It's over. Due tomorrow. Please help me. ...

Let teachers get professional growth in study and practice.

-Experience in learning the Guiding Outline of Kindergarten Education (for Trial Implementation)

Liu Hua, Education Bureau of Baoan District, Shenzhen

The Guiding Outline of Kindergarten Education (for Trial Implementation) (hereinafter referred to as the Outline) is in the first part "General Provisions". The third part "organization and implementation" and the fourth part "educational evaluation" put forward various specific requirements for teachers' work To meet these specific requirements, teachers' training can not be completed once or twice, but through continuous work practice, continuous learning and continuous reflection in work practice. Combined with the study of "Outline", I will talk about several problems in the professional growth of teachers.

First, understanding of children's development and learning.

The "Outline" emphasizes in the "General Principles" that early childhood education should lay a solid foundation for children's lifelong development, so that children can gain experiences beneficial to their physical and mental development in a happy childhood, respect their personality and rights, and promote the development of each child's personality. In the "organization and implementation", it is emphasized that the organization of educational activities should be combined with the actual situation of children in this class, the determination of educational activities should be combined with the development level, experience and needs of children in this class, and the content of educational activities should consider the learning characteristics and cognitive laws of children. What is advocated here is a new understanding of children's development and learning, infiltrating more human things and showing respect for children's rights; Respect children's personality, ability and learning; Respect the law of children's physical and mental development. In the past, we emphasized that kindergarten education should prepare children for primary school, but neglected the happiness and happiness that children should have in real life, so that we overemphasized understanding and what children should learn to master, regardless of their actual abilities and needs. In fact; Children live not only for the future, but also for the present. Children should have time to spend their childhood slowly. In early childhood, learning is the accumulation, expansion and promotion of experience, and it needs to interact with people and things in the surrounding environment. For young children, what they learn should be meaningful to their lives, but what they can learn does not mean that they must learn.

Implementing the above requirements in the Outline requires not only teachers to re-establish their own views on children, children's education and children's learning, but also teachers to have more and deeper understanding of children's development and how children learn. Teachers should have a good understanding of children's characteristics, communication characteristics, understanding of things and learning characteristics. At the same time, teachers are also required to know a lot about each child, how they cope with the external environment, their unique learning style, their families and their existing life experiences. Whether a kindergarten can provide high-quality preschool education depends on whether teachers have a deep understanding of children's development and learning, whether they have a full understanding of individual children, and their ability to use this knowledge and information in educational practice.

However, at present, in a considerable number of kindergartens, teachers' understanding of children's development only stays in some prescribed age characteristics, but they have no overall grasp of children's physical, emotional, social and cognitive development, which is reflected in the curriculum, that is, teachers can not prepare the learning environment and arrange appropriate experiences according to the knowledge of children's typical development at a certain age. In the interaction with children, teachers know little about children's family environment, existing knowledge and experience, and special learning methods, resulting in less content reflecting children's individual interests, needs and experiences, and even less challenging curriculum content for children.

Therefore, as a teacher's professional growth (whether for in-service teachers or teachers studying at school), the first thing is to strengthen teachers' learning of children's development knowledge, specifically, to strengthen teachers' learning of children's development psychology, children's pedagogy and special children's pedagogy. Kindergarten teacher training institutions should provide teachers with more and wider knowledge of children's social and emotional behavior, and provide them with knowledge of children's thinking development and language development. Of course, as the basic knowledge of preschool teachers' professional growth, it should also include teaching, science, literature and so on. In addition, teachers should have the knowledge to guide children to carry out various activities.

Through learning, teachers should have a correct understanding of children's learning and behavior at different ages, pay attention to the unique value of children's individual growth, and help all children overcome obstacles and get better development. Kindergarten teachers can truly reflect their professional development level only if they get along with and cooperate with children on the basis of understanding their development.

Second, establish a curriculum suitable for children's development.

Children's learning is carried out in the process of interaction with the surrounding environment, people and things. Therefore, creating an environment suitable for children's learning in kindergartens is an important aspect of the curriculum. Teachers should provide children with real, specific and relevant activity materials, which should be changeable and challenging. At the same time, teachers should give children enough time to play with and operate these activity materials freely. In the process of interaction between children and various activity materials, teachers should also provide opportunities for children to communicate with each other (including the communication between children and teachers).

