In real life or in work and study, everyone knows the journal, which is mainly published on the Internet, and introduces a process and experience in detail. Then how to write a good diary? The following is a sample essay (6 selected articles) of my teacher's personal training log, which is for your reference only. Welcome to reading.
Teacher's personal training log 1 is a report entitled "Cultural Reflection on Classroom and Teaching" made by Yang Xiaowei (director, professor and doctoral supervisor of the Institute of Basic Education Reform and Development of East China Normal University) at noon today. Listening to Professor Yang's report, I am seriously digesting and thinking: How should a school have its own cultural background?
First, what is culture? Why should we have culture?
British Taylor explained culture in this way: "Culture or civilization is a complex whole, which includes people's knowledge, beliefs, art, morality, laws, customs and all other abilities and habits as members of society."
I think a school without a unique culture is like a person without a sound personality, unique personality and continuous vitality. Schools should have their own culture.
Second, schools should have their own "hard element" culture.
The hard element of a school refers to having its own organization and system. Establish an organizational system that can inspire all teachers and students to make progress, be proactive and be determined to innovate. This system should be fair, reasonable, democratic and scientific. The founder of this system should be the crystallization of the wisdom of all teachers and students, rather than one person or a few people making it casually.
Third, schools should have their own "soft element" culture.
The school's "soft element" culture refers to having its own unique teaching characteristics, unique culture, quality and belief. For example, the martial arts culture of Yuanjia School, the tea culture of Pu 'er Middle School, the beautiful classroom and art education of Shanghai Qisehua Primary School, the reading culture and exercise culture of Wangzhuang Primary School in XX City, and the military camp culture of Potou No.2 Primary School. These soft cultures can make teachers and students living in this school form a unique spiritual temperament, thus affecting their lives and forming their personalities.
Fourth, school culture needs "indoctrination" and "connotation"
"Assimilation" in the process of cultural formation refers to the process that the younger generation accepts the way of thinking and behavior under the instruction, guidance or coercion of the older generation through some conscious and unconscious learning in the same cultural group. For example, we must "assimilate" the positive campus culture that has been formed in the school.
"Culturalization" refers to people of different cultures. Because of the lasting contact, the two adapt, learn from and rebuild each other on the basis of the existing unique culture.
Here we should pay attention to two extremes:
First, blindly "indoctrinate" and refuse "acculturation", which is closed and rigid and easy to become simple or even die out. The Qing dynasty changed from an "empire" to a colony bullied by everyone, but it rejected "acculturation" too much.
Second, abandoning "assimilation" and blindly "assimilation" will lead to faster death. If we completely abandon our own culture, school culture will become water without a source and a tree without a root.
In order to form a unique culture, schools need to choose between indoctrination and acculturation, rely on it and form a positive new culture.
"Running water does not rot, and a family does not rot." The construction of school culture should not only actively inherit high-quality culture, but also constantly innovate and introduce advanced culture. I think, in this way, our school can form its own unique charm culture, and it will last for a long time, and it will always have vitality and vitality.
Through this training, I realize that the new curriculum standard is the core content of China's basic education reform and an important task of implementing education reform. Its introduction has given teachers a broad space for teaching innovation. Through these days' training, I realized that every music teacher should constantly adjust his mentality, update his ideas and become a teacher working in the research state.
The following questions should make me think:
First, the change of teaching perspective
The new curriculum standard requires that the teaching content should be related to students' real life, which is beneficial to them to solve social problems and thus improve their musical literacy. Therefore, the implementation of the new curriculum standards urgently requires teachers to change their original curriculum values, develop curriculum resources and examine teaching from multiple angles. In modern social life, there are a lot of musical phenomena, such as ritual music (festivals, celebrations, queues, weddings and funerals, etc.). ), practical music (advertising, fitness, dance, medical care, etc. ) and background music (leisure, catering, film and television, etc. ) These are closely related to everyone's life. Understand the relationship between music and life, let students love music and life, and then let music accompany them all their lives and improve their quality of life. When designing specific teaching, we should guide students to start from life experience, from their own music experience, closely contact social life and music phenomena, actively explore and think about the relationship between music and life, and make music learning a vivid, concrete and artistic life experience. For example, in a music class, showing students Flash requires students to evaluate and modify the music sound effects inside. Students' enthusiasm is very high, so this class is very lively and interesting, and it also allows students to learn to pay attention to all musical phenomena around them.
Second, the change of teaching methods.
