Second, the humanities. As the inheritors of human spiritual civilization, teachers should not only read books related to education and teaching seriously, but also read books unrelated to education and teaching, that is, read books outside education, especially humanistic works-politics, philosophy, economy, history, literature ... including landscape travel notes, biographies and so on. Note that reading humanities books has no disciplinary boundaries, not just the so-called "liberal arts teachers". Because every teacher undertakes the mission of leading students' spiritual growth, is his soul full? The teacher's emphasis on the brain depends more on whether we have reading that has nothing to do with education as mentioned above. In fact, whether it has anything to do with academic qualifications is relative. Education itself is closely related to the times and social development. The so-called "books outside education" are actually inextricably linked with education directly or indirectly. So in a broad sense, all books are related to education.
Third, technology. This is an era of rapid development of science and technology. A laptop can be used for up to three years, and products with better performance and stronger functions will come out, especially mobile phones. Then, as the inheritor of the achievements of human civilization, teachers should of course be closely related to the development of the times, otherwise they will not be competent for the sacred mission of teaching and educating people. Even Chinese teachers will encounter the latest technology-related content in many texts. Without a certain degree of scientific reading, the classroom will be stretched and even full of nonsense. Teachers' reading of science and technology is not only "science and technology", but also includes reading of scientific works, scientific books and sci-fi works, as well as reading of scientific history and biographies of scientists. These reading materials will certainly help us to cultivate students' scientific spirit and their scientific quality.
Fourth, children. Teachers deal with children every day and should be soul mates with them. If they can't do it for the time being, they should at least know what their children are paying attention to, including what books they like to read after class. Although it is the Internet age, paper books are still the choice for many children to read. A good educator should have a "children's perspective", turn himself into a child to some extent, feel the world with his heart and look around with his eyes. Reading books that children like to read is one of the ways to keep their mentality. If you have one more hobby with your child, you will have one more way to your child's heart. With the topic of * * *, the heart between teachers and students is unconsciously close, and the so-called "generation gap" is often not felt. Of course, children are immature after all, and the reading content is often mixed. Only when teachers have as many and extensive "children's reading" as possible can they effectively guide children's healthy reading.