Teachers are "engineers of the human soul" and shoulder the historical mission of cultivating talents for the construction and development of the motherland. How to live up to the glorious title of "engineer of human soul" and how to fulfill the responsibility of cultivating talents entrusted by the party is a question that every teacher must take seriously and answer with practice.
In my opinion, a good teacher should first have professionalism and be loyal to the party's education for life. To do this, we must fully understand the significance of teachers' work and love education. Modern times are an era of fierce competition. The competition between countries is mainly reflected in the competition of comprehensive national strength. In the final analysis, the competition of comprehensive national strength is the competition of talents, and the cultivation of talents depends on education and teachers' dedication. Only by deeply understanding this point can we arouse our love for teachers' work and pour this love into the education of students.
"Teacher, so preach, teach and dispel doubts." The specific work of teachers lies in "preaching, teaching and solving doubts", that is to say, teachers should impart knowledge to students through their own teaching practice, cultivate students' practical ability and let students understand and know all kinds of things. This requires teachers to have the spirit of "never tire of learning and never tire of details" to broaden students' knowledge horizons, enrich students' knowledge reserves, and cultivate students' ability to use knowledge to solve practical problems on this basis. At the same time, teachers should have lofty ideals, perfect moral sentiments, firm beliefs and tenacious will, and use them to exert a subtle influence and edification on students. Only in this way can we cultivate useful talents needed by the motherland, develop in an all-round way and adapt to the competitive situation.
Secondly, we should love our education object-students. A teacher should be a master sculptor, who can carve a blank into a beautiful work of art with his own thoughts and feelings. In essence, students are neither good nor bad. The reason why "students with learning difficulties" are "backward" is that their potential is affected by various subjective and objective factors and has not been fully released. Subjective factors and objective influences of students themselves. Subjective and objective factors will seriously affect the development of students' internal potential and become obstacles to their healthy growth and development. For this reason, we teachers should pay more attention to these so-called "students with learning difficulties". On them, we should devote all our love to discover their progress in learning, find every bright spot in their life and morality, and then fully affirm and encourage them with incentive mechanism to restore their warmth and enhance their self-confidence, so as to narrow the spiritual distance between teachers and students and let them "learn from teachers." In this way, their growth and development will have a qualitative leap.
Third, a good teacher should not only "teach by example", but also attach great importance to "example", influence learning with his own behavior, and truly become an example for students, so that students can learn from teachers what to do and what not to do. Therefore, teachers must be serious, steady, standardized and decent in teaching, dealing with people and behaving, and must not be careless, rash, willful and irresponsible. In addition, teachers should communicate with students regularly and open their hearts to them. They can not only tell their valuable experiences from life, but also disclose their life lessons to students, so that students can truly feel that you are not only a mentor, but also a good friend.
I have benefited a lot this week. The construction of teachers' morality and style is an important part of a school. Only when a school has a good ethics and a good educational environment can students grow up healthily. Teachers can achieve better teaching results.
The second part: Experience of Chinese teachers' work in primary schools.
I have been engaged in Chinese teaching in primary schools for only a few decades. I can't say my experience, but I have some experiences to share with you here.
Teaching philosophy: I always think that education should be a subtle behavior, so that students can grow unconsciously. The same is true of Chinese teaching. If we always emphasize that students must recite, recite and understand, it seems to emphasize the importance of knowledge, but it will actually increase the pressure on students and make them feel that learning is a task and something that must be done. It is easy to stifle students' heartfelt love and fascination with Chinese, thus obliterating the original intention of Chinese teaching-the cultivation of Chinese literacy.
I think a really good education should be smooth and silent. Especially in our Chinese teaching, it is easier to play the role of infection and edification. Every article has its own beauty. We should guide students to discover these beauties, to try to understand and ponder, to discover beauty and to find the expression of that kind of beauty. Let students love reading articles, enjoy them, and even hope and learn to express them. In this process, students can naturally understand the meaning of the article, absorb the essence and understand the writing method of the article, thus growing from knowledge to spirit.