There are not many kindergartens that can really provide children with real, specific and life-related activities. Many times, teachers just give children some materials that are not challenging, without considering the authenticity and concreteness of these things and whether they are related to children's lives, which leads children to dislike the materials provided by teachers. In a considerable number of kindergartens, teachers provide children with very little activity materials, so that children can't carry out spontaneous exploratory learning, and most of the time they can only do activities under the organization of teachers.

The curriculum goal of kindergarten should be challenging and all children should be successful at the same time. Curriculum design should include the development of children in various fields, because these aspects have an all-round impact on children, not a narrow academic field. However, at present, a considerable number of our kindergarten courses are limited to certain subject areas, and these subject areas are not related. Teachers are concerned with the training of a certain skill, or how to teach children what is set in the plan. As a result, children's interests and problems were not taken into account, and their life experiences and horizons were not expanded. At the same time, it also ignores the individual differences in children's interests and abilities.

The reform of preschool education has been going on for more than ten years. Although "promoting the all-round development of every child at the original level" has become the common pursuit of the majority of preschool educators, it should be noted that the reform in these years is more about the reform of teaching methods and has not touched the essence-curriculum. Therefore, we must seriously consider how to establish kindergarten curriculum suitable for children's development.

1. Development in various fields

Kindergarten curriculum should include children's development in all fields: physical, emotional, social and cognitive, which have a comprehensive impact on children. In the course implementation, on the one hand, teachers should teach basic skills in some fields (such as the skills of using tools and materials in artistic activities, etc.). ); On the other hand, teachers should also understand the instrumentality of various fields and regard them as tools for children to understand the environment and things (such as language, mathematics, science, etc.). ).

2. About inquiry learning

Research-based learning in kindergarten is a process in which children conduct in-depth and detailed research on people, things and events in the surrounding environment under the guidance of teachers. It is a process for children to comprehensively use all kinds of skills they have learned and mastered to deal with practical problems, and it is also a process for children to gain more experience and skills. This kind of inquiry learning (called "theme learning activity" and "theme inquiry activity") and so on. ) is different from the previous "theme" activities. It emphasizes the study of problems. In quite a few cases, the field is only used as a tool and means to study problems, not the other way around. Because inquiry learning emphasizes children's creative activities and active participation, their autonomous learning, and their use of existing experience to solve certain problems, inquiry learning can also enable children to gain more new experiences. For a considerable number of children, research-based learning is also difficult and challenging, so this kind of learning activity is paid more and more attention by many kindergartens.

3. About the formulation of curriculum plan

In the past, when making curriculum plans, teachers mostly focused on subject knowledge, and rarely considered the existing development level of children, especially their individual differences. Moreover, the curriculum plan of kindergarten is often unchangeable. The curriculum plan of children in an age class has not changed much every academic year except for the content of some subjects. Therefore, in order to make great changes in the existing curriculum planning methods in kindergartens, teachers must regularly observe and evaluate children's individual needs, talents and interests, and make curriculum plans according to children's actual situation (family/cultural background, expression, interaction, interest differences, ability differences, etc.). ) to make the course suitable for all children. When making the curriculum plan, we should consider the dynamic problem, that is, the curriculum plan is not static, but changes according to the changes of the environment, children and the events that children are exposed to. Of course, this does not mean that the kindergarten curriculum plan has no clear requirements. For specific kindergartens, children's development in certain fields, such as motor development, can be considered in advance, and some activities can be arranged according to their laws (from big muscles to small muscles, from big movements to small movements), but only according to the actual situation of children of a specific age.

4. On the Interaction between Teachers and Children

In the process of curriculum implementation, how to get along with teachers and children is a very important issue. Due to the realization of curriculum objectives, children's physical, emotional, social and cognitive development depends to a considerable extent on how teachers interact with children. At present, a certain number of kindergartens do not pay much attention to the way and quality of getting along with teachers and children, and many kindergartens have no specific requirements on how to get along with teachers and children, which affects the realization of curriculum objectives and the development of children in all aspects to a considerable extent. In the past, we used to call it educational skills, and some people called it educational strategy. In fact, the problem of getting along with teachers and children involves the views of education, children, children's development and learning, and is not a simple educational skill or strategy. Therefore, in the process of preschool teachers' professional growth, this issue should be highly valued.

The interaction between teachers and children involves the following issues:

(1) Teachers should respond directly and quickly to children's needs, wishes and related information, and try their best to adapt their responses to children's characteristics and levels.

