| In the implementation of the new curriculum,the adaptation of teachers is one of the biggest difficulties.The "Rise-China Innovative Practice" project organizes and trains novice teachers to undertake the teaching tasks which the school’s existing teachers are unable to meet their expectations,and explore a new approach to solve the problem of the shortage of teachers.The teaching competencies of novice teachers are cultivated in the new curriculum innovation practice of the service school.The education and teaching tasks in the innovation practice are more challenging than the usual teaching practice,and the educational imprint left by them is more comprehensive and deeper.So the "Rise-China Innovation Practice" has been developed as an effective education model,which not only serves as a launchpad for novice teachers to advance their teaching competence by leaps and bounds,but also becomes the most authentic and natural field of action research.The author was fortunate to carry out a one-year education and teaching "clinical practice" in Zhuhai X Primary School through the "Rise-China Innovation Practice" project,completing240-class hours of regular teaching tasks and two-week science club teaching tasks.By undertaking teaching tasks that are high-intensity and difficult,the leap from teaching novices to innovative teachers has been realized.At first,the author was unable to resolve the conflict between teaching philosophy and classroom management,and was lost for a time.Then,under the pressure of unified final testing,he compromised with students’ performance.Because of the misinterpretation of the meaning of ’classroom management ’ and ’teaching goals ’,the classroom discipline and the teaching of scientific knowledge had been emphasized too much.In a collaborative teaching competition,the carefully designed questions greatly stimulated the students’ interest in the inquiry.The author also attracted the charm of students’ independent exploration,so he screwed up his courage,and decided to give the students space to cooperate to carry out independent exploration.The author’s transformation and growth are inseparable from the reflection of the teaching experience.The reflection and summary in the practice process are explained in the form of narrative,which provides novice science teachers in practice with references from different perspectives at the level of educational concepts and teaching strategies.This article uses educational narrative research methods to reflect and summarize the examples of my continuous growth in the process of studying and teaching practice.It is found that only when students have become masters of the classroom,can the core scientific literacy education be implemented.To dare to let students inquiry freely,the teacher requires firm and correct educational beliefs,experience the charm of true inquiry,take the initiative to break away from the comfort zone,put down one’s own figure,and establish an equal teacher-student relationship with students.The implementation of scientific core literacy education requires the combination of theory to improve teaching design,adjustment of teaching strategies,reorganization of teaching materials,teaching based on real problem situations,and fostering students’ comprehensive qualities and key abilities.This thesis is divided into four parts.In the first part,the research background,research purpose,research methods,and research ethics have been introduced.In the second part,the study and activity experience during college life have been described to expound the author’s understanding of education during the respective education stage.In the third part,there is a selection of examples of teaching design and implementation at each stage.By using the method of narrating and discussing,the understanding and attitude of each stage of teaching have been expounded.In the fourth part,the research conclusions,research reflections,and limitations have been discussed. |
