How to be a good Chinese teacher under the new curriculum standard

First of all, it is the basic feature of Chinese curriculum.

Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. The multiple functions and basic functions of Chinese course determine its important position in the nine-year compulsory education stage.

3. Metaphors about teachers in China culture.

What is a teacher and what role does a teacher play in education and teaching? Han Yu in the Tang Dynasty gave us a good answer in his "Teacher's Theory": a teacher is a teacher, so he was taught by his profession to solve doubts. Today, can this statement meet the requirements of our new curriculum reform?

Teachers' roles can be divided into positive and negative categories:

Positive: Teachers are engineers of human souls, hardworking gardeners, signposts, ferrymen, ladders, crutches for students, band directors, directors and teachers' duties.

Negative: "Teachers are one of the three public hazards (the other two are policemen and doctors)", "Teachers are policemen (meaning policemen) and Pacific policemen", "Teachers are judges and judges in the Supreme People's Court" and "Teachers are physical and mental abusers".

Teachers' professionalism: "Teachers are candles, illuminating others and burning themselves", "Teachers are spring silkworms", "Teachers are willing cows", "Teachers are paving stones" and "Teachers are the sun".

(3) Teachers' knowledge and ability: "Give students a bowl of water, teachers should have a bucket of water", "Teachers are water, constantly updating and flowing" and "Teachers are living Zhuge Liang".

(4) On the economic status of teachers: "Teachers are sour" (a saying in a county in Gansu has two meanings: one is "poor"; The second is "bad shelf").

⑤ About the relationship between teachers and students: "A teacher for a day, a father for life", "A teacher is a friend of students".

We use the function of "candle" to make an analysis:

The metaphor of "teacher is a candle" makes people happy and worried. On the one hand, it embodies the selfless dedication of teachers' profession; On the other hand, it reflects an important teacher-student relationship, that is, students are more important than teachers. Light is directional, it always shines towards a certain goal; As a teacher, light can only follow and revolve around students, and the development of teachers themselves has not been taken seriously. In fact, as a candle, teachers should not only illuminate others, but also illuminate themselves; Teachers also have their own lives and need to "learn from each other" with students; When you burn yourself out and illuminate others, you should also shine. Teaching and learning are actually complementary processes. Teachers develop themselves while developing students, and teachers develop students while developing themselves.

"Candle theory" gives teachers a high status, and almost abstracts teachers as a kind of "saint". It reflects the lofty expectations of the society for the teaching profession. It seems that teachers can solve all the problems of students and "preach, teach and solve doubts" for them. In fact, the light of candles is very limited and can only illuminate some students; Sometimes it even limits the development of students because of its weak light. Therefore, teachers don't have to estimate their role so high, and they don't have to blindly obey the expectations of society and carry it on their backs as a huge burden; You don't have to sacrifice yourself so tragically and exhaust yourself like a candle. Teachers are also natural people. They should also pay attention to their own life and development, and they can also live an interesting life with their emotions and hobbies. If you think you are a candle and burn blindly, the candle will burn shorter and shorter and will go out one day. Teachers should not only shine their light where they need it, but also constantly recharge themselves. Therefore, some teachers think that instead of comparing teachers to candles, it is better to compare teachers to ever-burning lamps, constantly charging for students' development and their own growth, benefiting others and benefiting themselves.

Interested teachers can look at Chen Xiangming's "What is the Teacher's Role-A Metaphorical Analysis of Teachers" (Educational Research and Experiment 200 1. 1), and his article explains it in detail.

Second, the new curriculum standards put forward four basic concepts

The six goals of modern education put forward by UNESCO-learning to recognize, learn to do things, learn to get along, learn to learn, learn to do things and learn a skill, can be said to have put forward requirements for modern education from different angles.

Chinese Curriculum Standard (Experimental Draft) puts forward four basic concepts, which constitute a complete guiding ideology of Chinese teaching.

1. "Improving students' Chinese literacy in an all-round way" is the fundamental purpose of Chinese teaching. The so-called "Chinese literacy" refers to Chinese knowledge, ideological level and correct emotional attitude. When we understand this concept, we must grasp two points: first, we must face all students. The second is to understand the specific content of Chinese literacy, that is, the thoughts and feelings of loving the language and culture of the motherland; The correct attitude of understanding and using the language of the motherland; Rich knowledge of Chinese; Develop language ability; Improve thinking ability; Develop a good character; Cultivate a sound personality.

