Cambridge University Professor Jeff Hayward this morning recounted the phenomenon of new teachers imitating their own teachers to teach their students. "New teachers use what they used to learn in school as an effective way to use in their current teaching and in their beginnings, imitating the way teachers they used to like," he said. They think they have effectively learned scientific knowledge in this way before, so this method should also be applied to all students in their classrooms, but they are shocked to find that this is not the case! But often they put the problem on the students and don't reflect on their own teaching methods. So one of the things we have to do is help them creatively redefine what teaching and learning actually mean. ”
American pedagogical expert Richard M. I. Arlands pointed out: "When teachers learn to teach, they deal with experience with existing cognitive structures. He introduced ——— in the early 1970s, Dan Lott, a sociologist at the University of Chicago, spent years studying why people choose to become teachers, what kind of profession teaching is, and what kind of experience affects learning to teach. He interviewed a large number of teachers and asked them what kind of experience would most influence their teaching. Many experienced teachers told Lot that the important elders that teachers faced early on, such as their own teachers and parents, greatly influenced their understanding of teaching and led them to later choose the teaching profession.
The overarching problem facing new teachers is how to do things correctly——— find a mode to enter teaching or a class priority. However, due to the decline in internship opportunities or the lack of internship skills training, new teachers must look for solutions to problems from their past experiences or existing memories. This is the general way of human cognition and the strategy adopted——— the more in the new environment that is uncertain or unattainable, the more the human habitual thinking dominates the problem of complexity, hoping to adapt to the complex system in the new complex environment, that is, the assimilation, adaptation and migration or induce the transfer of attractors. At the same time, education and teaching need to meet the development needs of students, but it is difficult for students to fully clarify their own development needs, so teachers need to use professional knowledge to identify, judge and give appropriate guidance. The identification of students' development needs needs to be future-oriented, based on the present, and retrospective to history. In the view of the sociologist Mead, "the past was the background and constraint for us to deal with the problems we face now." The given past, which is the source of the problems dealt with now, can be used as a reference for us. "The reality of the past that goes into our experience is different, depending on where we stand now." In fact, we stand in the present and explain the future by going back to the past.
The influence of teachers is far-reaching, passed on from generation to generation, not just preaching and teaching to solve puzzles! The influence of the way of thinking, the mode of thinking, the power of the mind and the charisma of personality is far-reaching, and it can be said that the teacher's work is the most difficult creation in the world, and creation needs to run on the edge of complex chaos. Measurable and unfathomable, ordered and disorderly, stable and conflict coexist, even if a small difference or change is enough to cause a systemic change. According to the French thinker Edgar Moran, "The status of mankind is marked by two great uncertainties: the uncertainty of knowing and the uncertainty of history." "Everyone should be fully aware that his personal life is an adventure, even if he thinks he's closed off by the job security of a civil servant." Any man's fate contains irresolvable uncertainties, including the fact that he is in absolute certainty, that is, his death, since he does not know the day of death. Everyone should be fully aware of their participation in human exploration, which will plunge us into uncharted territory at an ever-increasing rate in the future. "Especially in addition to the complexity of knowledge itself, there are also widespread dualities between creating real space and destroying real space, the high order of teaching, the inferiority of problems, the unpredictability of student learning, and the teacher's continuous decision-making in the teaching process, so we must respect and trust the new teacher; we must guide the new teacher to realize that cognition and thought cannot ultimately reach an absolutely certain truth, but to carry out in-depth dialogue with uncertainty, learn to embrace complexity, uncertainty and chaos, and put ourselves in the development of the movement. In the state of change and innovation, develop their own uniqueness and creativity, and adhere to lifelong learning. Arlands said, "Learning to teach is a lifelong thing. "Educational wisdom and teaching style are accumulated and obtained flexible things, which are endless and changeable. From this point of view, what a great wisdom it is to be as good as water!
For new teachers, in addition to "imitating their own teachers", "deep dialogue", "embracing uncertainty", and "being in a position of change and innovation", it is also necessary to recognize the differences between different learning styles of novices and experts, which vary from person to person. john k D. Bransford, Brigitte Barron and others argue that "an important finding is that experts pay attention to the characteristics of a situation or problem, which is often overlooked by novices." Berliña has confirmed that there is a huge difference in the attention span of novice and expert teachers, which in turn affects their ability to quickly identify problems and timing and respond... The fact that expertise affects attention has many important implications for education. First, it is not enough to broadcast to novices the videos of expert demonstrations to ensure that they will notice all the relevant details. Second, the emphasis on expertise and attention also implies that we cannot simply learn from experience, but learn to experience. Research shows that expert knowledge is not just a list of disparate declarative knowledge, but a network of knowledge that connects and organizes according to important ideas in the discipline, and also includes contextual information that applies key concepts and procedures. This information helps experts know when, why, and how to connect their vast knowledge and skills to specific contexts. It can be seen that it is more important for new teachers to "experience", experience, and feel how to understand the essential requirements of their own subject teaching and the construction of identity relationships according to the relationship between teaching and learning.
