? Flowers are the heart, and planting is the skill. Wonderful realm is a beautiful form in which the technique (the "realm" of Japanese writing) reaches the extreme, and the mind and technique are integrated into one. It can be called "unintentional flower". Combining with the author's example, it should be a state in which mature teachers perfectly integrate their teaching ideas and teaching methods, showing that "there is no trick to win, and there is a trick that seems to be no trick".
? What do teachers or schools need to do to help teachers achieve the above state? Answering this question is the purpose of this book. It is my reading purpose to study how the author of this book answers this question and what I can learn in the process of research.
First, the discourse structure of Shi Hua Zhuan-from theoretical explanation to practical expression
? The recommendation order of this book is very important, which helps readers to sort out the development history of the teaching profession for nearly 200 years and clarify the requirements of contemporary society for teachers: expert teachers. There are two modes to train expert teachers. One is the "technology reasonable model", which divides the training of teachers into two parts: university (theory) and primary and secondary schools (practice). Because the training process is "problem-free", the teacher's theory-practice system is in a fragmented state, and it can't be effectively connected internally, which eventually fails. The other is an effective "reflective practice" model, which advocates that teachers should have a dialogue with problem situations, cultivate non-conceptualized "tacit knowledge" through experience, and then "reflect on the activity process" on this basis. This model hopes to train teachers to become "reflective practitioners", act in reflection, reflect in action, and confront complex problems in reality.
? To train expert teachers is to train "reflective practitioners".
? After the theoretical explanation, this book goes straight to the purpose of writing, taking readers to the key point of the question-answering two questions: "How can schools cultivate reflective practitioners and how can teachers grow into reflective practitioners?"
Second, how can schools cultivate "reflective practitioners"?
? The growth of teachers as experts can't depend entirely on individual strength, but on the "peer-to-peer" expert community formed by jointly challenging creative practice.
? It is not difficult to understand that human beings are social animals, and human self needs to interact with others and society to form. Expert groups can not only alleviate the loneliness of teachers' growth, but also stimulate teachers to generate new ideological sparks and generate a steady stream of motivation. But the composition of "expert community" must be based on "colleagues", otherwise teachers will not have safe and sincere links, but just a simple collection.
? However, there is no detailed discussion on the emergence of peer sex, only that it is necessary, which shows the atmosphere of mutual learning between teachers, rather than mutual criticism. The communication between teachers should be centered on classroom events and have substantive content, rather than simply discussing advantages and disadvantages.
The expert community with "colleagues" is embodied as "school-based research" in the school, which depends on the effective organization of the school.
Third, how do teachers grow into "reflective practitioners"?
(A) a clear positioning
? "Distinguishing things from others" is a new word I learned in this book. It means: identify the nature, conditions and other factors of many things, so that they are in their proper places. In short, it is positioning. Orientation is the first step of teachers' growth. This book holds that teachers have the characteristics of "craftsmen" and "experts". They not only accumulate practical experience and wisdom through experience, but also seek "experts" with high reflection and judgment in complex intellectual practice.
? In Chinese, "craftsman" is often derogatory, referring to repetitive work with little technical content, while in Japanese, "craftsman" refers to "the most advanced skilled worker". Such people are usually good at listening, thinking, slender and meticulous. Reflected in the work of teachers: first, respect every child; Second, pay attention to the possibility and development of teaching materials; Third, pay attention to your own educational ideas. Even if there is a conflict between the three, it can still be unique without violating any of them, and the teachers who create teaching are respected and admired.
? "Expert" in Japanese refers to a professional field with "public mission", practical ability and self-discipline responsibility. According to this standard, the teacher profession lacks the ethics of experts and the ethical program of self-discipline and self-management. But the lack does not mean that there is no, just because the complexity of this industry is far beyond people's imagination, and such a program has not yet been established. The author appeals that teachers should consciously shoulder the public mission and responsibility and carry out practical creation in the name of experts, which is the most meaningful struggle for the growth of experts!
As a teacher, we should demand ourselves by the standards of "craftsman" and "expert".