2. "Correctly grasping the characteristics of Chinese education" is the premise to realize the purpose of Chinese teaching. When we understand this concept, we must grasp three points: First, we must correctly handle the dialectical relationship between the value orientation of the text and the unique experience of students. First of all, we should guide students into the text, study hard and form a good habit of studying hard. Secondly, we should organize students to have a multi-directional dialogue and explain their unique experiences. In dialogue and communication, students should learn to listen, learn to accept and learn to improve their understanding. Guide students to establish correct values, positive attitude towards life and noble aesthetic taste through texts. Second, let students learn Chinese in Chinese practice. In the past, we overemphasized the systematicness and integrity of Chinese knowledge when learning Chinese courses. Teaching and learning, examination and evaluation are all included in the scope of textbooks and teaching reference. As a result, teachers can teach to death and students can learn to die. Practice has proved that students' Chinese literacy is gradually formed in the practical activities of listening, speaking, reading and writing, and it is a leap from quantitative change to qualitative change. The practical activities of students learning Chinese include not only listening, speaking, reading, writing and acting in class, but also colorful extracurricular practical activities. Third, we should correctly grasp the characteristics of Chinese. The basic characteristics of Chinese language and writing are the expression of meaning by form, the combination of sound, form and meaning, and strong emotional color. Therefore, in Chinese education, we should correctly grasp the characteristics of Chinese education, get out of the misunderstanding of rational teaching design of "explaining Chinese knowledge first and then arranging corresponding exercises", pay attention to cultivating students' good sense of language and overall grasping ability, give full play to the emotional edifying function of Chinese curriculum, let students love and learn Chinese, and let Chinese teaching glow with new vitality.

3. "Actively advocating independent, cooperative and inquiry learning methods" is the basic strategy to achieve the purpose of Chinese teaching. Cultivating students' innovative spirit and practical ability is a new requirement for education with the development of the times. To cultivate students' innovative spirit and practical ability, we must start with changing students' learning methods. We should change the passive, closed and accepted learning style in the past. First of all, students are the main body of autonomous learning. Without students' independent participation, Chinese learning activities are not perfect. In the process of autonomous learning, students can choose their favorite learning methods, learning processes, learning partners and learning problems. Teachers should stimulate students' interest in autonomous learning, protect every student's enthusiasm for autonomous learning, and make every student happy and able to learn. Secondly, modern Chinese learning activities are the integration of collective wisdom, which is based on recognizing individual differences and taking them as learning resources. Cooperative learning based on individual autonomous learning can not only improve learning efficiency, but also enhance students' cooperative consciousness and ability. Thirdly, students' Chinese learning activity is a kind of inquiry activity. No matter whether it is autonomous learning or cooperative learning, if we just accept and lack exploration, then Chinese learning can't be innovative and developed. The inquiry process of students in Chinese practice is the process of acquiring knowledge, methods and emotional experience. The fun of inquiry gained in the process of inquiry is more important than the result of inquiry. From this perspective, the learning style of autonomy, cooperation and inquiry is a complete unity. On the basis of independent inquiry learning, through cooperative inquiry learning, we can achieve the goal of * * * improvement.

4. "Strive to build an open and energetic Chinese course" is a reliable guarantee to achieve the purpose of Chinese teaching. When we understand this concept, we must grasp four points: first, from the perspective of curriculum objectives, Chinese curriculum is not limited to the study of Chinese knowledge, but should be designed as a whole from three dimensions: knowledge and ability, process and method, emotional attitude and values, so as to make them penetrate each other and integrate into one. Secondly, from the perspective of curriculum time and space, get out of the misunderstanding that traditional Chinese curriculum textbooks are the world, and establish a new time and space view of Chinese curriculum that the world is textbooks. This world includes not only the real physical world and the virtual network world, but also the colorful spiritual world of teachers and students. Thirdly, from the perspective of curriculum function, Chinese curriculum should meet the needs of cultivating language sense as much as possible; The needs of different regions, different schools and different students need to be constantly self-regulated, updated and developed according to the social learning style, and transformed into autonomy, cooperation and inquiry. Fourthly, from the perspective of course types, Chinese courses include not only Chinese subject courses, but also Chinese activity courses and comprehensive Chinese learning courses.

These ideas run through the idea of taking students as the main body and promoting students' development. Only by comprehensively and profoundly understanding its connotation and applying it to the practice of Chinese teaching reform can we correctly grasp the direction of Chinese teaching reform and development.

At present, the important theories and experiences that have been introduced and are being introduced into subject education in China are as follows:

May Bruner's "Discovery Method"

Skinner's "Procedural Teaching Method"

American Rogers' "Non-guiding Principle"

Ripiaj's "Activity Teaching Method"

Degenshen's "Example Teaching Method"

Suzankov's General Development Theory and Difficult Teaching Principles

Suhomlinski's "Educational Theory of All-round and Harmonious Development"

Sushatalov's "Graphic Method of Contour Signal"

Paul Zalov's "Hint Teaching Method"

Su babanski's "Theory of Teaching Process Optimization"

Maybloom's "Mastery Learning" and "Feedback Learning"

Ausubel's "Reception Learning and Meaning Learning Theory" in America

Metchomsky's "Generative Linguistics Theory"

In addition to the above-mentioned famous theories, at the turn of the 20th century and 2 1 century, some China scholars who returned from studying abroad introduced western educational thoughts and theories such as humanism, postmodernism and constructivism, and devoted themselves to curing the long-standing bottleneck of China's teaching.