I have combined experience and the characteristics of the teacher's career, in the process of exchanging views and views with new teachers on an equal footing, with the purpose of promoting development, I have proposed: First, find ways to make students like the subject you teach. This is the basis for the success of a teacher and his students; second, no matter what method or method, as long as it can promote the greatest development of students on the basis of the students' existing level and intelligent structure, it is the most effective teaching art worth summarizing and summarizing, and it is the precondition for forming a personalized teaching style; third, teaching is always a regrettable art, a systematic and complex project that needs to be considered, explored, and innovated, so education without reflection and critical spirit is probably always a "repetition" without a sense of reflection and criticism. Fourth, whether you can put the development of students in the first place of your work, or even whether it can be the starting point and destination of your work, is the basis for measuring your educational realm; fifth, education is still a work that requires conscience and patience; sixth, study more cases, write more teaching narratives, after-class feelings, homework design and educational reflection summaries; seventh, read more, think more, accumulate more, communicate more, and share more. Eighth, study more on the form of teaching and learning under new media and new technologies, take the ability as the guide, empower students, and assist students; the ninth, study more education development and students, study more actions, study learning theories, put into practice, experience, and have physical cognition. Practice has proved that these methods have effectively promoted the role transformation and professional development of teachers.
As a school, in order to create the value of students, the implementation of various forms of "Qinglan Project" is a common form of school-based training, because the first five years of new teachers from teaching is a critical period of career orientation and development, in addition to self-career planning, the school takes the initiative to break the silence, listen to their needs, opinions and suggestions, and provide general and personalized training services according to the requirements and personalized needs of the teaching subjects. But the biggest problem now is that it ignores the individualized and personalized service training of teachers' strengths and cultivation of their strengths. Usually, new teachers are given a middle and senior teacher as mentors, ostensibly out of respect and development to provide them with personalized assistance and to answer a range of educational practice questions. But school leaders see all new teachers as either "whiteboards" of educational skills or potential operators who need to master the same teaching, through so-called "school-based training programs" for highly consistent "general education training" rather than personalized design and help. Therefore, it often does not work well and only becomes part of the school ritual. In fact, guidance refers to treating experienced people as the teachers of those who lack experience. The word is derived from Homer's Odyssey character Mente, who gives directions to the young son of the missing Ulysses. Coaching allows for the orientation of new employees, especially for professionals or highly educated employees. What a truly ambitious person needs is challenging work, opportunities for career advancement, the possibility of realizing self-worth, and an atmosphere of respect for professional authority and creativity.
Teachers are knowledge people, and in the competition and cooperation of teaching and educating people and social interaction production, the school should be through the strategy to let teachers combine their own development and student relations, pay attention to the profession, student learning and all-round healthy growth. Then, promoting the social construction and organizational cultural identity of new teachers, clarifying their identity and role is the unshirkable responsibility and obligation of the school, and the development of teachers cannot be regarded as the teacher's own business without asking questions, and the attitude is indifferent. Schools should set up a platform and pave the way, be good at helping new teachers link self-management with learning results, deeply understand professionalism, establish educational ideals, scientifically plan their careers, and fulfill their promises. Any attempt to set an example and save effort in training teachers is short-sighted and lacks organizational responsibility. To be full of good expectations for new teachers, understand their needs and confusions, serve teachers with the attitude of the best service provider, respect professional authority, respect differences, and promote the formation of diverse teaching styles, is the greatest respect for people.
So, to solve this problem, the school leader also has to ask himself (instead of creating a defensive way of asking questions to others, a member of the team is asked directly by the leader, which will make the member feel a threat, directly affect the member's willingness to participate in the discussion, and is not conducive to the construction of integrity) Several questions: Does the instructor need to establish a relationship of mutual trust with the new teacher and understand the problems they face? What are the most representative problems they face? How are the questions sorted? What types of questions may the instructor not be able to help effectively? Second, develop a personalized training program, evaluation plan, and implement the program; second, regular assessment, dynamic development, the establishment of a teacher development community, there are special guidance groups, overall promotion, individual implementation; finally, build a platform, create opportunities, diversified training, share and co-governance, promote sharing, and promote common development. Studies have shown that graduates who receive extensive guidance have more opportunities for advancement, higher incomes, and are more satisfied with their income and benefits than those who do not.
Obviously, the happy growth of new teachers means the happy growth of students; the all-round development of people and the happiness of people are the highest ethics of the school.
Long Shang Shan people
November 2, 2021, 2 next day, 3 on 16th of this month
Reorganized on March 11, 2022