In today's society, the field of education is experiencing an unprecedented wave of reform, and new ideas, models and methods are emerging one after another, bringing infinite hope and expectation to people. However, when we look back at the past, we see that the reality of education does not seem to have changed much. Every year we generate a large number of research topics, but are these topics really being applied? Aside from the fact that teachers can be given extra points when evaluating their titles, these topics have little substantive effect. Every year, experts come up with new educational ideas, but we rarely see them being applied in practice, and they are only hyped up as a hot topic. Did these new ideas really make a difference? There seems to be no other value than for the experts to earn money while lecturing. Every year or two, a new teaching model is launched in the field of education, which seems to be infinite and attracts attention. But will these new models finally take root? Apart from the occasional mention in the academic community, there does not seem to be any other substantive impact. In the face of these new models, can we only be like ancient battlefields and know nothing about them?
A senior Chinese teacher in a middle school in Hebei Province published an article in which he felt strong emotion and dissatisfaction with the experience of listening to a famous teacher's lecture. He thinks that he is becoming less and less able to take Chinese classes now, and after listening to this famous teacher's public class, he originally had the attitude of learning from the other party, but he did not experience the harvest and inspiration he deserved. He noticed that the teacher's classroom design was very exquisite, completely subverting the traditional teaching model and adopting the teaching mode of task-driven and innovative classrooms. The teacher spent a lot of time and energy preparing for the lesson, turning the textbook into a wonderful movie script and presenting it in a lively and lively way. However, as novel as this model may seem, he is dismissive and angry about it. He believes that these "glamorous coats" do not have a substantial effect, and do not help students much in their knowledge and understanding. In his view, education should focus on solving practical problems and returning to the essence of Chinese teaching, rather than pursuing fancy superficial efforts.
On the road of education reform, a variety of new teaching models have been proposed one after another, and each one is full of expectations. For example, Dulangkou's 336 model, Yangsi Middle School's learning first and then teaching model, flipped classroom model, situational teaching model, efficient classroom model, large unit teaching model, group cooperative learning model, etc., these models usually attract widespread attention and discussion when they are launched. However, the practical application and promotion of these models are not satisfactory. Very few schools are able to truly integrate these models into teaching practice, and more often they remain superficial, and they can only be seen in public classes. These innovative models are often only used as a tool for teacher evaluation or the performance of education authorities, but do not play a substantive role in promoting them. If a teaching model only stays on the surface of the open class and cannot really take root in the actual teaching of teachers, then it is destined to be just a vase and has no substantive effect. Teaching activities should be personalized and innovative, and classroom teaching should not be fixed into a model, but should be tailored to the needs of different students.
However, there are also some problems with the practical application of this famous teacher's teaching methods. First of all, he spends a lot of time and energy preparing for a lesson, but it is difficult for most teachers to devote so much time and energy to each lesson. Secondly, although this teaching mode looks attractive, it has not been tested by actual experiments. Teachers demonstrate only once in a public class, but in practice, they may still teach in the traditional way. Finally, these new models are often only ornamental and difficult to generalize to other schools. That's why these patterns tend to fade into oblivion so quickly.
To sum up, the reform in the field of education is in full swing, but there are also some problems and challenges. Educational reform needs to take into account the actual situation, pay attention to the professional development of teachers and the accumulation of practical experience, and at the same time avoid too many empty theories and flashy models. Teaching should return to the essence and focus on students' knowledge acquisition and understanding, rather than just pursuing superficial performance and innovation. Education reform requires the joint efforts of all parties to achieve real progress and improvement.