Third, do a good job in the transformation of teachers' role in curriculum reform.

1. From imparting knowledge and authority to participants, promoters and instructors in learning.

Bruner, an American educator, pointed out that teaching students to learn any subject is by no means to instill fixed knowledge into their hearts, but to inspire students to actively acquire and organize knowledge. Teachers can't teach students to make a living bookcase, but to teach them how to think and organize their knowledge from the process of seeking knowledge, just like historians study and analyze historical materials. It is necessary to cultivate students' innovative consciousness and gradually form new abilities. Teachers are required to put down their authority and teachers' airs and study and discuss various problems in teaching with students as an ordinary participant. Let students dare to challenge textbooks, teachers and authority, and realize the transcendence of life.

The new curriculum holds that the teaching process is an interactive process between teachers and students, and teachers should guide students to carry out research and inquiry learning. Guide students to ask questions constantly, so that the learning process becomes an exploration process for students to ask questions and solve problems constantly; Teachers guide students to collect and use learning resources; Help students design suitable learning activities and choose different learning methods according to different learning contents, so that students' learning becomes rich and personalized; Create positive psychological reversal to support learning; Help students evaluate the learning process.

As the saying goes, what kind of master brings out what kind of apprentice. Inspired by the person who dyed silk, Mozi, an ancient philosopher, came to the conclusion that "dyeing it is light and dyeing it is yellow" and earnestly warned people that "dyeing it should not be careless". These words are a truth: there is a relationship between teachers and educatees, and teachers' ideological level and knowledge literacy will have a profound impact on educatees. Chinese teachers should have solid professional basic knowledge.

The professional basic knowledge of Chinese teachers includes two aspects: the basic knowledge of Chinese and the basic knowledge of education.

The basic knowledge of Chinese mainly includes the basic knowledge of linguistics, article study and literature. The literacy of Chinese teachers in linguistics is not reflected in whether they can use the concepts, definitions and rules in textbooks to explain those isolated words and sentences in the article; It is reflected in whether you can master the basic characteristics and application rules of Chinese, skillfully use these mastered knowledge, find, analyze and evaluate the subtleties of some model essays and the mistakes of some cases, so that students can not only learn the knowledge of Chinese, but also realize the "know-how" of language use and become smart.

Teacher China's main job is to help students learn to read and write articles. But in fact, the teaching methods of dismembering the ideological content and language form of the article, decomposing the excellent works full of flesh and blood and active life into piles of fragmentary knowledge by dissecting the corpse and disassembling the machine are still everywhere. As for literature, Chinese teachers should have basic knowledge of Chinese and foreign literature development history and literary theory, but more importantly, they should have basic literacy of literary appreciation.

In addition, there is a Chinese teacher who is engaged in teaching. You must also have the basic qualities of pedagogy, psychology and Chinese teaching method, understand the teaching rules, understand the physiological and psychological characteristics of students, and have the ability to flexibly implement teaching plans according to teaching principles. Makarenko, a famous educator, once pointed out that one of the necessary characteristics of educational skills is the ability to improvise. A Chinese teacher's accomplishment in education discipline mainly lies not in how much theoretical knowledge he has mastered, but in his ability to transform educational theory into impromptu educational skills, that is, he is good at detecting any subtle changes in the teaching process, taking corresponding new actions in line with teaching principles, fully mobilizing students' enthusiasm for thinking, and skillfully and naturally leading the teaching process to the established goals.

2. From a "teacher" to an expert, scientific research and innovative teacher.

Future education needs "expert, scientific research and innovative" teachers, not "teachers". This requires teachers not to be divorced from teaching practice, but also to conduct problem-solving research in teaching, that is, to conduct research in teaching activities rather than learning. Chinese teachers are required to assume the role of Chinese researchers. The new curriculum encourages teachers to engage in scientific research and innovation, and emphasizes that the teaching process is a process in which teachers and students jointly develop and enrich the curriculum, and teaching really becomes a personalized creative process for teachers and students. The new curriculum implements three levels of national curriculum, local curriculum, school curriculum and three levels of management, and teachers have also become one of the subjects of curriculum development. In this way, teachers are not only consumers and passive implementers of the curriculum, but also producers and active designers of the curriculum to some extent. All these mean that the classroom is not only a place for curriculum implementation, but also a laboratory for education and teaching experiments. Teachers are both implementers and researchers of the curriculum.