Continuous learning
? "The person who has the worst learning ability in school but needs to learn most is the teacher." This sentence was said by the first generation principal of Hamashima Primary School in Mao Qi City, Kanagawa Prefecture, a Japanese "learning community" pilot school, and I feel the same way. The complexity of daily work, self-laziness and lack of diligence often lead to "why am I still spinning around for so long?" Anxiety. Teachers need to keep learning to stay ahead of their children.
? Manabu Sato summarized and refined Vygotsky's psychology, Dewey's pedagogy and Foucault's philosophy, and conceptualized "learning" in practice-"learning" means "learning as dialogue practice". Even learning takes place in dialogue, between people and things (creating the world), between people and others (making friends), and between people and themselves (reinventing themselves). ?
1. Continue to learn from textbooks (dialogue between people and things)
? In the case of excellent teachers in the book, the teaching method of "ruminating" appears in many teachers' teaching activities-guiding students to return to textbooks, having a dialogue with textbooks, excavating the meaning of the text itself, and innovating and expanding students' cognitive boundaries. The dialogue between teachers and textbooks should also be such a process-starting from textbooks, not sticking to textbooks, and seeking innovative space in the dialogue with textbooks. Excellent teachers should look forward to the possibility of teaching.
2. Continue to learn from colleagues (people talk to others)
? "study hard and deeply, because' being good at this is not everything, and the poor also have something to recommend'". In retrospect, every time I write a plan for the beginning of the year, I will write "Learn from the old teacher with an open mind". After reading this book, I feel really shallow. There are also many things I should learn from my peers, which I didn't notice before!
When learning from colleagues, we should pay attention to growth, learn from teachers' practice and children's facts in class, rather than evaluating the "good" and "bad" teaching. Be good at finding fellow travelers in daily life, and don't always look at mature teachers who have wonderful works.
? Continue to learn from your past experience (dialogue between people and me)
? "We travel to unknown places and discover new things. After the trip, we can still recall the scenery in detail." This sentence can be used to describe Ishii, a Shunzhi teacher mentioned many times in the article. After a class, he can completely reproduce a class without any notes. The secret is to take classroom events as the core, to listen from a researcher's perspective when teaching or attending classes, to examine the complex relationship network formed between events, to examine the occurrence of events in relationships, and to establish causal understanding, not causal understanding. At the same time, writing exercise notes often is the most effective way to promote teachers' reflection.
When the above three points are met at the same time, it is the day when teachers' research bears fruit (book P 100).
Fourth, sporadic feelings
This book is divided into three parts. The first part is about the growth of expert teachers, the second part is about the practical achievements of the theory of "learning community" with examples, and the third part is about teachers' career. It is no exaggeration to say that it is a treatise, but what impressed me after reading it was not the exposition in the book, but the author's slender and soft inner world. "Under the breeze, the inheritance of heart and heart is a flower". He regards teaching as both science and art, and has respect, gratitude and sympathy for teachers.
? He doesn't pretend to be a researcher. He is willing to learn from all teachers, old and young. He is grateful to all the teachers he met who had a great influence on him and spent a lot of time describing their deeds and growth. He is deeply concerned about the professional status of teachers and appeals to everyone to win dignity for this profession. He can see teachers who can express themselves and are determined to change, as well as teachers who are quiet and full of wisdom to protect the most precious things in the school.
He let me have a more comprehensive understanding of the profession of teachers-this is not a noble profession, but it is not a profession that anyone in the world can do well. Like all work, it needs intensive cultivation, careful consideration, self-discipline and responsibility.
He refreshed my understanding of learning. Learning doesn't have to be done at a fixed time, place and place, and it doesn't have to be fixed who to learn from. As long as you are sensitive enough, you can learn everything in life
? He pointed out some problems in my class and gave me directions and methods for improvement. For example, the teacher's teaching is not to let himself enter the students, but to let the students enter the teacher's own body image. For example, it is not enough to listen to what students say, but also to consider the relationship between his speech and the teaching materials, the relationship with other students' speeches, and the relationship with his previous thinking or speech. We should learn to connect the class hours in series, establish contacts, and learn about the classroom and students from the contacts. For another example, peers are very important. The growth of teachers as experts can not be achieved by personal strength, but by the strength of a group of "peers" experts. ...
Because of my familiarity with Japanese culture, I have a sense of intimacy when reading this book, and the whole reading process is very enjoyable. I am grateful for the time when I met Miss Manabu Sato.