This primary school tries
let the math teacher teach Chinese and be " doll head "
let the primary school teacher who is learning mathematics change Chinese and serve as the class teacher? Yes, you read that right, there is such an example in Xi'an: Starting from this semester, two female teachers born in the 1990s who majored in mathematics became first-grade Chinese teachers and class teachers.
As a female teacher born in the 1995 who has just graduated and is a novice class teacher, Chen Yubing and Hao Yun are very busy every day.
Have the two new teachers adapted to the new role? Why does the school arrange for math teachers to teach first-grade Chinese and teach classes?
"The school does not lack Chinese teachers, but intends to let two math teachers teach Chinese and serve as class teachers - we consciously cultivate teachers in the general subject. In this way, they have the advantages of mathematics subjects: strong logical thinking, rigorous, rational, concise and clear language, and have the characteristics of Chinese subjects: sensual romance, humanity and comprehensiveness. Through the experience of the class teacher position, new teachers improve classroom management experience and teaching skills, so that they can be fully competent for the work of primary school teachers as soon as possible. It also meets the requirements of the new curriculum standards for teachers' interdisciplinary and multi-disciplinary integrated teaching." University South Road Primary School Li Yin Principal Li Yin expressed the purpose of cultivating general teachers .
Wang Shaohong, who has been teaching for 32 years, is a senior teacher at the University South Road Primary School. Starting this semester, she has been providing full-time guidance on first-year novices class teachers, including Chen Yubing and Hao Yun. "Chen Yubing and Hao Yun are caring, have a positive attitude towards work, have solid basic skills and are knowledgeable. In the more than a month of leadership, they have made great progress. From a little nervous communication with parents, to now having the ability to handle things independently, the ability to control things in the classroom has also improved. Even if they have obvious advantages in teaching mathematics in the future, they have taken a detour, and are actually making reserves, energy accumulation, and laying the foundation for future development," Wang Shaohong praised.
There have been "general teacher" positions in other places
Shaanxi general teacher candidates
The reporter learned that although part-time classes are common in primary and secondary schools, the main course teachers generally share Taoism, body, music, science, calligraphy and other courses, it is rare to deliberately cultivate teachers in general subjects like this. General subject direction teachers sound very good. What is a general subject teacher?
How to understand general teachers? Zhang Xiao, former principal of the primary school department of Xi'an Jiaotong University Hancheng School (now Zhenzhou School of Hancheng), said that general teachers are not competent for teaching each subject in a simple sense, but can organically integrate various subjects to achieve effective connection, scientific integration and reconstruction between subjects.
At present, Anhui, Jiangsu, Zhejiang, Gansu, Henan and other places are conducting training and training for primary and secondary school general teachers, and constantly explore the practical experience of general teachers in mountainous areas to teach, and use their professional qualities and teaching abilities to effectively promote balanced urban and rural education and the comprehensive development of students. At the same time, schools in cities such as Beijing, Shanghai, and Shenzhen are also setting up positions of "general teaching" to promote the concept of "general teaching". In Shaanxi, the training model of sub-disciplines is still the mainstream of primary school teachers training, and primary school teachers in most regions are still independently responsible for the teaching tasks of professional subjects.
Deputy Director of the Collaborative Innovation Center of Teacher Education, Shaanxi Normal University, Longbao New Professor 6 said that general teachers are mainly aimed at rural primary schools. These schools have weak teachers, especially teachers in low-level primary schools. In principle, mathematics and Chinese teaching must be competent. He pointed out that at present, teachers in normal schools still take the subject-major route, and only primary education majors are trained according to the goal of general teachers, but the proportion is very low. For example, students in primary education majors in a normal school in Shaanxi account for only 3% of the total enrollment of normal students.
There are very few candidates applying for the primary school general teacher qualification certificate. Every year, more than 600 celebrities in Shaanxi apply for the general teacher qualification certificate. The primary school general teacher qualification certificate examination includes two parts: written test and interview. It requires examining knowledge and teaching skills in subjects such as mathematics, Chinese, science, and English. In particular, random questions should be drawn and given lectures during the interview, which is quite challenging for candidates.A candidate once gave a trial lecture in science subjects, but chose to give up the exam because he didn't know much about science subjects.
Interdisciplinary ≠ Full discipline
"Small general subject" teachers have gradually become climate
In recent years, new policies such as " double reduction ", after-school services, and new curriculum standards have put forward interdisciplinary requirements for teachers. So, are interdisciplinary and general studies the same thing? What is the direction of teacher development?
Xi'an University of Arts and Sciences Normal College , director of the Department of Primary Education, said that interdisciplinary and full disciplines are not the same thing. Now, although the emphasis on interdisciplinary education does not mean that it is necessary to cultivate general teachers who are proficient in every subject, but put forward higher requirements for teachers' interdisciplinary thinking and interdisciplinary curriculum design.
The Ministry of Education’s “Primary Education Major Certification Standards (Level 2)” clearly states: In terms of subject literacy, students master the basic knowledge, basic principles and basic skills of the main teaching subject, and understand the basic ideas and methods of the subject knowledge system. Understand the basic knowledge, basic principles and skills of the subject and teaching subject, and have certain basic knowledge of other subjects, and understand the value of subject integration in primary education.
