Hu Xinhong
In recent years, the recruitment list of primary and secondary school teachers has been repeatedly screened on the Internet, and "prestigious schools" and "postgraduates" have become the standard for recruitment of some high-quality primary and secondary schools.
Will graduates from prestigious schools enter the primary and secondary schools a "panacea" for the development of basic education?
With the development of the times, a considerable number of masters and doctors from prestigious schools have joined the field of basic education.
Correspondingly, the focus of public attention has also shifted from whether highly educated talents are "oversized and underutilized" as primary and secondary school teachers, to whether prestigious school students can become "famous teachers" and show their talents in the field of basic education.
Famous school students + high education = good teacher?
Many people have similar doubts.
Judging from the general laws, as a well-educated prestigious school student, the overall quality and vision are indeed higher.
These advantages can also play a certain boosting role in teaching and educating people.
However, a high degree of education does not mean that they will be able to become good teachers. There is still a long way for students from prestigious schools to grow into real master teachers.
To participate in basic education, students from prestigious schools first need to ask what their original intentions are.
The cultivation of highly educated talents focuses on academic research thinking. Compared with normal students and graduates from comprehensive colleges, they are inevitably lacking in psychology, pedagogy, and simulation teaching.
If you move directly into the middle school class without transformation, you will inevitably encounter the embarrassment of "high and widowed" and "unacceptable".
In reality, many teachers report that some teachers from prestigious schools who graduated from non-teacher majors have a universal problem, and it is difficult to translate what they have learned into knowledge that fits the students' cognition.
The cases they cite in the classroom are often too difficult for students to understand, and parents think that young teachers should learn from old teachers.
After all, primary and secondary schools are not universities, and their evaluation mechanisms are quite different.
If the students of a prestigious school can't put their minds right, they still "hold up" their airs, have a high self-esteem, and cannot effectively integrate into basic education.
"In our school, teachers with average academic qualifications but rich teaching experience are more popular with parents." The attitude of parents can explain the problem.
A high degree from a prestigious school is just a "letter of introduction."
Education is a silent business that moisturizes things. The key to prestigious school students growing into good teachers with both ability and political integrity lies in whether there is "true love" for teaching and educating people in their hearts.
Only in this way can we stick to it for a long time and be fully committed.
On the other hand, if it is the helpless "marry down" for non-educational factors such as household registration and employment for the sake of employment, the result should be unsatisfactory.
At the same time, it is also important for the school to find its own position.
A worrying phenomenon is that some schools try to recruit teachers from top schools, just to put gold on their faces and decorate their faces.
It is not only a waste of talents, but also a misunderstanding of how many graduates are recruited as an admissions gimmick.
Learning well does not mean teaching well. The training of good teachers is never a simple matter.
How to give full play to the advantages of highly educated talents joining basic education and cultivate more "famous teachers" that are popular among students and parents is worth pondering.