The Problems and Solutions of Teaching Log Writing for Primary and Secondary School Teachers

Abstract The new curriculum reform focuses on the professional development of teachers, emphasizing the need for teachers to change to a research-oriented teacher, and the teaching log, as an important way for teachers to conduct educational research, can help teachers to grasp the wisdom of the teaching practice, build a self-reflective growth mechanism, and promote the ****same development of teachers and students. The purpose of this paper is to analyze the problems in the process of primary and secondary school teachers' writing teaching journals, and then put forward solution strategies.

Keywords Teaching log Teaching practice Professional development

In the context of the new curriculum reform, teachers' professional development has become the basic requirement for the majority of front-line teachers to improve their teaching and comprehensive quality, and the concept of the new curriculum requires teachers to carry out educational research in their teaching practice, and to become active participants in educational research. In educational practice, the effective use of educational research means to generate results, and research results to give vitality to educational practice. There are various ways for teachers to conduct educational research, and the teaching journal is one of the most common ways for teachers to conduct educational research.

The so-called teaching log is a means and method for teachers to proactively make continuous and authentic records and descriptions of their own experiences in teaching activities that have reflection and research value, and to critically understand and recognize them on this basis, so as to continuously update their concepts, grow their skills, and promote their own professional development.1 Teaching logs are an effective way for teachers' professional and personal development, as well as an effective way to know themselves and to develop their own skills. Teaching journal is an effective way for teachers' professional development and personal development, as well as an important way to recognize themselves and self-reflection. However, in reality, teachers' teaching logs are affected by many factors and do not play a real role.

I. Teachers' Teaching Log Writing Problems

The teaching log, as an important method of educational narrative, is a simple, easy-to-use and effective research method applicable to the majority of front-line teachers in their daily work in education, which provides teachers with an open platform to record their teaching activities or summarize their teaching ideas. It is an important way for teachers to conduct action research and narrative research, but there are a lot of problems when primary and secondary school teachers write teaching logs, and these problems are manifested in the following aspects.

(I) Lack of permanence

As a way to promote teachers' professional growth, teaching logs aim to change teachers' daily lives. Changing teachers' daily life also means changing teachers' habits of thinking and ways of action and operation, transforming teachers' daily thinking or empirical thinking into a kind of non-daily thinking or "reflective" thinking, and transforming teachers' daily practice and daily action into non-daily action.2 To realize such a transformation, the teaching journal is required to It has to be sustained.

As educational practitioners, teachers are responsible for a large number of teaching practices, and in the course of time, teachers devote a lot of time to teaching and how to improve students' performance, which makes teachers neglect the sense of self-development, and are not able to persist in the writing of teaching logs.

An important reason for teachers' inability to persist in writing teaching logs is that teachers do not recognize the importance of teacher professional development for their careers, and they do not have a full understanding of teaching logs, and they are unable to recognize that teaching logs play a reflective role in facilitating teaching and learning, and they are unable to effectively persist in recording teaching logs.

(2) content and type of single

Teachers in the writing of teaching log, often feel helpless, no content to write, the type of writing and content is often relatively single, confined to the teaching process of the problem of thinking about the teaching of the analysis of teaching events, etc., and the content of the record is often stuck in the description of the event and record, the lack of deep analysis and reflection, which is easy to make teachers lose interest in teaching log. This makes teachers lose interest in teaching logs, and cannot make effective use of teaching logs as a means of reflection.

(3) The effect of the teaching journal is not obvious

Teachers have accumulated a lot of valuable experience in their long-term teaching practice, both in terms of teaching experience and the flashpoints of teaching wit, as well as in terms of cases and reflections in the growth of *** with students. Teachers can promote their own professional growth by writing teaching journals.