(2) Teachers should provide children with various communication opportunities (including listening and responding, collective language activities and literary activities, one-on-one communication, group study and discussion, etc.). (3) Teachers should support and encourage children to successfully complete tasks (allowing children to make mistakes in their studies).

(4) Teachers should pay attention to the signs of mental stress in children's behavior (for example, children who are new to the park are not familiar with the environment. Some children worry that their toys will be taken away by other children, and so on. ), and carry out some activities to eliminate tension (such as physical contact comfort or language comfort, listening to children telling stories, etc. ).

(5) Teachers should accept and understand children's behaviors (such as grabbing toys, hitting people, lying after doing something wrong, etc.). ), and teachers should put an end to their incorrect behavior (snub, laugh at them, yell at them after doing something wrong, etc.). ).

Third, correctly evaluate children's learning and development.

What is the evaluation for? For a long time, kindergarten evaluation has been used to compare children's abilities and check children's mastery of teachers' knowledge and skills. Therefore, evaluation has not promoted the improvement of education quality to a certain extent, nor has it played a positive role in the learning and development of each child. On the contrary, many times, kindergarten evaluation has a negative impact on children's growth.

In the fourth part, "Educational Evaluation", the Outline points out that the purpose of evaluating children's learning and development is to understand their development needs, so as to provide more appropriate help and guidance. At the same time, the "Outline" points out that the ultimate goal of education evaluation is: whether the goals of education plans and activities are based on understanding the current situation of children in this class; Whether the contents, methods, strategies and environmental conditions of education can stimulate children's enthusiasm for learning; Whether the educational process can provide beneficial learning experience for children and meet their development needs; Whether educational content and requirements can take into account group needs and individual differences, so that every child has a sense of success; Whether the teacher's guidance is conducive to children's active and effective learning. If children's learning and development are not evaluated, teachers can't understand children's actual development needs, can't make effective curriculum plans, and can't implement them. Therefore, we should seriously and correctly understand the educational evaluation of kindergartens.

How can we really achieve the purpose of educational evaluation? That is to observe young children. In fact, effective and responsible evaluation should start with observing children's behavior. By observing children's behavior, evaluating and analyzing their works, we can understand how they interact with others, their existing experience and their unique learning style. Only in this way can teachers make and implement curriculum plans more effectively. The evaluation of children's development is not an immediate task, nor is it only concerned with a specific aspect of children's development. It runs through the whole education process and involves all aspects of children's development. Of course, in the specific operation process, teachers can not only observe a certain aspect of children's behavior (such as the development of oral English and big muscles), but also analyze all aspects of development (small class last semester, the whole middle class stage), and understand the actual development of children as a whole through observation and analysis in all aspects. It can be the observation of an individual (a child) or the observation and analysis of a certain group (such as boys) in the class. At present, some kindergartens with curriculum reform have made many useful explorations and attempts in the evaluation of children's learning development.

The Outline points out that the process of evaluating children is a process in which teachers use professional knowledge to examine their own educational practice, discover, analyze, study and solve problems, and it is also a process in which children grow up. Teachers' understanding of how to master and apply knowledge about children's development and learning plays an important role in the formulation and implementation of curriculum plans, and also has an important influence on teachers' evaluation of children's learning and development. Through the evaluation of children's learning and development, teachers can understand their own educational plans and goals, as well as their own educational content, methods and arranged educational environment, and can urge teachers to study again, understand the knowledge about children's learning and development, and promote teachers' professional growth.

Regarding the evaluation of children's learning development, the following aspects can be used as reference in teachers' work: 1. Evaluate children in various ways to understand their advantages and disadvantages; 2. Observe children systematically to understand their abilities, needs and growth; 3. Collect information about each child's learning and growth as much as possible; 4. Plan children's learning activities according to the collected information to help all children learn and succeed, including children with special needs; 5. Communicate with parents about all aspects of children's observation data collected, and analyze and solve problems in children's education.

Fourth, establish a relationship with children's families.

Family and kindergarten are interrelated. Teachers should not separate them, but should regard kindergarten as an extension and expansion of the family. Children are moving from a smaller space to a wider world. Regarding the role of kindergartens and families, quite a few teachers have some wrong understandings in the past (including now). For example, kindergartens are always correct in education, while children's families have many incorrect practices that need teachers to correct; Give priority to kindergarten education, and family education should cooperate with kindergarten education; Teachers are professionals in preschool education, and parents should listen to their teachers. If these incorrect understandings are not changed, kindergarten education will not achieve its due results.