1, from in-class to out-of-class
In music learning, in order to let students have practical experience, students can collect music resources outside class and use them for music teaching, or they can expand their teaching activities outside class. For example, in the teaching of Unit 2 "Walking into Nature" in Grade One, I asked students to collect relevant information through the Internet, find the content of music in nature, and let them try to express the music in life with their own music vocabulary.
2. From this discipline to interdisciplinary.
Practice has proved that there are many ways for primary and secondary schools to receive music education. Therefore, music education must have a broad vision and keep an open attitude. For example, Chinese, history, geography, biology and other courses in primary and secondary schools are more or less related to music, which makes it possible to connect music teaching with these courses. Extracurricular music activities and social music education environment have become and should become an integral part of music teaching. For example, music and dance are combined to express music; Combine with art to make music more vivid; Communicate with poetry and drama in Chinese.
Third, the change of teaching emphasis.
1. Enrich emotional experience and cultivate expressive ability.
The new curriculum standard proposes to "cultivate students' self-confident singing, performance ability and comprehensive artistic expression ability, develop students' performance potential, enable students to express their personal feelings in the form of music, communicate with others and harmonize their feelings, so that students can enjoy good pleasure in music practice and be influenced by emotions." In our music teaching, in fact, every lesson and every music knowledge needs emotional input. Teachers should do a good job of inspiration and guidance, so that students can have their own emotional experience and beautiful enjoyment in every music learning process.
2. Emphasize the spirit of creation and exploration.
The freedom, fuzziness and uncertainty of music provide a broad imagination and association space for people to understand and express music. Therefore, music is one of the most creative arts. Professor Zhang Ruiting of He Normal University put forward in the course of Appreciation and Teaching of Music Works that it is impossible to give full play to the aesthetic function of music education if music creation is only integrated into other music teaching contents. Only by emphasizing music creation as an important part of independent middle school music teaching can middle school music teaching achieve the greatest educational effect. For example, in order to guide students' creative exploration spirit, we should show them Tan Dun's Water and Knocking Copper Scraps, and make them think about why these seemingly impossible things that are not conventional musical instruments can play such wonderful music. While paying attention to the cultivation of students' creativity, we should pay more attention to the innovation of music education methods. Music teaching is more innovative and exploratory.
Fourthly, the change of teaching evaluation.
Teaching evaluation is an indispensable basic link in teaching work, an important means to improve teaching quality and an important part of educational scientific research. The new curriculum standard requires: "Under the premise of embodying the goal of quality education, a comprehensive evaluation mechanism based on the value of music curriculum and the realization of basic goals should be established." This is very different from our previous "performance appraisal" The evaluation of new curriculum standards includes the comprehensive evaluation of students' academic performance, teachers' teaching effect, school teaching management and teaching quality, as well as the comprehensive evaluation of the construction and development of this curriculum. In a word, only by re-examining the standards and concepts of music courses, studying hard in the state of research and thinking, constantly reflecting and making progress, and realizing the life-oriented, socialized, diversified and personalized music teaching as much as possible can we become an excellent music teacher.
For a long time, there is a more traditional and solidified concept in music teaching, which is to teach students their own subject knowledge as a professional benchmark for teaching. It is often said that teachers should be "teachers", but the connotation of "example" in "example" is ignored. Teachers should lead by example, not only to complete a teaching process, but also to play an exemplary role in teaching.
Music classroom teaching is a process in which teachers and students jointly complete knowledge and skills training and mastering, but more attention should be paid to the role model and demonstration that voice teachers should have. If classroom teaching is only regarded as a single process in which teachers impart knowledge and skills to students, it can be said that music teachers lack the connotation of "example and demonstration".
For example, in the teaching of music appreciation course for music education majors in the past, most teachers once regarded "teaching content" as the core of classroom teaching and regarded classroom knowledge imparting as a process that should be completed. It should be said that this is not a perfect teaching purpose. First, it limits students' cognitive ability; Second, it limits the attention to the development of students' abilities other than cognitive ability; At the same time, it also ignores students' learning orientation and direct concern for teachers' words and deeds, including teaching attitude, extensive knowledge, personal artistic charm and solid professional skills. , including teachers' own exemplary role.
With the deepening of quality education, under the guidance of new curriculum standards, music appreciation class plays a very important role in music teaching in ordinary schools. We should attach importance to emotional experience and emotional communication in classroom teaching, influence students with self-identity and role in teaching, and take our own demonstration as a mirror for students.