Some teachers have done a lot of work in long-term work practice, such as writing teaching logs, reflection on teaching, etc., but they can not achieve very obvious results, the reason for this is that teachers do not fundamentally focus on the issue of its effectiveness, that is to say, these paths do not bring teachers to the work of the driving force. (Reasons for the lack of effectiveness of teaching logs: first, teachers' lack of in-depth thinking; second, insufficient attention; and third, failure to learn how to write teaching logs.)

(D) Lack of necessary support

Teachers are required to put in a lot of practice and energy in their daily teaching practice activities. The workload of primary and secondary school teachers tends to be particularly heavy, and the heavy teaching work makes it difficult for teachers to find time to write teaching logs. In addition, whether the school can build a communication platform for teachers to promote the growth of teachers*** with each other, so that teachers can improve their teaching reflection skills in communication, is also an important factor in promoting teachers to write teaching logs.

Two solution strategies for teachers to effectively write teaching logs

(1) Strengthening teachers' self-development consciousness

Teachers are the backbone of education and the helmsman of education, so teachers should construct their own consciousness of self-development in educational practice. Teachers should realize that, in the context of the new curriculum reform, the teacher's professional development is closely related to teaching practice, and its significant feature is that in the "teaching practice", the teacher's professional development is closely related to the teaching practice. The distinctive feature is "teacher autonomy" through "inquiry into teaching and learning" in "working situations".3 Against this background, teacher professional development has become a modern demand for teacher development. In this context, teacher professional development has become the demand of modern teacher development. Teachers' professional development refers to the process of teachers' continuous development and improvement in professional thinking, professional knowledge and professional ability as professionals, i.e. the process from novice professional to expert teacher. This is true both in terms of teaching skills and teachers as human beings. Teachers are not simply relying on professional knowledge to water students, that is, no longer a simple transfer of knowledge, but increased to the output of personality, character building. Teaching is no longer just a simple "thing" process, which also incorporates the "human" factor, the teacher in the process of teaching and students to reflect, through them to discuss the effectiveness of teaching, knowledge communication and sorting. The development of the teaching profession and the teacher's charisma into a teaching process, and students *** with the improvement, *** with the development.

(B) enrich the type and content of teaching log

The type of teaching log according to its carrier can be simply divided into a written record of teaching logs, as well as the network as the carrier of the teacher's web log.

The traditional teaching log is the teacher will be teaching events, ideas, etc. recorded in a paper notebook, does not require teachers to record every day, but from the accumulation of educational experience in the teacher can effectively promote their own reflection on teaching, in the drip record of their own educational practice in-depth thinking, summarize, "teaching and then know the difficulties "

These are the most effective ways for teachers to reflect on their own teaching and learning experiences.

In today's rapid popularization of information technology, teachers can also use the network as a carrier to set up personal websites, blogs, studios, etc., to realize the recording of teaching logs on the network platform, and through this carrier, the form of recording will be more diversified, with the help of real vivid pictures, audio, video, etc., so that the content of the logs and the form of the richly presented show. The network as a powerful information platform is also convenient for the majority of front-line teachers here *** enjoy, exchange and interaction, teachers can be realized here teaching resources *** enjoy, exchange teaching experience, in the exchange of interaction *** with progress.

Teachers have a lot of insights in their daily teaching practice. Teachers can use the teaching log to record problems, successes and shortcomings in their teaching practice, as well as to record the differences in students' personalities, reforms and innovations in teaching, and can also be expanded to include the teacher's preparation for the classroom, the reading of the understanding of the expert lectures, and even the teaching of their own emotional attitudes, self-evaluation, and so on. Looking at many educators at home and abroad, their teaching practice process is not only purely to teach students the process of knowledge, often also the process of educational practice as the object of research, in-depth and effective exploration, so as to tap into the wisdom of education, summed up the essence of education, such as the special teachers Li Zhenxi, Wei Shusheng, etc., they have long been persistent in the education of the essays to improve their own professional development, to become a Research-oriented teachers. Primary and secondary school teachers can read the works of these educational celebrities to expand their horizons and draw on the wisdom of others, thus enriching the content of their teaching journals.