The Outline points out that the family is an important partner of the kindergarten. Based on the principles of respect, equality and cooperation, we should strive for parents' understanding, support and active participation, and actively support and help parents improve their educational ability. This is not only the change of children's family view, but also the affirmation and recognition of children's family education. It requires teachers to reconsider the following two questions:

1. Family members have the right and responsibility to participate in the decision-making of early childhood education.

Kindergartens and families should reconsider their roles and functions, and teachers and parents should reconsider their responsibilities. In the past, parents sent their children to kindergarten in order to let them receive the education of teachers, and the rights and responsibilities of educators were on teachers. Only on the "open day" arranged by the kindergarten can parents go into the kindergarten to "watch" their children's activities, which are arranged and organized by the teacher. Nowadays, parents have the "right to know" about their children's study and life in the park and the right to participate in decision-making. Teachers and parents should share rights and responsibilities. If the teacher doesn't let parents know about their children in the park, it is a disrespect for parents' rights; And if parents don't understand the situation of children in the park and don't participate in the education of children in the park, it is irresponsible.

2. Teachers and parents should study the problems, viewpoints and strategies in children's learning and development together.

* * * Studying children's learning and development should be the focus of contact and communication between teachers and parents, so that teachers and parents can know each other better and promote mutual respect; At the same time, the communication and discussion between teachers and parents can also form some knowledge and seek solutions to some specific educational problems; Furthermore, through communication, teachers can get more educational resources from their parents and learn more from them. At present, some kindergartens carrying out curriculum reform have tried to involve parents in kindergarten work in various ways, especially in the planning and implementation of kindergarten curriculum (such as parent liaison group and class parent assistant), which will have a positive impact on kindergarten curriculum reform and development, children's learning and teachers' self-growth.

The above four aspects are about the professional growth of preschool teachers. In practical work, teachers' professional growth also involves teachers' professional ethics, teachers' knowledge in related fields and the improvement of teachers' own academic level. As space is limited, I won't describe them one by one.

studies in preschool education

The key to "garden-oriented" lies in teacher-oriented.

At present, teachers, as the main body of curriculum development, have formed * * * knowledge. The so-called "teacher-oriented" aims to emphasize teachers' active participation and effective cooperation. The core lies in emphasizing the cultivation and improvement of teachers' comprehensive quality and promoting teachers to form a complete and keen curriculum consciousness. In a sense, kindergarten-based curriculum is both a kindergarten curriculum and a teacher's curriculum.

In the process of kindergarten-based curriculum development, the role of teachers is self-evident. In the development of kindergarten-based curriculum, it is particularly important to emphasize that people should give full play to their talents. While cultivating the backbone, how to fully mobilize the enthusiasm and creativity of each teacher, especially how to strengthen the cooperation between teachers, is an important and arduous task for kindergarten leaders who want to develop or are developing kindergarten-based courses. Only with the participation of teachers can there be a real diversified exploration and the kindergarten-based curriculum truly meet the characteristics and needs of young children; Only the cooperation between teachers and the interaction between teachers and children can make the development of kindergarten-based curriculum develop, improve and innovate in exploration.

Steinhaus, a British curriculum expert, famously said, "Without the development of teachers, there is no preparation for courses." Its core proposition is "Teachers are researchers". When we understand this proposition as a prerequisite for curriculum development, we are inevitably pessimistic about the present situation and even the prospects of many kindergarten-based curriculum development. However, if we understand "teachers are researchers" as a concept of teachers' professional development, then "it provides a new idea for teachers' training and on-the-job training". In this way, teachers' professional growth and kindergarten-based curriculum development are a complementary process. Frankly speaking, ordinary kindergarten teachers are too used to waiting and executing, and always expect others to teach them "how to do it" at every step. Their scientific research consciousness and curriculum consciousness are very weak. Therefore, it is urgent to improve teachers' comprehensive quality, especially the scientific research consciousness and curriculum consciousness needed for kindergarten-based curriculum development. In other words, the development of kindergarten-based curriculum also provides an opportunity for teachers' professional development.

Usually, we regard the cultivation of reflective teaching ability as the key to teachers' professional growth, and the object of reflection is our own educational practice. ② Obviously, the "educational practice" here is no longer a simple course implementation process in the traditional sense. What teachers need to reflect on is the educational practice after the organic integration of teaching and curriculum.