With the deepening and advancement of curriculum reform, music teachers' educational concept, artistic accomplishment, knowledge structure and professional ability are constantly deepening and improving. In addition, in recent years, a large number of graduates from professional colleges have enriched the ranks of music teachers and greatly improved the overall professional level of music teachers. At the same time, in classroom teaching, teaching methods are becoming more and more flexible and diverse. The wide application of multimedia technology in music classroom has indeed brought infinite vitality and vitality to music classroom. However, the following problems have arisen. Nowadays, in more and more music classes, teachers' demonstration singing and performance have been gradually replaced by multimedia courseware. Over time, teachers' professional level and basic skills gradually deteriorated. Faced with this phenomenon, we music teachers should clearly realize that the demonstration significance and role of teachers cannot be completely replaced by multimedia. Therefore, in classroom teaching, teachers' correct demonstration is essential and very meaningful.
Music teachers should exude artistic charm and be full of artistic passion from the first class. Teachers' singing full of emotion and unrestrained performance will deeply attract students to imitate, learn, pursue and surpass. As a mirror of students, teachers should be good at influencing students with their own identities and roles, so that students can admire your solid professional knowledge and excellent basic skills and enjoy your music lessons.
Imagine what kind of beautiful artistic enjoyment a teacher who sings beautifully, dances gracefully and plays fluently will bring to students. How can students not love and worship a teacher with such good basic skills? If the music teacher can do every demonstration well, then the teacher's prestige in the eyes of students can be imagined. Similarly, the correct demonstration can enable students to experience the beauty of music, dance, piano sound and art, and at the same time obtain satisfactory psychological feelings, thus generating great interest in learning music. "Music Curriculum Standards" points out: "Teachers should guide students to love music, deepen their understanding of music, fully tap the beauty of music contained in their works, and arouse students' emotions with their own feelings about music; We should constantly improve our music teaching skills and convey the beauty of music to students with our own singing, piano sound, language and movements. We should be good at teaching in a lively way, so that students can get aesthetic pleasure in the artistic atmosphere and achieve the purpose of aesthetic education. "
Teachers "conquer" students with their extensive knowledge and solid professional skills, which can be described as "loving their teachers and believing in their ways". Only with profound knowledge and solid professional skills can teachers creatively guide students to solve problems, inspire students' thinking and guide students to learn music.
Teacher's personal training log 4 Through watching this lecture by experts of national training, I learned a lot of teaching methods, got my own teaching practice and achieved very good teaching results. By watching interactive dialogues and case studies, I understand the importance of music lessons. In order to have a successful music lesson, teachers must study the teaching materials hard, prepare lessons carefully, and use various means to stimulate students' interest, so as to make music lessons more colorful and make students like music lessons. Interest is the basic motivation for learning music. According to the age characteristics and cognitive characteristics of primary school students, cultivating their interest in music is the focus of teaching. Let's talk about some experiences of stimulating students' interest in music lessons based on our own teaching practice.
First, use a variety of teaching methods to feel happy and stimulate students' interest.
"Interest is the best teacher", how to cultivate students' interest? I think that's to make him feel happy in music class. Make full preparations before class. In class, I stimulate students' interest by telling stories, guessing riddles and playing games. For example, in the lesson "Little Crow Loves Mom", I asked students to listen, watch and talk more, let them perform more, participate more and evaluate more, and do creative activities in rhythm and lyrics, so that students can evaluate each other. Infiltrate knowledge into activities, stimulate their motivation, make students learn easily and teachers teach easily. We should encourage them to speak freely and innovate boldly, and allow students to have many different answers, so the classroom atmosphere will naturally become active. Get their attention by guessing, arouse their interest by telling stories, and let students perform dances of various ethnic groups to feel the culture and customs of various ethnic groups. After a class, they completed the teaching task, became interested in music lessons and achieved good teaching results. For another example, when learning the rhythm of xxx∣xxx∣xxx∣xxx‖, I asked the students to play the rhythm game of "the train enters the station", and the requirement was to shoot the correct rhythm collectively. The method is to make some cards, two people hold them as the train station, and the other five to eight people form a train shape. The "train" begins with four or two beats of music. Before running to the "train station", the group photographed the "train station" card according to the rhythm of the music festival. If everyone applauds correctly, the "train station" card will be held high above the head and the game will continue. If the photo is incorrect or irregular, the "Railway Station" sign will be put down, indicating that you can't enter the station, and the first person who takes the train will retreat to the last person. From the game activities, students not only learned the rhythm, felt the interest, but also really started, talked and used their brains. At this time, students will be smiling all the time, their small eyes will shine, their hands will be raised straight, their mouths will open, and they will truly become the masters of learning, and the classroom atmosphere will be extremely active.
