China News Service, Xining, September 10th, topic: Xining, Qinghai: Teachers' Day dialogue with "gardeners" to complain about distress and happiness

　　Author Pan Yujie

　　Affected by the epidemic, primary and secondary schools in Xining City, Qinghai Province are still taking classes at home.

In just two years, from online teaching to the implementation of "double reduction", for teachers, whether senior or not, they need to constantly encourage themselves, actively adapt, and "embracing" changes.

On the occasion of Teachers' Day, reporters from Chinanews.com contacted the "gardeners" of many schools in Xining City, Qinghai Province to listen to their distress and happiness.

　　"Last year, we practiced home-based classes for the first time, and some teachers were on the front line of the fight against the 'epidemic', so the school used the curriculum of the National Smart Education Platform for Primary and Secondary Schools." He recalled, "The teachers returned to the quarantine hotel at night, made video calls one by one, and communicated with children and parents. Everyone was worried that their homework would be missed."

　　Summarizing the previous experience of online teaching, the Chengzhong District Teaching and Research Office of Xining City designed a questionnaire to understand the needs of front-line teachers, parents, and students, and convened key senior teachers in various disciplines to record 81 video lessons, which were sent to schools before the start of the semester.

The data picture shows the reading class of Beidajie Primary School in Xining City.

Photo by Ma Mingyan

　　"This can keep the teaching progress uniform and standardized, improve the quality of online teaching, and temporarily relieve the pressure of new and rotating teachers." said Peng Juan, director of the Teaching Research Office of Chengzhong District, Xining City.

　　Zhao Di, a young teacher born in the 1990s, has a deep understanding of this.

As a new language teacher at Nandajie Primary School in Xining City this year, many questions such as whether she can immediately adapt to the online teaching method, accurately grasp the teaching materials, and work with the parents of the students have been pressing on her mind.

　　"The recording and broadcasting of the class solved the urgent need and relieved me of many concerns." Zhao Di gave an example, "For example, I can imitate the teachers' flexible online teaching methods, and I have more energy to answer questions for students after class, and contact other teachers and parents. I have deepened my understanding of the overall academic situation and received a lot of positive feedback, and now I am more confident."

　　"In class, we will let the children answer questions through the microphone, and observe their status, body language, and micro-expressions through the screen to achieve emotional communication." Pan Yuanhong said with a smile, "It is not as anxious as before, I feel it is almost the same as the actual classroom. ."

　　Regardless of online or offline, in the face of the new trend of education development, how can we better "educate students in accordance with their aptitude"?

Teachers face new challenges.

　　Having been engaged in front-line teaching for more than ten years, Pan Yuanhong admits that the teacher's journey has become more and more "unsaturated": the rapid update of technology, diversified classrooms, the requirements of interdisciplinary teaching, the implementation of the "double reduction" policy... How to avoid "Walk the old way in new shoes"?

She often felt "skilled panic".

　　"To reduce the burden of students after class, we must ensure the efficiency of the classroom, which puts forward higher requirements for teachers." Peng Juan introduced that in recent years, the continuous post-training exercises, the "Gypsophila" reading plan, and the tower climbing plan have been carried out. A number of initiatives are devoted to the construction of teacher talent echelon, the improvement of comprehensive literacy and subject expertise.

　　"I used to say that 'after-school supplements are needed in the classroom', but now it does not work. We must prepare lessons in a targeted manner, design targeted questions that conform to children's cognitive laws, optimize links, combine learning and practice, and check for omissions." Pan Yuanhong felt, Teachers must consolidate the basic skills in order to improve the ability to interpret teaching materials and control the classroom.

　　"Chinese homework is no longer copying and writing, but reading, from parent-child reading in lower grades to independent reading in senior grades, and gradually develop a habit. We design exchange classes during and after reading to bring up children's desire to read and teach reading strategies. ." Pan Yuanhong introduced.

　　"Workplace Xiaoxin" Zhao Di uses all his free time to "recharge" himself.

As a generation familiar with the Internet environment since childhood, she made full use of high-quality online resources, learned the experience and methods shared by educational bloggers in Xiaohongshu and Station B, took notes while watching on the national wisdom platform, and communicated with colleagues around her. Not a lot.

　　Young enthusiasm, a sense of value that is urgently pursued, and often unable to cope with changes, all kinds of feelings coexist, but for Zhao Di, even small progress is worth "full of vitality": "That's me and my children. 'Small buds'."

　　"In the beginning, I stood on the podium and looked at the young faces, and I was full of joy; now I want to teach my children well, not just teach them well." Pan Yuanhong said, seeing his own shadow from the words and deeds of the students , is the teacher's greatest happiness.

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