The integration of curriculum and teaching is an organic unified process of "teaching as a curriculum development event" and "curriculum as a teaching event". In the view of constructivism, "curriculum is a continuous construction produced by the interaction between teachers and students." Here, the curriculum is a series of "events" created by teachers and students in the educational situation. Through these "events", teachers and students jointly construct content and meaning. Here, teaching is no longer just a' channel' to convey content, but a social situation that produces the effect of basic courses. "It can be said that teachers' curriculum consciousness is constantly formed and developed in the process of reflective teaching. In other words, reflective teaching can certainly promote the enhancement of teachers' curriculum awareness. A teacher who is good at teaching reflection must also be a teacher with keen curriculum consciousness. Curriculum development is a continuous and complete process. " Since kindergarten-based curriculum is called curriculum, it must include clear curriculum objectives, curriculum content, curriculum implementation plan, curriculum evaluation system and so on. Without any link, a complete course cannot be built. "④ A teacher engaged in curriculum development must pay all-round attention to and think about the whole process of kindergarten-based curriculum development. Only in this way can we cultivate and form a complete curriculum consciousness.

In the process of curriculum research, compilation, implementation and evaluation, teachers, as curriculum developers, should always ask "why": whether the curriculum objectives are suitable for the physical and mental development characteristics of children in this class and the individual differences between children, whether they are too high or too low; Whether the course content takes into account children's existing knowledge and experience, whether it meets children's interests and needs, and is conducive to children's development; Whether the curriculum organization form and teaching strategy are conducive to mobilizing children's enthusiasm, whether it is conducive to children's independent exploration, and whether the interaction between teachers and students is taken into account; Whether the evaluation system is scientific and conforms to the reality of the park and class.

At the beginning of kindergarten-based curriculum development, limited by many factors such as theoretical literacy, not to mention curriculum awareness, for ordinary teachers, problem awareness may not be strong. If you want to be a teacher with certain curriculum development ability and level, you must be down-to-earth, constantly improve your theoretical literacy, persist in reflecting on teaching practice, and realize your professional growth and development through teachers' collective cooperation and personal efforts in the process of promoting the continuous improvement of kindergarten-based curriculum development. It should be pointed out that both the development of kindergarten-based curriculum and the professional growth of teachers will be a long, arduous and tortuous process, which can never be achieved overnight. Every kindergarten teacher who is interested in curriculum development must have a clear understanding and full mental preparation.

Fourthly, the purpose of "gardening" is to form a unique curriculum system and the concept of running a garden. The purpose of kindergarten-based curriculum development is to form the educational characteristics of kindergartens, and the key to the formation of characteristics lies in educational ideas. In a sense, curriculum is thought. For kindergartens, this concept refers to the guiding ideology of running a garden, and the kindergarten-based curriculum should be the concrete embodiment of the kindergarten-run concept. This idea must first have scientific theoretical basis and advanced nature, and conform to the basic spirit of the outline. Secondly, it must be a unique value pursuit gradually formed by kindergartens after long-term practice and exploration. At the same time, this idea is concrete, runs through children's daily activities, is alive, can keep pace with the times, and is constantly innovating and developing. More importantly, this idea is not only the director's, but also recognized by the teachers in the whole park.

Looking at kindergartens at home and abroad, it is not difficult to find that every successful kindergarten has a distinct concept of running a kindergarten and a unique curriculum system or model that fully embodies this concept.