Judging from the standards of professional certification and the total class hours of the university’s four-year talent training program, it is not realistic to achieve general education. The best way is to cultivate "small general studies", that is, mastering bishops and teaching subjects. According to the needs of the development of the times, the primary education major of Xi'an University of Arts and Sciences has gradually become the current "small general education" training from the earliest general education. For example, students in bishop Chinese subjects must also study mathematics and science, and students in bishop mathematics subjects must also study Chinese and Taoism. Some normal universities such as Capital Normal University also cultivate teachers according to the "small general education" model, that is, they are divided into Chinese, mathematics, Taoism, English, music, art and other directions. After entering the school, students must choose a main direction and then take other directions. "We believe that it is more feasible to implement the 'small general education' training for primary school teachers."
Guo Xiaohua pointed out that the current trend of world education reform is to attach importance to interdisciplinary courses and interdisciplinary thinking. Judging from the current actual needs of basic education, on the one hand, it emphasizes the subject professionalism of teachers, and on the other hand, it also pays attention to teachers' interdisciplinary education abilities.
"In order to promote teachers to carry out interdisciplinary integration, Xi'an University of Arts and Sciences has opened some interdisciplinary courses in undergraduate education to cultivate students' interdisciplinary thinking and core literacy, so that they can have the ability to design interdisciplinary courses after entering primary school, such as opening undergraduate courses such as science, introduction to natural knowledge, and interdisciplinary education in primary schools. At the same time, they also pay great attention to conducting interdisciplinary joint university teaching and research activities with primary schools," Guo Xiaohua introduced.
Primary School Principal:
Have the new "Eighteen Martial Arts"
Only by being a good "baby head"
As a former general teacher, the current primary school principal, Jin Mei, principal of Xi'an Hi-Tech Zone 17 Primary School Principal, said with emotion: "I have worked in elementary school for 33 years and am a teacher student in the reform and opening up period. At that time, primary school teachers had to have "Eighteen Martial Arts" and had to know everything, be able to teach Chinese, mathematics, art, music, sports, handicrafts, and labor skills. You have to be able to take any courses offered by the school. More than 30 years have passed. ”
Jin Mei pointed out that the classroom has long changed from "one classroom, a blackboard, and a piece of chalk" to "three classrooms" (depending on the teaching venue, the classroom is roughly divided into: traditional courses implemented in the classroom; interest courses implemented in the functional classroom and on-campus field; study courses carried out outside the school); teaching in various subjects also presents "three connections": psychological education, ideological and political education, and labor education.Therefore, almost everyone in the school is "one major and multi-tastic". For example, psychology teachers are both class teachers and Chinese teachers. Mathematics teachers not only teach mathematics but also teach science, and are also art club teachers. All teachers in the school are competent for class teachers.
"The era of only learning professional knowledge has passed. For example, full-time teachers in sports majors also need to study mathematics, language, art, etc. If the classroom organizes sports games that integrate mathematical problems, it will be more exploratory." Jin Mei said that teachers with multi-disciplinary knowledge are very popular among children. The school has tried to carry out "dual-teacher classroom" and " subject integration " to promote the comprehensive development of teachers.
How much does the school need "all-round" teachers? Many primary and secondary school principals expressed their hope that teachers can be competent for more positions, especially in some smaller schools.
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Du Wenying talked about the confusion of teachers' interdisciplinary teaching title assessment. There was an English teacher who taught mathematics very well, but because the professional title assessment requirements were consistent with what he learned, the teacher had to stop teaching English for two years. This is not friendly to teachers becoming general-student teachers.
There is a school that enables 1+1+N
"small comprehensive" general teacher training
Regarding the training of primary general teacher, Jin Mei said that from the perspective of training professional teachers in normal colleges, it is difficult to have general teacher because teachers need strong professionalism in the subject teacher qualification certificate.
She gave an example and said that an English teacher who loves sports may not be able to pass the physical education teacher qualification certificate exam, but an English teacher who loves sports is completely possible to integrate physical education into English teaching. Therefore, the training of general teachers may also require more professional learning and training. However, the teacher who has a special degree can undoubtedly bring many new ideas to the teaching of this subject and plays an important role in promoting subject integration. "General teachers, first of all, should be a person with comprehensive development and a person with professional degree. There are what they like most, the ones they do the best, the ones they can do well, and the ones they want to try and break through innovation."
Zhang Xiao introduced that the school has made some practices and attempts in the development of multi-disciplinary teachers. She said that preliminary exploration has been made to form a "small comprehensive" general teacher training model with one main and one deputy, one liberal arts and science compatible. At the same time, in response to the problem of "broad but not specialized", the school has carried out general training for various disciplines in the new curriculum standards and formulated theoretical practice improvement plans for various disciplines; while teachers of different normal majors set up positions in the main teaching subjects, the school also conducts training on non-main teaching subject modules, and in the form of setting up and teaching subjects, teachers, teachers lead, teachers and teachers jointly research, and multi-disciplinary brainstorming to strengthen the connection between teachers of various subjects, increase the opportunities for mutual learning, and ultimately develop in a more comprehensive and comprehensive direction.
text | Geng Yanhong Editor | Li Hua Review | Du Juan