Chinese teachers are difficult. Chinese teachers should not only love Chinese and be good at Chinese (composition), but also have rich Chinese knowledge. If the former indicates that Chinese teachers should be "writers", then the latter requires Chinese teachers to be "scholars". Among all subjects in middle school, Chinese is the most comprehensive and its knowledge covers a wide range. Therefore, Chinese teachers are required to dabble in a wide range and strive to become a "sage". In addition to solid knowledge of Chinese, there must be some relevant knowledge. The fact is that many Chinese teachers do not attach importance to the common sense of aesthetics, philosophy, economy, society and nature. "Zhuangzi" said: "The water is not thick, and the big ship is unable to bear it." Explain the importance of knowledge to the teacher. But in the final analysis, it is easy for a Chinese teacher to become an "expert" in the exam, but it is really difficult to become a veritable "sage".

So Chinese teachers should read more books. Chinese teachers should cultivate their strong interest in Chinese. If a teacher keeps company with books all day, then this book is better to be some so-called "prose books", that is, "three religions and nine streams". Chinese teachers should not only have the ability to read widely and search for all kinds of useful materials for a certain purpose, but also have the ability to rummage through all kinds of reference books to solve problems, and also have the ability to study articles deeply through punctuation and annotation, and then absorb their essence and find their mistakes.

Chinese teachers' reading can be divided into three levels: the first level, reading books directly related to Chinese texts. Such as biographies of famous writers, excerpts from original texts, appreciation of famous books, manuscripts of famous books, history books related to background, etc. The second level is reading books related to education in China. Such as Chinese pedagogy, Chinese psychology, Chinese textbooks, books of famous educators, etc. For example, Introduction to Chinese Teaching in Middle Schools, Essays on Chinese Education by Ye Shengtao, Collected Works of Zhang Zhigong, Teaching Thoughts of China's Superfamous Teachers, and Chinese in Middle Schools, as well as Advice to Teachers by Suhomlinski, a master of educational thought in the former Soviet Union, How to Cultivate Real People, and Talks with Teachers by zankov, a psychologist and academician of the Academy of Educational Sciences in the former Soviet Union. The third level, reading books related to improving the comprehensive quality of Chinese teachers. Such as philosophy, aesthetics, literature, thinking science, literary theory, art and other books, these books are high-grade books, and careful reading is conducive to enhancing our cultural heritage and improving our theoretical literacy.

Soldiers who don't want to be marshals are not good soldiers, and teachers who don't want to be experts are certainly not good teachers. Not entirely to make a living, teachers should have the courage of small people to do great things!

3. Change from fixed mode teaching to flexible and personalized teaching.

In the past, there was a tendency in teaching research, that is, they liked to summarize teaching models and tried to construct and evaluate teachers' teaching with a certain model. Therefore, they don't pay much attention to discovering and summarizing teachers' teaching personality, and use their own will to standardize teachers' teaching design, which leads teachers to give up their own characteristics and advantages and deliberately follow the "guidance" of others. Therefore, the teaching methods are simplified, modeled and formulated.

Modern teaching requires teachers to establish characteristic consciousness, develop personalized teaching mode and form personalized teaching. To realize personalized teaching, we must first understand the teaching materials deeply, follow the teaching rules, creatively handle the teaching materials on the basis of understanding the characteristics of students' psychology, knowledge and ability, and form a personalized teaching style; Secondly, teachers should be brave in innovation, accumulation, summary and improvement, and win students' love with their own personalized teaching.

Perhaps the explanation of the words "Chinese" and "literature" by scholars is too complicated, and it only exists in the field of education, to be precise, it is the subject name that exists in the field of basic education. In universities or other professional research fields, the word no longer exists, and it becomes "China people" and "China people". Even one of the five working languages of the United Nations is the best-Chinese. The research of other disciplines can be regarded as "home", or "home" after "learning". Such as mathematicians, chemists, physicists, historians and so on. But I have never heard of any "linguist" or "linguist". There are only "Chinese educators", "Chinese scholars" and "writers".

Therefore, some people say that a Chinese teacher is the easiest to be a teacher, know a few words, speak a few texts with a unified statement, and make several test papers with standard answers. It's true. But because of this, Chinese teachers are not easy to be, the easiest to be, but the most difficult. Because it is too difficult to be a Chinese teacher with his own unique personality.

Therefore, as a Chinese teacher, we should reflect on ourselves more than teachers in other disciplines, such as writing educational diaries, teaching reflections, educational narratives, etc., and constantly improve and develop ourselves. Eventually become a "four-in-one" teacher: a caring teacher, a teacher who keeps learning, a teacher who sets an example, and a teacher who cares about students' behavior.