A Study Of Teachers’ Self-education In “Life·Practice” Pedagogy

As a special form of Education,Self-education has been valued by people since ancient times.The thought of Teachers’ self-education in the study of "life practice" pedagogy originates from the practical thoughts on professional practice and attention to the life growth of teachers participating in the research of "life·practice" pedagogy and "New basic education".There have been many researches and discussions on Teachers’ self-education,and the discussion on "life · practice" pedagogy is also emerging one after another.However,there are few studies on Teachers’ self-education under the pedagogical theoretical system of "life·practice".In this sense,through the exploration and integration of the lack of systematic teachers’ self-education thought in "life·practice" pedagogy,the researchers absorb the theoretical spirit of "life·practice" pedagogy and explore the value of their teachers’ self-education thought in educational practice and teachers’ life.At the same time,the author hopes that more education experts and scholars will conduct in-depth research on the teacher self-education of "life·practice" pedagogy,and actively promote the development of education."Life·practice" pedagogy,founded and led by Professor Ye Lan of East China Normal University,is the most influential original pedagogy in contemporary China.It has a rich and complete theoretical system and unique educational thought.The teacher self-education thought of "life·practice" pedagogy absorbs western“Self-theory” and Chinese Self-improvement culture,Marxist thought,Destohue and Sukhomlinsky’s thought of teacher self-education and Langrand’s idea of lifelong education to construct its own teacher self-education framework.This paper adopts the combination of theoretical research method and case study method.Firstly,it combs the relevant research on "self-education" and "Teacher self-education" at home and abroad;Then it summarizes the theoretical basis and development stage of teacher self-education of "life·practice" pedagogy;Whatever,through the "life practice" pedagogy theory and the "new basic education" teacher examples,this paper analyzes the definition,connotation,nature,goal,form and way of Teacher self-education in the "life·practice" pedagogy.Teachers’ self-education is an educational activity in which teachers take the needs of society and individuals as the guidance,actively invest in learning and practice with the overall self under the guidance of self-consciousness,understand and transform the objective conditions and personal internal world through self thinking,and obtain self-development in this process.The connotation of self-education is mainly manifested in three stages（self-learning stage,self thinking stage and self change stage）"six self"（self-awareness,self-learning,self thinking,self-awareness,self design and self reconstruction）."Life·practice" pedagogy takes "Life conscious" as the ideal state of Teachers’ self-education.In order to achieve this state,teachers must adhere to the self-education approach of the integration of "theory and practice".Through self-education of self-consciousness,cooperation,openness and lifelong research,the awareness and ability of self-education can be improved;Finally,by sorting out and analyzing the evaluation of teachers’ self-education thought of "life·practice" pedagogy by experts and scholars in the industry,this study summarizes four evaluations on Teachers’ self-education in "life·practice" pedagogy :The gene of Teachers’ self-education is "Life·practice",The foundation of Teachers’ self-education is " Chinese flavor ",The orientation of Teachers’ self-education is " humanism ",The method of Teachers’ self-education is cooperative symbiotic.And get the inspiration from "discovering oneself" to "accepting oneself",from "accepting oneself" to "educating oneself",from "educating oneself" to "becoming oneself".