Teacher development experience

Part 1: Teacher's professional development and learning experience

Through this period of professional development and learning, we not only learned a wealth of knowledge, but also further improved the quality of the business, I will talk about my experience in this stage from the following aspects:
First, the professional development has comprehensively told us about the professional development of teachers, which is divided into ten chapters. It includes the following ten aspects: one is to interpret the role of teachers; the other is the concept and practice of teacher specialization; the third is the law of teacher professional development; the fourth is the growth of the first teacher; the fifth is reflection - learning from his own teaching; Cooperation----learning from colleagues; seventh is teaching and learning---developing with students; eighth is the education and teaching research of teachers; nine is the new curriculum and professional development of teachers; ten is teacher evaluation. From these materials, I have a comprehensive understanding of teacher specialization.
Second, through learning, I learned about the concept and content of teacher professional development. The concept of teacher professional development mainly includes the following aspects: the professional development of teachers first emphasizes that teachers are individuals with endless potential and sustainable development; the professional development of teachers requires teachers to be regarded as “professionals”; the professional development of teachers requires teachers to become learners. Researchers and collaborators; the professional development of teachers requires the autonomy of teacher development. The professional development of teachers includes professional concepts; professional knowledge; 3) professional competence; professional attitude and motivation.
Third, through learning, I have further understood the phenomenon of teacher burnout, the formation of root causes and mitigation measures. Through this study, I learned what is the teacher's job burnout, and also knows that the teacher's job burnout is characterized by long-term emotional burnout. The disintegration of personality. A lower sense of accomplishment. At the same time, we know that the influence of teachers' job burnout is: individual aspect; teaching aspect; social aspect. The root causes of teacher burnout are: the roots of society; the roots of organization; the roots of personal background; students and teaching situations. Understand some countermeasures to alleviate teachers' job burnout: to see teachers' job burnout in the stage of teacher development, and to provide support and assistance to teachers in burnout period. Strengthen the construction of school culture and establish a benign support mechanism. Establish a social support network with reasonable expectations for the profession of teachers. Guide teachers to correctly understand burnout and relieve stress through psychological therapy. In particular, I want to say that the leadership of the school should correctly understand and take appropriate measures to deal with the phenomenon of teacher burnout in the school, so that the school's work can be carried out in a normal and orderly manner.
Fourth, through learning I have understood several effective ways for the professional development of teachers. This includes improvement from your own reflections; improvement in collaboration with colleagues; and improvement in communication and learning with students.
In short, through this professional development study, I have improved my own theoretical knowledge. In the future work, I must use these theoretical knowledge to guide the work and make my work to a higher level.

Part 2: Teacher's professional development and learning experience

Since I joined the work, I have been working hard to make every 45 minutes of teaching become a cognitive process for students to master knowledge; to strive to transform the external guidance of teachers into active activities for students; always how to evoke students to think deeper and How can we guide students to actively explore new knowledge and work hard to infiltrate ideas and methods in a timely manner. Efforts to make students not only have long knowledge, but also the ability to be trained and cultivated. And from an early age, I can be educated by some simple methods of mathematics and thinking, which will definitely help to improve the quality of students. To do all of the above, I believe that teachers must delve into the teaching materials, accurately understand the teaching materials, and master the teaching materials. Otherwise, it is empty talk.
After learning the professionalization and professional development of teachers, I feel that I am somewhat obsessed with teaching methods and teaching concepts. I understand that in the context of the new curriculum, teachers should continue to learn and work hard in the direction of professional development to improve their professional level. Constantly promote their professional development. In the teaching, the content of the teaching materials should be carefully designed and processed. In the teaching practice, the fascinating and full content of mathematics itself is embodied, reflecting the thinking process and the thinking method. Therefore, my experience is that the teacher must master the skill. teaching material. Through the teaching materials, I will be inspired first, internalize the ideas of the teaching materials into my own real thoughts, and read the teaching materials. Let yourself see the rich face of mathematics itself from the definitions, formulas, and narratives in the book, find out the growth point of new knowledge, and clarify its formation process. In this way, we can enable students not only to obtain the provisions of the truth, but also to make our teaching process truly a living exchange of thoughts and emotions between people, predecessors and future generations, mathematics teachers and students. Otherwise, the teacher does not have a complete knowledge structure in his own mind. Without a thinking process, the textbook is regarded as a dead book. According to the textbook, it is impossible to clarify the ins and outs of knowledge. It is impossible to show the formation process of knowledge well. Come, the student can only be memorized and mechanically imitated. Such teaching must also be neither life nor depth. It is impossible to make students' knowledge form a network, let alone let students actively construct. Therefore, teachers mastering the teaching materials proficiently and reading the teaching materials is the premise of making mathematics teaching a teaching of thinking activities, and also a prerequisite for improving our teaching level.
Teachers understand the textbooks and understand the ideas of the textbooks. With a complete cognitive structure, it is not the same as the students understand, understand and master. No matter how deep our teachers have learned from the teaching materials, how well they understand them, read the textbooks. To what extent, if you can't process and process the teaching materials well, you can't implement the understanding in your own teaching process, and you can't design the classroom teaching process well. Then, for the students to learn, Equal to zero. Teachers can only be dumb to eat dumplings - there are counts in their hearts. Therefore, I believe that teachers must follow the rules of teaching, closely combine the actual situation, select appropriate teaching methods and teaching methods, and transform the thinking content of teachers into the thinking content of students. After the teacher is inspired, the teacher will inspire the students. Teachers who master the teaching materials proficiently, read the teaching materials, design reasonable teaching plans, and use them flexibly in the actual teaching are the fundamental guarantee for improving the efficiency of classroom teaching.