Teaching methods: As the saying goes, there is a way to teach, but there is no way to teach. With a good teaching concept, there are various specific methods. Different methods are naturally adopted for different student groups, different teaching contents and different environments. In our Chinese textbooks, the contents of textbooks of different grades naturally conform to the age characteristics of students of corresponding grades. It should not be difficult for them to understand the content of the article. Therefore, when teaching texts, students can talk about their own understanding and feelings and what they have learned through autonomous learning. What the teacher wants to guide is the problems that students find difficult to understand or encounter. Of course, for grasping the key points, teachers should make the best use of the situation. While students understand independently, teachers should consciously guide students to discover the writing style and characteristics of the article, realize the advantages of such expression, and let them feel the methods of learning, writing and expression unconsciously. In this way, we don't just teach textbooks and text content, but teach students how to learn independently and express themselves. Let students not only learn to input, but also learn to output, that is, use.
In short, we should adhere to the student-oriented thinking, make students the main body of learning, try our best to mobilize students' autonomy and enthusiasm, and guide them to learn to read, learn to learn and learn to use.
Chapter three: Experience of Chinese teachers in primary schools.
Chinese is not only a subject, but also an art. As a Chinese teacher, if you want to get twice the result with half the effort in teaching, you must know what is the key to classroom teaching. Now I will summarize my teaching experience as follows:
1, design different forms according to different text types, and design around the teaching content and learning objectives, highlight the teaching focus, avoid flashy, deviate from the classroom teaching theme, and make students feel at a loss.
Second, create a good classroom atmosphere, which directly affects the teaching effect.
Third, seek the combination of reading in and out of class.
In order to effectively improve the quality of extracurricular reading, we must consider in-class reading and extracurricular reading as a whole. Therefore, teachers need to combine reading teaching frequently to understand students' reading trends. Once a new Chinese book was published, the students were very novel and read it from beginning to end. A student asked me, "Teacher, why is the pocket of French entomologist Fabres full of bugs?" I opened the ninth Chinese book published by the Soviet Education Press and saw the article "Pockets Full of Insects", which brightened my eyes. It turns out that the source of interest in extracurricular reading is here. So, I asked students to find some stories about scientists studying science to read, and watch videos and videos of scientists studying science online with students. In this way, scientists love the scientific spirit and understand it in students' extracurricular reading.
Fourth, form an atmosphere of extracurricular reading.
Pay attention to the opportunity of reading after class. This opportunity varies with students, teachers and environment. In short, teachers should determine the timing of extracurricular reading according to the artistic conception of teaching. The general expression of this artistic conception is that students' interest in reading should be at an exciting moment. Get to know the students' reading interest as soon as they arrive at school every morning. One day, I occasionally heard two classmates arguing about who had learned more ancient poems. One said, "I want to recite Qian's Ode to a Lime!" " The other said, "I want to recite Wang Mian's Mo Mei!" Another person said, "I want to recite Chai Lu written by Wang Wei!" "The other said," I want to recite the book "Early Making Baidicheng" written by Li Bai! It suddenly dawned on me that the source of reading interest is here-listening and watching. So, I quickly borrowed more than ten "Collection of Ancient Poems" from the school reading room and sent them to students to read in turn. In a few weeks, all 45 students in the class have read more than a dozen collections of ancient poems. At that time, I held a poetry recitation in my class. As a result, students are scrambling to recite, and many people can recite more than 30 ancient poems, which are still vivid. I take this opportunity to announce a good news to the whole class: from now on, students can borrow books from the reading room once a week. For a time, reading in the class became a common practice.
Fifth, the teaching methods of extracurricular reading.
We should also master methods in extracurricular reading. Mastering the method will solve the problem of "learning". Through more than 20 years of Chinese teaching, I have explored several methods to guide students' extracurricular reading:
1, writing an outline. Mainly tick off the summary of the article and list the outline.
2. Card extraction method. That is, when reading, extract the main points or key sentences and paragraphs of the article on the card.
3. Symbol substitution method. That is to say, according to your reading habits, design various symbols, circles, dots, hooks and paintings in the text.
4, comment on writing notation. Is to write the comments where you feel the deepest.
5. Index method. That is, index reading, write down the title, author, registration, number of issues and page number of the article, and turn over the index if necessary.
6. Cut and paste method. That is, cut out good articles and clips and paste them on the scrapbook. These methods are mainly based on the actual reading training of students' "hands-on, arteries and mouths". In a word, the significance and function of developing Chinese extracurricular reading are extraordinary. Extracurricular reading is "a vast world", which is bound to be another new chapter in improving Chinese quality.