Comments on "Suggestions for Teachers" 1
Some time ago, I read the book 10 1 Suggestions on Mathematics Education for Kindergarten Teachers. I felt a lot, gained a lot, and many doubts suddenly became clear. For a time, I can't describe it, but what is certain is that as a teacher, I will engage in education with a peaceful mind, look at every child with appreciation, and demand my work with harsh standards, which I will always remember. "Teachers are the most glorious profession in the sun". In this job, we must be diligent and not slack off. I think I will always use these suggestions of 10 1 to remind myself in my future work.
This semester, we just discussed and studied mathematical situational activities, so that children can gradually form a sense of mathematics and experience the importance and significance of mathematics in the real situation of life and games and in the process of solving problems. In particular, the children in our small class are young, have a short time to concentrate, and have a strong desire for free activities. Their cognitive range is expanding, but at this time, the concepts in their minds are concrete, with intuition and image thinking as the main ones. Only those vivid, interesting and vivid materials will attract their attention; Only by coordinating the knowledge system formed by children with the situation can we stimulate children's interest in mathematics and their desire to participate in activities independently, and promote the development of thinking in active activities.
The book points out that "real life is the source of children's mathematical knowledge". Children's mathematics education should be carried out not only through systematic teaching activities, but also through daily life activities. In daily life, we find that children are dealing with mathematics all the time, and mathematics teaching has a unique influence on children's life. In children's daily activities, we pay attention to guiding them to discover mathematics, learn mathematics and use mathematics to make mathematics education alive. Indeed, mathematics is everywhere in our lives, and mathematics teaching has a unique impact on children's lives. As a teacher, we should pay attention to guiding children to discover, learn and use mathematics and carry out random mathematics education activities. For example, after the children come to the garden, they can use the morning talk time to guide them to see how many children, boys and girls, have come today, and through statistics, their awareness of mathematics application has been enhanced; When children eat, I use the activities of sharing meals to guide them to find many one-to-one relationships; When playing water games, I provide children with different shapes of musical instruments to guide them to perceive the conservation of capacity; When children arrange toys, they will be inspired to arrange them according to shape, color and category. Children gain knowledge and experience of number, shape and quantity in a relaxed and natural life, which not only enhances their curiosity and interest in learning, but also forms a preliminary concept of number. Children's living environment is full of mathematical knowledge and content. The purpose of our teacher's teaching is to organize children's fragmentary mathematical experience, form logical and systematic mathematical knowledge, and promote the complete development of children's thinking. At home, let parents and friends guide their children to count how many people there are in the family; Talk about the number of your shoes, weight, height, home phone number and other numbers closely related to daily life and their functions; Look at the calendar, perceive the order of month and day, and know what month and date yesterday, today and tomorrow are. ...
The book suggests "the infiltration of mathematics education and other fields". Yes, knowledge itself is a system and inseparable. Especially for children, all kinds of knowledge education are superficial basic knowledge, especially if you have me and I have you, so that education in all fields can supplement and promote mathematics education, so that children can not only obtain mathematical concepts and skills from other fields, or obtain important concepts from other fields, but also use other fields or others in mathematics. For example, infiltrating mathematics education in the art field: In fact, infiltrating mathematics education in art activities will make children relax in music, accept knowledge with pleasant emotions, and feel the characteristics of quantity, shape and spatial position of things, and experience the quantitative relationship between things. Secondly, mathematics is infiltrated into the language field, and some mathematical knowledge can often be seen in some children's songs, stories and other literary works, so that children can master some simple mathematical knowledge while learning the language. For example, in the "baby counting game", let the children say what it is according to the words in the teacher's hand and the corresponding picture cards, and read it out with nursery rhymes ("four": you clap a few times, I clap four times, and four children fly). You can read nursery rhymes and do actions with your peers at the same time. Then, let the children find the pictures corresponding to the "four" and pair them to become good friends. I can also read "clapping songs" and make corresponding actions. In addition, I also learned the number from 1 to 10, and learned the mathematical knowledge of one-to-one correspondence between pictures and texts. Therefore, it is of great significance to infiltrate mathematics education into the language field so that children can learn mathematics, feel mathematics and accumulate rich mathematical experience in a relaxed, pleasant and natural language atmosphere.