Part 3: Experience in learning teachers' professionalization and professional development

Over the years, I have always tried to make every 40 minutes of teaching become a cognitive process for students to master knowledge; strive to internalize the external guidance of teachers into active activities of students; always how to evoke students to think deeper and How can we guide students to actively explore new knowledge and work hard to infiltrate ideas and methods in a timely manner. Efforts to make students not only have long knowledge, but also the ability to be trained and cultivated. And from an early age, I can be educated by some simple methods of mathematics and thinking, which will definitely help to improve the quality of students. To do all of the above, I believe that teachers must delve into the teaching materials, accurately understand the teaching materials, and master the teaching materials. Otherwise, it is empty talk. This is because textbooks presented to students are different from general reference materials or other extracurricular readings. They systematically combine children's cognitive rules and present knowledge in a concise language. Although the knowledge structure exists, the thinking process is compressed. What students see is often the result of thinking. The process of thinking activities is not seen, and ideas and methods are hard to embody.
After learning the professionalization and professional development of teachers, I feel that I am somewhat obsessed with teaching methods and teaching concepts. I understand that under the new curriculum background, teachers should continue to learn and work hard in the direction of professional development to improve their professional level. Promote your professional development. In the teaching, the content of the teaching materials should be carefully designed and processed. In the teaching practice, the fascinating and full content of mathematics itself is embodied, reflecting the thinking process and the thinking method. To this end, it is necessary not only to enable students to grasp the results of thinking that can be seen in books, but also to involve them in the process of thinking activities that are invisible in textbooks. Therefore, my experience is that teachers must master the teaching materials skillfully. Through the teaching materials, I will be inspired first, internalize the ideas of the teaching materials into my own real thoughts, and read the teaching materials. Let yourself see the rich face of mathematics itself from the definitions, formulas, and narratives in the book, find out the growth point of new knowledge, and clarify its formation process. In this way, we can enable students not only to obtain the provisions of the truth, but also to make our teaching process truly a living exchange of thoughts and emotions between people, predecessors and future generations, mathematics teachers and students. Otherwise, the teacher does not have a complete knowledge structure in his own mind. Without a thinking process, the textbook is regarded as a dead book. According to the textbook, it is impossible to clarify the ins and outs of knowledge. It is impossible to show the formation process of knowledge well. Come, the student can only be memorized and mechanically imitated. Such teaching must also be neither life nor depth. It is impossible to make students' knowledge form a network, let alone let students actively construct. Therefore, teachers mastering the teaching materials proficiently and reading the teaching materials is the premise of making mathematics teaching a teaching of thinking activities, and also a prerequisite for improving our teaching level.
Teachers understand the textbooks and understand the ideas of the textbooks. Having a complete cognitive structure does not mean that students understand, understand and master. Students do not rely on the teaching and thinking methods in our minds to master new knowledge, but rely on our teachers to turn their thoughts into behavior. Students reach the knowledge through our language, the teaching process we design, and the creative thinking space. At the same time, the main role of students in learning can be maximized, relying entirely on the leadership of teachers.
No matter how deep our teachers have learned about the teaching materials and how thorough they understand, to what extent the teaching materials can be read, if the teaching materials cannot be processed and processed well, the understanding cannot be implemented in their own teaching process. The classroom teaching process is well designed, so for students to learn, it is equal to zero. Teachers can only be dumb to eat dumplings - there are counts in their hearts. Therefore, I believe that teachers must follow the rules of teaching, closely combine the actual situation, select appropriate teaching methods and teaching methods, and transform the thinking content of teachers into the thinking content of students. After the teacher is inspired, the teacher will inspire the students. If the teacher only stays in his own understanding and is not good at teaching, the teaching effect will not be good. Therefore, I attach great importance to improving my ability to master teaching materials, improve the design ability of classroom teaching, and strive to make my thoughts and methods well reflected in my teaching process, and strive to make myself truly a living between textbooks and students. Intermediary. Only in this way, students can master the knowledge acquired through the teacher's classroom teaching, possess the various abilities that they possess, and improve the quality they deserve. Therefore, I believe that teachers who master the textbooks skillfully, read the teaching materials, design reasonable teaching plans, and use them flexibly in practical teaching are the fundamental guarantees for improving the efficiency of classroom teaching.

