As a key force in leading and influencing young students into the world of reading, only a school-loving teacher can create a school-loving student, which has long been a consensus among all sectors of society, schools and teachers. In reality, however, some teachers have problems with formalism in their studies, especially in reading shallow books, reading shallows, reading shallows and, ultimately, lack of intellectual orientation. The author hopes to share ways of improving teachers ' educational orientation in terms of width, depth and breadth。
Reading width: from specific to abstract
Today, as human society enters the age of the explosion of knowledge, the total volume of knowledge is expanding, and the pace at which knowledge is being updated is growing rapidly. Reading or learning is no longer a difficult task. In reality, some teachers view reading as a burden, simply reading simple books and acquiring a wide range of specific knowledge without a real width. The abstract can give knowledge content, structure and hierarchy by minimizing the number of categories required to perform a particular task, thus furthering the effectiveness of being treated in abstract knowledge, and is a rational ability of people. This requires teachers, on the basis of a clear identity, to abstract many of the specific knowledge they learn in books, broaden the boundaries and scope of reading and read the true breadth。
First, teachers, as learners, respect the content, structure and level of knowledge and classify the rich and intensive knowledge they learn. The knowledge at this time is specific and has a strong “situational dimension” and may be lost if it is removed from the original context. This requires us to classify specific knowledge, such as the theoretical knowledge of education in the teacher knowledge system, pedagogy, pedagogy of discipline, student knowledge, curriculum knowledge, etc., into the various types of knowledge that teachers practice. Second, teachers test the effectiveness of knowledge as practitioners. This requires teachers to test the various types of knowledge they learn in their teaching practices and to translate learning into knowledge that can be used in teaching practices. Finally, teachers need to upgrade the content, structure and level of knowledge as reflectors. Knowledge at this time tends to be more theoretical and universal, requiring teachers to reflect on its value in a holistic, holistic and holistic manner, so that the knowledge learned becomes the guiding knowledge of teaching and learning practices. In this way, teachers will be able to abstract specific knowledge while broadening the breadth of schooling and finding effective guidance to solve more difficult problems, without falling into the cliché of reading books。
Read depth: from debris to code
In the age of the 21st century of the explosion of knowledge, the disadvantages of encyclopedia education, which remains at the level of “acquainted and understood”, were gradually discovered. It has been pointed out that there is a problem in locating the vast amount of information accumulated in books, because the world that learners are about to face is flexible, unknown and known. In reality, however, some teachers continue to focus only on reading as a job, to a lesser extent, to acquire a lot of fragmented knowledge, but to lack depth. Coding is a key concept of cognitive psychology and refers primarily to the cognitive processing of information (knowledge) by the individual brain through short-term memory. The coding enriches or alters the original cognitive structure and allows people to respond to complex and fluid situations of practice. On the basis of a clear reading attitude, teachers also need to encode the many pieces of knowledge they learn in books in order to enter the depth of their studies。
In the first place, teachers are expected to read codes in a “stand-up” attitude, mainly reading the content of books, mastering the author's views on the design, writing and production of the book as a whole, reading the core of the book, and grasping and learning its important points. Learning in the form of “look-in” is the easiest thing to do, with teachers first and foremost following the attitude of “books are famous”, respecting and learning the views of authors, learning from them, and integrating fragmented knowledge into existing knowledge systems or linking it to practical experience. Second, teachers understand the code in a “horizontal” manner, the structure of the understanding book and the system of knowledge in the book. It is difficult to read in the same light, which requires teachers to re-understand, organize, process and export the content and knowledge of the book, based on their educational philosophy, knowledge reserves and teaching experience, in order to develop personal expertise. Finally, teachers are required to reorganize the code with a “overlooking” attitude. This does not mean that the reader is superior, but rather requires readers to broaden the level of reading, based on their interests, experiences, knowledge base and perceptions of the times and societies, and on the acceptance, understanding, adaptation, adaptation and even criticism of the knowledge, information and interpretation contained in the book. It is very difficult to read in a “overlooking” attitude, and teachers are the creators of knowledge and theory if they are to be sufficiently confident that knowledge and theory cannot be the exclusive preserve of experts. On this basis, the experience and practical knowledge accumulated by individuals in the teaching practice of education are used as a reference for examining the views and knowledge of the book and deepening the level of learning. This is the only way for teachers to encode the fragmented knowledge effectively and move beyond the “light reading” dilemma into the depth of learning。
Reading breadth: from proprietary to shared
In the current era of connectivity, it has become a reality for everyone to learn, learn from time to time and learn from place to place. In reality, however, some teachers go to school only to demonstrate the needs of students and their personal work, and to dilute the meaning and context of reading. Sharing the reach that can spread and achieve the true value of reading. Teachers are expected to acquire knowledge through observation, analysis, awareness-raising of the educational activities of experienced teachers, as well as guidance from experienced teachers, dialogue between teachers and students, and to share their own knowledge. This requires teachers, based on a clear position, to share personal knowledge of learning and to read widely。
First, teachers need to take a “communicators'” position and increase their willingness to read and learn. Turning to the title of autonomous reading education, professor chen guisheng stated that reading is only one of the techniques of professional development and that it is important to convert the wisdom of the famous book into personal knowledge and not become a “bookhead”. The same applies to teachers, who use reading as a means of their own professional development, while also proactively sharing the knowledge and methods acquired by them with other teachers and students. Second, teachers need to take a “recipient” position, actively construct and use knowledge-sharing speech systems and an atmosphere that will make learning-sharing easier. Teachers learn in the community through sharing, discussion, communication, etc., so that knowledge spreads in sharing and the ability to read and learn is constantly improved. Finally, teachers need to stand by “appraisers” to test whether other teachers and students are learning, understanding and internalizing knowledge, as well as their own literacy, if they are to truly share and spread knowledge of what teachers learn. This is the only way for teachers to share their personal knowledge of learning, to break the “lowness” dilemma and to expand the reach of learning。
(associate professor, faculty of education, zhejiang university, zhejiang teacher training university, yinyu, by author, and postgraduate from zhejiang university of education, tsui yujiang university)
Chinese journal of education, 9th edition, 2023