Therefore, as a teacher, I should pay more attention to children's daily activities and daily life links, let children get close to mathematics intentionally or unintentionally in familiar situations, enter the world of mathematics happily, use scenes close to children's life experience to stimulate children's mathematical thinking, integrate kindergarten mathematics activities with real life, and let children gain relevant mathematical experience and construct mathematical concepts.
Comment on "Suggestions for Teachers" II
Every suggestion in Suhomlinski's One Hundred Suggestions for Teachers addresses a problem, with vivid practical examples and incisive theoretical analysis. Many of them are examples of Suhomlinski's education and teaching, which will help teachers broaden their horizons and improve their level. Some of them are impressive:
First, please remember: there are no and impossible abstract students. "No abstract student can mechanically apply all the laws of education and teaching to him. There is no prerequisite for students (all students) to succeed in their studies. "
Suhomlinski believes that moral, intellectual, physical, aesthetic and labor education should be carried out in harmony like playing the piano. Only in this way can we cultivate people with all-round development. "Every child is a complete world, without repetition, and has its own characteristics." Children's personality must not be ignored. A person who knows students only through the podium in class will not understand the child's heart. We should also understand that children should never be confined to the "small world of the blackboard". For children, the "world of nature" outside the classroom is better. Our school's educational philosophy: there are no poor students, only differences. In fact, I also commented on the differentiation of students' development.
As a teacher, only when teachers and students are emotionally connected can we really communicate in class. Only by paying attention to the development of each student, even individual education, and letting each student experience his own success and progress can it be called teaching students in accordance with their aptitude. Only teachers and students can feel the happiness of progress and enjoy the happiness of knowledge.
Reflection: In the real educational life, we only consider the progress and level of most children in preparing teaching plans and reading teaching reference materials, and strive to maintain the consistency of teaching. Have we considered the individual differences between different students and students? "Teachers should be good at determining how much each student can achieve at this moment and how to further develop his intelligence, which is a very important factor in educational skills."
Secondly, Suhomlinski pointed out: "The art of education first includes the art of conversation." A teacher's teaching effect depends largely on his language expression ability, which puts high demands on teachers' language accomplishment. Only in this way can teachers be "comfortable" in class. Only in this way can a teacher's career remain youthful forever.
But how can we practice the art of conversation? Teachers' working and creative time is like a big river, which is nourished by many streams. How to make these streams live forever, there is running water. Su Shi gave a classic example and put forward a thought-provoking view of "preparing lessons all his life" from the mouth of the history teacher who started the class. It only takes 15 minutes to prepare lessons directly; I have been preparing for this course all my life-this seemingly contradictory statement actually highlights the importance of reading. "Reading without interruption every day", using the accumulation of a lifetime to prepare a class with limited time and clear content, will of course become familiar with it and accumulate wealth.
Reflection: 1, reading improves internal quality. Learning is an important means of human survival and development, and lifelong learning is the only way for contemporary teachers to develop themselves and adapt to their careers. "Strict scholarship, advancing with the times, never too old to learn" is the lifelong learning concept that teachers should have in the new century.
2. Reading improves the teaching level. Knowledge needs to be updated from time to time, and old things will always be eliminated. Teachers shoulder the heavy responsibility of teaching and educating people. If teachers can't constantly update their knowledge structure and keep long-term curiosity and sensitivity to new knowledge, the richer the knowledge, the more lively and interesting the lectures will be. The charm of teachers lies in many excellent qualities formed by activating the accumulation of knowledge: personality, self-cultivation, grace, temperament, sense of humor, respect for people, pursuit of truth and awe.