Mr. Chen Heqin, the founder of modern preschool education in China, advocated the concept of "life education". Under the guidance of this thought, he proposed to form the curriculum concept of "nature and society are living teaching materials" and the curriculum system of "five fingers activities" and the educational method of "learning by doing, learning by doing and making progress by doing" in order to realize the goal of "being a person, being a China person and being a modern China person". Many kindergartens under the personal guidance of Mr. Chen or influenced by his thoughts have been successful, and many of them have become famous gardens for generations. As for the well-known "Reggio" model, when we admire its unique curriculum model, we must not ignore its unique educational concept-"Reggio Amelia's educational orientation": the concept of children entering children's hearts, the concept of "I am us" and so on. ⑤ Without this advanced and unique "Reggio Emilia Education Orientation", there will never be a unique "Reggio" curriculum model. There is a unique "Imagination" kindergarten in Vienna. Its founder, Waldorf, Austria's most prestigious preschool education expert, declared that imagination is the key "first quality" in preschool education, which is indispensable for cultivating children's abstract thinking ability and image thinking ability, and imagination should be placed in the supreme position of kindergarten education. Under the guidance of this unique concept of running a garden, Waldorf Kindergarten has gradually formed a curriculum system featuring stimulating children's imagination and emphasizing brains and hands-on. It is true that it is not a day's work to form a set of mature and unique ideas and curriculum models for running the park. It needs the guidance of advanced educational theory and long-term unremitting exploration and practice. Objectively speaking, most kindergartens in China are still in the primary stage of kindergarten-based curriculum development. In a short period of two or three years or five or six years, it is unrealistic to hope to form a unique concept of running a garden and create a successful curriculum model. As far as the actual situation is concerned, what we need most is calm and persistence. We can neither expect to become famous overnight, nor be discouraged or even ashamed. It is important that we have a lot of basic work to do, especially the reform of the management system of the park, the introduction of high-quality talents, and the training and improvement of teachers in the park. When looking to the future, keep your feet on the ground. This is the attitude we should adopt. Note: ① Stone: Curriculum Theory-Foundation, Principles and Problems of Curriculum, Education Science Press, 1996, p. 189. ② Feng Xiaoxia and Mao Yunyan: Reflective Teaching —— The Key to Teachers' Professional Growth, Preschool Education, No.3, 2002. ③ Zhang Hua: On Curriculum and Teaching, Shanghai Education Press, 2000, pp. 90-92. ④ Yuan Ailing: Cold thinking on the upsurge of kindergarten-based curriculum, Research on Preschool Education,No. 10, 2002. ⑤ Pan Jie: Reggio's Educational Idea and Practice, Early Education,No. 10, 200 1. ⑥ Tang Ruoshui: A Unique Imagined Kindergarten, Guangming Daily, September 20, 2002. educational review

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Thinking and Practice of Preschool Teachers' Professional Growth

Taizhou jiulong town Central Kindergarten in Feng Chun

Teachers' professional growth has become the primary factor in the reform and development of modern preschool education. As we all know, the premise of strengthening kindergarten curriculum reform and improving the quality of kindergarten education is to have a team of high-quality teachers. How does a manager promote the growth of teachers? In practice, the author has created a relaxed atmosphere and provided soil for teachers' growth. Decentralize, let go, rest assured, and stimulate the enthusiasm and initiative of teachers' growth; Grasp the elements and lead the concept of teacher education; From concept to behavior, this paper makes a preliminary exploration on promoting the growth of teachers' teaching implementation ability.

At present, China's basic education sector is actively discussing curriculum reform, and preschool education, as an important part of basic education, is no exception. The promulgation and implementation of the Guiding Outline of Kindergarten Education (Trial) is its most remarkable performance. The Outline expresses the expectation of preschool teachers' professional growth in many places, which shows that teachers' professional growth has become the primary factor in the reform and development of modern preschool education. As we all know, the premise of strengthening kindergarten curriculum reform and improving the quality of kindergarten education is to have a team of high-quality teachers. Because the vitality of a kindergarten is ultimately reflected by the vitality of every teacher, the professional growth of teachers is very important for the sustainable development of a kindergarten! This paper talks about the author's preliminary understanding and practice in promoting the professional growth of preschool teachers.

First, create a relaxed atmosphere and provide the soil for teachers to grow up.

Environment is the external factor of teachers' growth. On the one hand, the growth of teachers needs a good social environment and opportunities. On the other hand, teachers cannot do without a relaxed and comfortable school environment, especially a good democratic and relaxed atmosphere, which has a great relationship with the growth of teachers.

The division of labor between the director and the teacher naturally forms the relationship between the superior and the subordinate, so in the usual communication, the teacher will inevitably be a little nervous. Over time, teachers have more or less a sense of timidity towards the headmaster. As a class teacher, to understand teachers' psychology, we should put down our airs in our work, approach them actively, care for them, keep close relationship with them and get along with them equally and naturally. For those teachers who are aggressive, confident and seemingly proud, the headmaster should show due tolerance and care, because self-confidence is one of the important conditions and sources of creative work. A person who lacks self-confidence cannot have the courage to create. On the contrary, with self-confidence, the mind will be relaxed and creative thinking will be smooth.

According to different personalities