Second, establish a good and harmonious relationship between teachers and students to stimulate students' interest.
Pupils' hearts are pure and innocent. As long as teachers and children form a harmonious teacher-student relationship, make children feel that you are both like a mother and a friend, make this relationship have great "affinity", make students like you as a teacher, and make students interested in you as a teacher first, naturally children will have a preliminary interest in this course. Therefore, I attach great importance to the cultivation of teachers' morality and carefully shape my own teacher image. In class, teachers should be full of energy, especially in the first ten minutes of class. Teachers must use words or actions to attract students' attention, stimulate their interest in learning, and thus generate their desire to learn. Teachers should truly establish equality with children in the classroom, instead of condescending and running around with children by the nose all day. Children are not the object of teachers' emotional dumping, they also have dignity, and they don't like teachers often talking to them in an imperative tone. For example, use "OK?" "Is that okay?" "What do you say?" In a word, this not only respects children's opinions, but also stimulates their interest in learning and thinking. As teachers, we should trust our children, build their self-confidence and cultivate their enthusiasm for learning. We shouldn't worry that students can't do well, but boldly exercise their abilities. Even if they can't do well, we don't blame them. In order to cultivate students' interest in music, teachers need constant encouragement to build their confidence. Let children like you from the heart, so as to better cultivate students' interest in music.
Third, the clever use of lead-in to stimulate students' interest
After having a good work and rest, it is very important to start each class. A good beginning will interest students and play an important role in the teaching quality of the whole class. In the introduction of new courses, teachers use lyrical recitation, beautiful language, vivid gestures and talking eyes to convey the designed language to students, so as to achieve the effect of perception with form and understanding with reason.
When introducing new lessons, I usually use stories or games according to the psychology of primary school students: stories accompany children until they grow up, especially fairy tales. For children, the fairy tale world is both romantic and interesting. It expresses the theme and content of the song through metaphor and personification. This can concentrate students' attention and stimulate their interest. For example, when I let students enjoy the introduction of Sanzang folk music ensemble, I told them a story: at first, there was a monk in the temple who had water to eat, and then another monk came. They depend on each other and have to carry water to eat. As the days passed, the third monk came and the three monks had no water to eat. They depend on each other and time goes by. None of them wants to carry water. One day, a fire broke out in the temple. Three monks pushed me down the mountain to get water and came back to put out the fire. After some efforts, the fire was finally put out. From then on, the three monks were diligent and took turns to draw water, and their lives were good. Although many children have seen this story in cartoons, the students are still very interested, and some are still vying to say what they know, so that the students can't help but fall into the situation. The game is full of endless fun, and frolicking is always accompanied by children's laughter. It is as unforgettable as all happy times. Pupils are active, and it is also very attractive for them to arrange interesting games to introduce new lessons.
Because in the game, students are very active, even an inactive child, as long as the teacher encourages him, he will boldly enter the game with other children. Students also have a kind of psychology, that is, they all want to behave well in front of the teacher, so they will behave better actively and boldly, which not only satisfies their own desire for games but also cultivates their interest in games, and also mobilizes the initiative of children and enlivens the classroom atmosphere. When teaching the lesson of skipping rope in the first volume of senior one, I first asked the students whether they had finished the skipping game and how to choose skipping rope at ordinary times, and then invited some students to jump among them. A few minutes later, I introduced the song "Jumping Rope" to learn, and the students' interest has been maintained very well. I also studied this song very carefully.
After this training, I gained a lot of new knowledge. I realize that classroom music activities, as an important part of middle school music lessons, are almost integrated into all aspects of music lessons, including games, sketches, performances, song performances, rhythms, dances, playing musical instruments and so on. Let children experience the joy of participation and innovation in activities and feel the charm of music art. In the process of imitating, experiencing and exploring music activities, students get personal emotional activities, which can't be replaced by any form of personal experience.
Middle school students are lively, expressive, imaginative and creative. The starting point of music activity design is to let students be free and unconstrained, completely out of their inner feelings and needs. It enables students to express themselves boldly and carefree in the world of music, fully arouse their enthusiasm, initiative and interest in learning, and enhance their participation.
