Handbook of solar terms knowledge

2065438+In July 2009, I started reading the research manual of New Basic Education. This is the second in the trilogy of "Life Practice Pedagogy Series" edited by Ye Lan, a tenured professor of East China Normal University. The authors are all researchers and communication researchers in the study of "New Basic Education" in East China Normal University. This book is the product of the deep combination and interaction between theory and practice, which has certain guiding significance to both theory and practice. For more than a month, I have been pursuing Professor Ye Lan's mental journey of studying "new basic education" and longing for the true meaning of "life practice" education. The cutting-edge theory in the book has updated my educational concept, and the practical class management and classroom teaching methods in the book have really inspired me, so that I am full of expectations for the new semester.

In the current educational reform, students as the main "person" have always been concerned by everyone, but in the real situation, this "person" is often abstract, generalized, vague and unchangeable. After reading the research manual of "New Basic Education", my biggest feeling is that "New Basic Education" emphasizes "concrete individuals" and highlights students' initiative, potential and differences. It is a complete individual with fresh life. As a class teacher in the new era, what kind of position should I give myself so that students can develop by leaps and bounds?

First, the work of the head teacher needs to "return to life"

Life is an eternal topic. Life is holistic, open, autonomous and actively generated. Everyone spends his whole life feeling the world around him, and so do students in basic education. In the practice and relationship of life itself, through the accumulation and awakening of life, a new self, a new world and a new relationship are formed. Then, as class teachers in the new era, we need to update our work value orientation in time, replace the previous adult position with the student's position, and pay attention to the life growth of students in our work.

(A) the understanding of students should be changed from "abstract individuals" to "concrete individuals"

In the real work field of class teachers, class teachers rely too much on class management or moral education, stipulate students with unified moral education goals, and restrain students in an authoritative way, which is the performance of abstract students in education. Under such education, the class will lose its vitality and vitality. Therefore, treating students as "concrete individuals" is the starting point for the reconstruction of the class teacher's work. The research manual of the so-called "concrete individual" and "new basic education" points out: "To admit that human life is the survival, growth and development of concrete individuals, each concrete individual is an inseparable organic whole, and the life value of concrete individuals can only be created and realized through subjective efforts, struggle, reflection, learning and constant self-transcendence." Only when the class teacher regards his education object as a flexible individual can the class teacher dig out the students' inner vitality in class activities.

(2) Pay attention to discovering students' growth and development needs in class construction.

Professor Ye Lan believes in his works that "the life world of students refers to all practical and communicative activities that students engage in consciously or spontaneously, actively or passively in the process of real or virtual, real or possible life, as well as the environment on which these activities depend and interact. The overlapping, mutual penetration and interaction of people, activities and environment constitute the life world that affects students' growth. "Therefore, the quality of students' life world determines the quality of students' development to some extent. As a class teacher, we should not only pay attention to students' needs, but also provide practical atmosphere, stimulation and possibility for improving students' development needs. Learn to study students, improve the understanding of students' development needs through observation, analysis and research, and use various educational resources to promote students' real growth in dynamic generation.

In short, returning to life means that the work of the head teacher returns to the concern for "specific individuals" in education, and returns to the position of students from the past adult position. In the sense of students' development, we should pay attention to students' growth needs and become the guide and promoter of students' growth. "Realizing the conscious growth of life" is the highest goal of the "new basic education" reform, and it is also the real value pursuit of my future class teacher's work. Of course, the "life" here is no longer just the life of students, but also the life of our class teacher. When constantly creating new class life, let students and their own lives be nourished in various practical activities, so as to realize the real conscious growth of life.

Second, the work of the class teacher should start from the growth needs of students.

In the past class management, students were often taken as the management object, and the default moral education content was instilled in students through preaching. In the long run, students have developed a fixed and single mode of thinking ideologically and formed a strong dependence on others emotionally. However, this passive state runs counter to human development. Professor Ye Lan compares people with other life types and non-life types, and thinks that "human life is essentially reflected in the demand for an active lifestyle, which permeates people's life and appears in the form of a lifestyle. It is not the initiative of one aspect, but the initiative of the whole life. " Therefore, the work of the head teacher aims to change the students' life and study state, arouse students' inner consciousness in rebuilding the daily life of the class, and open up a broader spiritual world and growth space for students, so as to truly realize the initiative and healthy growth of individuals.

(A) to awaken students' sense of autonomy

People's "dynamic" development is the core issue that the research of "new basic education" always pays attention to. Cultivating people who develop actively is a correction and transcendence of people who passively accept ready-made knowledge in school education reality, take adapting, obeying and executing others' thoughts and will as their basic lifestyle, and lack creative spirit and ability. In the new period of class collective construction, the head teacher should persist in taking students as the center, create a real practical experience environment for students, guide students to participate in class affairs, and gradually awaken students' independent consciousness. On the one hand, by participating in various affairs of the class, students' inner subjectivity is stimulated. For example, during the period of working as a class post, students realize that their post is closely related to class life through post practice. Once they fail to complete or seriously forget the task, it will bring inconvenience to the normal life of the class and even affect the honor of the class. In this process, students gradually realize the power of self and gradually form a sense of ownership of class post service. On the other hand, the recognition and respect of teachers and others is a powerful driving force for students' self-development. When students' dominant position is officially recognized in the class, their enthusiasm for participating in class affairs will be higher and higher, their creativity in class management and class activities will be gradually enhanced, and they will have more and more confidence in themselves. Finally, the space for students' whole activities and development will continue to expand.

