the efforts of all teachers. Good development.
3. Cooperate with each other to build a collective life
The development of class activities requires the participation of subject teachers, and the daily collective life of the class requires the interaction between subject teachers and class teachers. Cooperate. Most students appear to be obedient and well-behaved in front of the class teacher, but in front of the subject teachers, they will not abide by classroom disciplines, make small moves in class, not listen carefully to the class, and do not complete homework on time. They are like two people. If the class teacher wants to understand the students more comprehensively and build an excellent class collective, he must keep abreast of all kinds of valuable information about the students in the class, screen and summarize it, and carry out targeted work to achieve ideal work results. However, in addition to some of the information coming directly from students, much of the information also comes from subject teachers. For example, Yingying, the class monitor, has strong organizational skills and studies seriously, but she often forgets to write her English homework. When I learned about this situation from my English teacher, I combined my own educational experience and developed an English homework evaluation book. It is also suggested that English teachers should give Yingying more encouragement in class and let her serve as an homework evaluator, so as to promote her enthusiasm in completing homework. With our mutual cooperation, Yingying can write her homework on time and neatly every time, becoming a role model for all students, thus inspiring other students to complete their homework with high quality and quantity. The work of the class teacher requires the cooperation of the subject teachers, and the work of the subject teachers also requires the support of the class teacher. In physical education class, if a student gets bruised, because there is no school doctor in the rural school, the head teacher should treat the student's wound promptly, contact the parents, and help the physical education teacher solve the problem. As the core of the teacher team, the class teacher must work hard to create a harmonious growth environment for students, so that the students' collective life is full of happiness!
4. Encourage students to make progress and form a synergy in education
Teachers should be students’ ideological guides, ability cultivators, psychological counselors, emotional motivators, and personality The guardian of the school and the builder of the development platform should adhere to the "student-oriented" concept so that every student can actively and vividly develop in an all-round way. All teachers in the class should gain comprehensive knowledge of advanced educational concepts on the basis of collective learning, so that each teacher's educational goals can be consistent and educational methods and methods should not conflict with each other. In this way, the work of the education team can be integrated, promote each other, and improve together.
[5] Class teachers and subject teachers should trust each other, encourage each other, form a joint force in education, and work hard to achieve happiness for rural students. The student attrition rate in rural schools is increasing year by year, and the educational burden of more and more left-behind children falls on the shoulders of school teachers. It is difficult to lead rural children to a broader educational world and achieve more comprehensive development by relying solely on the strength of the class teacher. Only the entire Only when the rural teacher team works together, makes progress together, and seeks common development, will rural students get a better education, and rural education will be truly revitalized.
3. The idea of ??cooperation between rural class teachers and subject teachers
It is said that if one person can walk fast, a group of people can go far. The cooperation between rural class teachers and subject teachers cannot just stay at the school level. They must have long-term plans for student education. They must try to innovate rural education courses, expand rural education fields, tap rural education resources, and create unique rural education. The author discussed future ideas with the team of subject teachers in this class and summarized them as follows:
1. Establish the image of the teacher team in the minds of rural parents
The students in this class have been in school for two years Over the years, parents have never seen the subject teachers in the class, let alone understand them. Although rural parents do not have enough supervision over students' education, as students' teachers, they have the obligation to let parents know about students' school life and learning in various subjects, as well as the concept of class construction. This is conducive to home-school cooperation and the formation of independent education. Therefore, our idea is to hold a parent symposium first, where each subject teacher will introduce himself and explain the characteristics of the subject, so that parents can have a preliminary impression of the class teacher team. Secondly, parents are always welcome to participate in each teacher's classroom teaching, so that parents can have a deeper understanding of each teacher. At the same time, parents can also learn about the educational philosophy of the teacher team through parents' participation in class activities. Finally, a class WeChat group was established, including parents, students, subject teachers and head teachers. In the group, they can speak freely about children's education issues and build trust with each other. Through this series of measures, we can establish the image of the teacher team in the minds of parents in order to more effectively carry out the education of students.
2. Efforts to integrate knowledge from various disciplines in student activities
The teaching contents of many subjects in primary schools are overlapping. For example, science, comprehensive practice, ethics and the rule of law all have relevant topics. Contents of understanding and protecting plants, planting and observation. Therefore, we can integrate this knowledge and organize students to carry out activities to go into nature and explore the mysteries of plants. In the activities, we can also integrate art subjects and learn to draw plants, music subjects sing songs to praise plants, and Chinese subjects write words to express their love for plants. feeling. This kind of comprehensive activity allows students to experience that the knowledge of various subjects is related and that every course is important, thereby increasing their desire to learn. At the same time, during the activities, students' abilities in various aspects will also be improved, and teachers in various subjects will also improve their ability to sort out and integrate knowledge.
3. Strengthen the study of professional theoretical knowledge in spare time
Facing the educational situation in the new era, the national education policy proposes to comprehensively improve the ability and quality of rural teachers and strengthen the training of rural teachers. training, thereby promoting the development of rural education so that rural education is no longer a shortcoming of national education. Teachers must develop a sense of lifelong learning. Only in this way will their knowledge reserves continue to increase and they can meet the new challenges brought to them by batches of students. Therefore, the study of professional theoretical knowledge is essential. The team of teachers in this class plans to use their spare time to read more professional books on the teaching of this subject, learn more about the methods of educational experts, and apply them to their own educational practices to form their own educational style.
These ideas will definitely encounter many difficulties in the process of implementation. As a class teacher, you must take the lead and set an example, so that the subject teachers can see your efforts and subtly influence every teacher, encourage and Motivate all teachers to work hard for the development of rural students, let the rural teachers themselves shine and illuminate the children in the warm countryside.
References
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