The development of music classroom activities can develop the imagination, expressive force and creativity of primary and secondary school students, which is conducive to cultivating students' creative thinking, developing students' intellectual potential and making students become creative and pioneering talents. In the process of music teaching in middle schools, every music activity is a perceptual activity in which various sensory organs coordinate, which can stimulate students' interest in learning and improve their learning initiative. Music classroom activities reflect the new curriculum teaching concept of middle school students, with music aesthetics as the core, hobbies as the driving force, facing all students, paying attention to personality development, attaching importance to music practice, encouraging music creation, advocating subject integration, carrying forward national culture, understanding multiculturalism and perfecting evaluation mechanism. The construction of music classroom activity teaching mode embodies the basic concepts of full participation, teacher-student interaction, cooperation and exchange, independent inquiry and innovation.
After this "national training", I have a new understanding of the teaching of comprehensive performing arts: to understand the performing arts, we must first know its most fundamental things, and we cannot teach students without any knowledge. Irresponsible to students, irresponsible to their own careers.
As an integral part of human culture, comprehensive performing arts are closely related to other cultural elements. The origin of European drama and oriental national drama can be traced back to ancient sacrificial songs and dances. Whether people worship totems and imitate animals in primitive society, or the ancient Greeks dress up as sheep people to perform, or the Japanese perform in temple fairs, they all contain the elements of mass imitation, which is precisely the most important factor that constitutes drama. Even in modern drama and contemporary drama, it is still the basic feature of drama art for actors to imitate (play) roles in public.
Through this training, I am more aware of the importance of music education. The essential feature of "music education" is to cultivate people's sentiment and enhance people's realm. Confucius said "music" is broad, including music, dance, poetry and so on, which is roughly equivalent to our comprehensive performing arts today. "Yue Ji" holds that animals know "sound" but not "sound", ordinary people know "sound" but not "music", and only well-educated and literate gentlemen can know "music". "Music" originates from people's feelings, is the product of people's feelings stimulated by external things, and is the product of the development of human culture to a certain stage.
There is no end to learning, and middle school music education still needs us to study hard.
Journal of personal training for teachers 6 1. Good teacher-student relationship is the premise of learning mathematics well.
First of all, teachers should respect, care and trust students. Respecting, caring and trusting students and getting along well with them are the basis of creating a harmonious classroom atmosphere. In teaching activities, teachers and students form a stable and continuous relationship psychologically, which is not only manifested in knowledge and ability, but also in emotional and spiritual communication. First of all, teachers should care, trust and respect students.
2, based on the classroom, enhance their own value in practice.
Classroom is the main position for teachers to reflect their own values. In line with the concept of "all for students, all for students", I devote my love to students wholeheartedly. In the future teaching, I will try my best to apply the new curriculum ideas I have learned to classroom teaching practice, based on "using new and old textbooks and practicing new ideas." Strive to make my mathematics teaching more distinctive, form a unique teaching mode, better reflect the requirements of quality education and improve the quality of mathematics teaching. At the same time, as a class teacher, I deeply understand that teachers' words and deeds affect students and will set an example for students. Ideological education should always be unremitting, focusing on cultivating students' good moral quality, study habits, labor habits and civilized behavior habits.
3. Don't forget to cultivate students' self-study ability in teaching.
Self-study ability is not an indispensable ability for junior high school students, but in fact most students still have the psychology of dependence. Therefore, I lose no time in cultivating students' self-study ability in English reading teaching. Guide students to overcome psychological barriers, build up self-confidence, praise students when they have made achievements in English reading knowledge, and make them feel that they can do it. With self-confidence, they will challenge difficult problems and actively learn to read.
The real cooperative learning is that everyone in the group can express their opinions on the basis of mutual inspiration and mutual inspiration, and everyone can share their own thinking results with you and share the experience and harvest of learning results. This is inseparable from our teacher's careful design before class, reasonable arrangement and proper guidance before activities. In this way, it is conducive to creating a good learning atmosphere, mobilizing students' enthusiasm and increasing their competitive spirit.
In order to promote cooperation, teachers need to help students develop cooperative skills. Consciously cooperate with students in class. In the process of group cooperation, teachers should play a group role and undertake group tasks. At the same time, they should purposefully demonstrate cooperation skills in group activities, coordinate teaching activities, ensure that the group focuses on learning objectives, and enable group members to gradually learn cooperation skills under the guidance of teachers' words and deeds.
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