(B) to enhance students' practical ability

In class construction, students can not only apply the theoretical knowledge learned in books and classes to real life, but also find new problems, cultivate good learning consciousness and improve their comprehensive ability to analyze and solve problems by participating in small post construction activities, class environment, activity layout planning and other practical experiences. At the same time, in the process of finding and solving problems, students can constantly adjust their methods and strategies according to the actual situation to make them more effective and scientific, and also exercise their will, which is more conducive to cultivating students' healthy personality and sound personality synchronized with the times.

For example, in order to know what local cultural resources around the school can be integrated into class practice activities, our class specially organized and carried out project activities with the theme of "entering beautiful hometown". During the activity, teachers, students and parents surveyed the surrounding environment of the campus, and at the same time consulted relevant materials and books for textual research, so as to fully understand the human history, natural landscape, farming culture, regional enterprises and other resources of Quanxi Town. Then, according to the educational goals, physical fitness and growth needs of students of different grades, the resources are sorted and classified to form a resource base, including places of interest, folk customs, celebrity growth, special food, economic development, anti-Japanese and so on.

In the above-mentioned "Walking into Beautiful Hometown" project, students find problems in real life in the process of planning, investigation and analysis, and try their best to solve them with their own strength. In this process, students' comprehensive practical ability has been greatly exercised: First, the ability of organization and planning. Students get rid of their dependence on adults, their inner subjective consciousness is awakened, they have a clear understanding of their own abilities, and they begin to use their own strength to drive the surrounding groups and constantly experience the power of the subject in their own initiative creation. In the project activities, students are promoted in organizing group investigations, participating in group discussions and solving practical problems. The second is the ability to process information. In the process of questionnaire survey and visiting abroad, students learned to do things, use their brains, investigate and visit, collect information and filter the collected data. Based on the integrated analysis of the collected information, they formed a resource pool and established 12 practice bases. The third is the ability to integrate theory with practice. Students are good at using the knowledge they have learned, discovering the connection between real questions and knowledge, comparing their own ideas in specific situations in the process of activity planning, and adjusting the action goals in time to make the survey results more scientific and bring tangible help to the later class practice activities.

? (C) enrich students' experience

Experience is the basic way of life existence and the starting point of education. In the class construction of "new basic education", students' life experiences include rich group life experiences and unique personal life experiences. Students can experience the truth and happiness of life by actively participating in classroom practice.

For example, the 24 solar terms are the crystallization of the wisdom of the ancient people in China and the wisdom of life handed down by China for thousands of years. No matter in ancient times or now, the 24 solar terms are symbols of China traditional culture. In order to let students fully understand the 24 solar terms, our school specially set up the "Entering the 24 solar terms" festival.

? 1. Using homemade tabloids to study the 24 solar terms skillfully. Before the activity, teachers guide students to learn solar terms knowledge by asking, investigating and interviewing. During the activity, the teachers organized a survey and sharing meeting, and the students introduced the origin of solar terms and the magical legends of the 24 solar terms to each other by using self-made tabloids. Teachers teach students how to observe the characteristics of solar terms and how to see the life that is not easy to see at ordinary times.

2. Go out of the classroom and practice the 24 solar terms. After classroom study and communication, the class teacher leads students into nature, broadens their horizons and improves their abilities on the stage of life practice. For example, in the "Spring Equinox" comprehensive practice activities, our classmates walked into the school's labor practice base, learned from farmers' uncles to grow rice and vegetables, and witnessed the magic of modern automatic seeders. Fertilization, sowing, ridging and film mulching are completed at one time, which saves time and effort and opens students' eyes. At the same time, many problems appeared in the students' minds. They asked the teachers who led the team and interviewed local farmers, and learned the skills of film mulching and a lot of knowledge that textbooks could not learn, such as replanting vegetables and seedlings in the field, and realized the hardships and fun of labor.

3. Extend the public activities of the 24 solar terms. We ask students to freeze the solar terms with the photographer's eyes, hold a camera and look for traces of natural phenomena such as phenology, rain and snow; Collect with a reporter's eyes, understand the solar terms through interviews, and exercise students' ability to collect and sort out; From the designer's point of view, it is necessary to construct, make handwritten newspapers of solar terms and sort out nursery rhymes of solar terms poems.

4. Experience folk customs and feel the charm of traditional culture. For example, March 22, 2008+2065438 coincided with the vernal equinox among the 24 solar terms, and the school launched a series of folk experience activities with the theme of "Spring Festival at the vernal equinox". The children in my class experienced interesting folk activities in beginning of spring, such as laying eggs, cutting spring cows, centering, drawing the vernal equinox, flying kites, eating spring vegetables and spring cakes, getting to know the traditional customs and deeply feeling the traditional culture.

In the above-mentioned "24 solar terms" series of activities, educators are concerned about students' lives, both in the design of the activities and in the process of the activities. According to students' interests and physical and mental characteristics, follow their life experience and pay attention to their needs. The process of students' experience in activities is also the growth of education. On the one hand, students feel the existence of self in real experience and realize their living relationship with others, things and things. On the other hand, rich experience is a unique spiritual course for students. Different people will have different understandings and feelings about the same thing and the same thing. The meaning of experience is to let each individual feel the value in the rich experience.

The growth of life is beautiful. Her beauty is not whimsical, but full of vitality. Growing life is constantly changing. To achieve the educational goal of "new basic education": to cultivate new people with "positive and healthy development", we need to redouble our efforts. Fortunately, I took a brave step on the road of new basic education. "The road is long and Xiu Yuan is awkward, and it will be dead." I will continue to study the series of "New Basic Education", understand its connotation and put it into practice in order to become an excellent class teacher in the new era.