What is the philosophy of the teaching profession?

The so-called philosophy of the teaching profession is the teacher's three views - the view of education, the view of the student and the view of the teacher.

One, the concept of education: quality education

1, quality education is based on the actual needs of human development and social development, to comprehensively improve (moral, intellectual, physical, social and aesthetic) the basic quality of all students as the fundamental purpose, to respect the student's subjectivity and initiative, pay attention to the development of human wisdom potential, and ultimately cultivate the formation of a sound human personality as the fundamental characteristics of education.

2, the characteristics of quality education: boxing boxing, pigs run away

All, comprehensive, basic, development, subjectivity, openness, future.

3, the state implementation of the basic requirements of quality education: one side of the three development, innovation? Practice

For all (fundamental); promote the overall development of students (goal); the development of students' initiative, focusing on the healthy development of students' personality (principle: developmental attributes); focusing on the lifelong sustainable development of students (results: learning attributes); education should adhere to the unity of comprehensive development and personality development; and attach importance to the cultivation of students' innovative spirit and practical ability (essence: the era attributes).

Test vs. quality

Two, the student view: two unique and one development

1. All-round development - moral, intellectual, physical, aesthetic and laborious, five education.

2. People-oriented - two unique and one development: students are independent people, students are unique people, students are developing people.

This is an affirmation of the role and status of the human subject.

3. Laws of Individual Physical and Mental Development

Sequentiality (never uproot a child), phases (different tasks at each stage: concepts of basic knowledge in elementary school, framework of knowledge in secondary school, concepts of life in university), imbalance (seizing the key periods, e.g., the period of language development, the period of physical development), complementarity, and individual variability (tailoring the curriculum to the needs of the student).

Optional Compulsory Test

3. Teacher's View: Requirements and Approaches to Teacher's Professional Development

1. Teacher's View of Roles:

Traditional Teacher's Roles: Preacher, Demonstrator, Administrator, and Researcher, as well as Friend.

The role of the teacher in the new curriculum reform: facilitator of student learning, researcher of education and teaching, builder and developer of the curriculum, and community-oriented and open teacher (combined with the community, closely linked).

2. Characteristics of teacher's labor:

Complexity and creativity (constant updating of educational methods, educational resourcefulness), subjectivity and demonstration, continuity of labor time and labor space, and unity of group and individuality.

3, the requirements for the professional development of teachers:

Deity, wisdom (knowledge) and ability to think about themselves.

Expanded Information:

. p>From the perspective of the relationship between teachers and students, the new curriculum requires that teachers should be the facilitator of student learning and development First of all, teachers should take the motivation to stimulate students to learn, guide students in their learning methods, organize, manage and direct the learning process, and cultivate the ability of students to learn independently and cooperatively as the main goal of their work.

In the teaching process, teachers should focus on cultivating students' ability to discover and explore as well as practical hands-on ability, stimulating students' creative potential, so that students can learn to learn, learn to cooperate, learn to do things, learn to be a person.

Secondly, the development of modern society requires teachers not only to disseminate knowledge and social norms to students, but also to pay more attention to the healthy growth of students' personalities and personality development, and truly become the facilitator of student development. This social requirement and social expectation has liberated teachers from the traditional roles of "moral idol" and "moral lecturer", and required them to treat the growing young generation as an equal and experienced human being.