On The History Research Teacher In Middle School

With the promotion of the new curriculum reform,the new requirement of "teacher becomes researcher" proposed by Steenhaus has attracted more and more attention.Research teachers can promote the reform and innovation of education and bring more vitality to education work.Research is also the only way for teachers to grow professionally.History teacher Zhang Huazhong has been advancing on the road of teaching and research,in the process of becoming a research teacher,he is diligent in learning,studying his students carefully,delving into textbooks,studying teaching methods,and forming unique style of education and teaching.Persistent enthusiasm and conviction,unremitting research and innovation have nurtured his rich teaching proposition,formed the educational concept of "seeking truth and thinking" and the teaching paradigm of"questioning questions,academic discussion",and exercised his excellent research ability,such as questioning,dialysis questions and paying attention to the core quality.The case of teacher Zhang Huazhong enlightens us that the development of research teachers needs four factors:a solid and profound professional foundation,tenacity and motivation for lifelong learning,the habit of timely reflection and precipitation,and the gradual formation of a personalized teaching style in the teaching work.