Part 4: Teachers' professional development and learning experience

Through this study, I have a deep enough understanding of professional teaching. This will continue to inspire me to move forward on the road of teaching in the future, and dare to explore the courage to create.
Through the "teacher professional development" study, I listened to the expert's lecture on teacher professional learning, I feel quite deep. And deeply realize that I am still very young in the professional development of teaching work, still need to be re
Or have a higher starting point of understanding.
In the teaching career of nearly two decades, I am a teacher with serious work, strong sense of responsibility and high teaching enthusiasm. Regardless of the teaching work, I have done a lot of positive, optimistic, and healthy attitudes in terms of preparing lessons, teaching, communicating with students, and communicating with parents. I thought I was doing very well.
Ok, but this study gave me the opportunity to re-examine my past teaching and find that there is still a new path. I should go and not go.
This road is the road to professional development of teachers. The problem that I am now thinking about is how to develop and develop my professionalism on the basis of my own rich teaching experience. After this study, I think I should learn from the following aspects in order to make my own
The industry has grown up.
First, the mentality of thinking. Compared with young teachers, I am not a newcomer at school, so I usually have an old mentality. Now I think this is not right. As a teacher, especially a biology teacher, you should always be youthful and energetic in the classroom. There is always an inexhaustible passion. How can a mentality that has passed and passed is competent? Therefore, in any small matter in my life, I try my best to keep myself unwilling to give up and refuse to give in. I think that from such self-reinforcement, I have gained a lot of unexpected ideas. If you encounter difficulties and troubles, you will no longer hope for others and will not compromise. Every effort is made to fight for it. This allowed me to stand on the three-foot platform and have the same fighting spirit and struggle spirit as the teenage youth. Do everything
The big one has a spirit and has a head.
Second, work practice. I used to be alone in the education position. After this study, I deeply understood the place. I want to communicate more with my colleagues and learn from my colleagues. Sure enough, when I was willing to consult my colleagues, I suddenly found out that my work was more professional than before, and my ideological work as a student was more professional than before. My teaching is more professional than before. This change is what I expected at the end of the day. All this happens depends on this study. At work, I compare
Work harder and cooperate with colleagues more hopefully. Boldly practice and create.
Third, biological teaching. I also have a deep understanding. I not only participate in various trainings and competitions, but I also strive to insist on reading one or two books on professional aspects every semester. Like "Classroom Teaching Cases", etc.
I have read it carefully and wrote my own experience in time. Write essays every semester, and write your own reflections in a creative and creative way.
In listening to the lectures and study of experts, I feel that my greatest achievement is to have a deep enough understanding of professional teaching. This will continue to inspire me to move forward on the road of future teaching and dare to explore
Be creative. I also hope to have the opportunity to summarize my understanding of professional development more completely and systematically. Study together with everyone.

Part V: Teacher's professional development and learning experience

Through the school-based training of teacher professional development, the biggest feeling for me is that the theory has been improved and the concept has been changed. I feel that the pressure on the shoulder is heavy and I feel more responsible. I have to constantly think about it, keep on discussing it, never stop practicing, and put my work into practice.
First, 1, professionalism. Teachers should do a good job of education as their own career, love their jobs, love students, rigorously drop out of school, work together, be a teacher, do their jobs with a high sense of responsibility, and strive for excellence in teaching. Advance with the times, according to the development of the discipline, timely adjust the teaching content and improve the level of professional development.
2. Teachers should have a spirit of learning, professionalism, dedication and innovative spirit. The arrival of the knowledge economy, the formation of a learning society, and the introduction of the new curriculum reform have forced teachers to participate in learning, continuing education, and lifelong learning. Teachers must constantly study and diligently study, to make their own ideas in sync with the development of world education, to treat work, treat students, and treat education with the scientific concept of development.
3. Dedication. Dedication is the basic professional ethics of teachers. Teachers must not only teach students scientific and cultural knowledge, but also pass on the great spirit of the Chinese nation to the students; not only teach the students how to learn, but also teach the children how to behave. Teachers bear many important tasks such as cultivating various abilities and shaping perfect personality. Therefore, the work of teachers is endless and cannot be measured by size. They must have a special spirit. The obscurity of labor comes from the persistence of education and the love of teaching. It stems from the joy of seeing students' growth and thus the fulfillment and value of personal life.
4. Innovative spirit. Education reform is the life of the school and the only way for the development of the school. In order to carry out innovative education, teachers must first have innovative spirit and innovative ability. This kind of innovation includes the coordination of teaching concepts, teaching methods, teaching methods, teaching content and other aspects, and complements each other's innovations, as well as the teachers' own innovative qualities.
Second, change the concept of education and create a good atmosphere. Concept change is the most important issue in curriculum reform. It is an important goal and content of curriculum reform. It is an important condition for promoting the reform of basic education curriculum. The new curriculum advocates “establishing the subjective status of students, respecting students and paying attention to the individual differences of students. The concept of students experiencing the process of acquiring knowledge. Teaching design is carried out from the perspective of students' learning, and the teaching process is turned into a process of independent learning and inquiry learning under the guidance of teachers. Teachers should carefully design their learning activities so that students can acquire knowledge and develop their abilities in a variety of learning activities.