In a word, reading is so essential for a teacher who loves education. A gurgling stream, which keeps flowing every day, merges into a river of ideas! He will consciously pick up books and use "learning" and "thinking" to constantly inject new vitality into his work. He will deeply understand that "reading is not for tomorrow's class, but for inner needs and thirst for knowledge." He will also clearly realize that in order not to turn lesson preparation into boring textbooks, reading can help us gradually improve our teaching quality and educational wisdom, improve our professional level, and most importantly, help us improve our connotation and quality, thus enhancing the art of conversation.
Third, for the homework in learning, the book thinks that we should first do a good job in the early stage, try to reduce the mistakes that should not be made, and let the children write correctly. Some people think that it doesn't matter if children try first, and it doesn't matter if they don't succeed. Children can learn from repeated failures. But Suhomlinski doesn't think so. He said that correcting homework is no longer an end, but a regular inspection. This sentence is a great inspiration to the teachers who have been stuck in the homework pile now. Of course, the homework should be changed, but the most important thing is to pay attention to efficiency and methods, so that the homework can be changed to the greatest effect.
Many experiences in this book are worth learning and reflecting! I will follow the advice of the master: "reading is not for tomorrow's class, but for my inner needs and curiosity."
Comment on "Suggestions for Teachers" 3
After reading it for a few days, I think this book "Suggestions for Teachers" written by B.A. Suhomlinski and edited by Du Diankun left a very deep impression on me. There are 65,438+000 simple but realistic suggestions in the book, which every teacher must listen to, because here you can see many very effective suggestions to improve teaching quality and reduce workload. After reading this book, I will study.
Generally speaking, this book is a practical teaching material for teachers. It mentions how teachers deal with the relationship with students, how to arrange their own teaching time and how to improve teaching quality. The scenes arranged in the book and the roles we face are all common in our daily life. Therefore, every time the author puts forward a suggestion, I can recall similar situations I encountered in my usual life and my own solutions. After reading the whole explanation, I often wonder where the gap between my solution and the author is, what I have learned after reading it, and what I should do now. The book also lists many topics related to teachers' personal habits, such as: what plans teachers should write, suggestions for writing teachers' diaries, etc. To some extent, teachers are required to strictly control their spare time and try not to waste precious private time in order to make new breakthroughs in teaching. Many suggestions in the book are based on the author's personal experience, so they are very suitable for the education of our young teachers. Because we have just entered this industry, there is still a long way to go and a lot to learn, so personally, such a good book is like a life guide book. When I lose my way on the long road of education, it can be used as my indicator, give me the correct solution, let me take fewer detours and give myself and students a way to go forever.
Specifically, I feel that the three suggestions in this book left the deepest impression on me. I want to mention my feelings and my understanding of the good advice in this book.
1. Article 33 in the book gives some advice to teachers who have just joined the school work. The book says, "What should I do while I am still young so that I won't regret it when I am old?" In fact, there are many things to do, but first of all, as the book says, we should accumulate an educator's intellectual wealth and educational wisdom bit by bit. I think the advice given in the book about reading three kinds of books is very effective. What are the three books?
(1) Books on scientific problems in that subject you have studied;
(2) Books about the lives and struggles of those characters can be used as learning models for young people;
(3) books about people's minds (especially children, teenagers, young men and women) (that is, books on psychology).
As the saying goes, reading a good book can benefit you for life. I think this kind of books is good in my teaching career, because these three books have improved psychologically, technically and ideologically, which is what young teachers lack most. The author has a unique vision and is very constructive in this respect.
2. Where is the mystery of the 50 th student overload in the book? We feel that many students have a bad practice (which we often see). For those materials that should be the source of general things, students are reciting, which makes their memory burden heavier, so that even those materials that must be remembered in order to further study smoothly cannot be maintained in their minds. This is bound to have a multiplier effect. So what's the problem?
It is clearly stated in the book that it is important to correctly understand the content of the textbook, rather than rote learning. Some things are far better than rote learning, because one understands the meaning and the other only understands the words. What should I do? I think students should know the importance of "understanding" pointed out in the book (which I agree with), because when you understand it, when you encounter related problems, 3. Article 77 in the book, how to teach slow-witted students to solve application problems, in fact, math teachers like me will always encounter such problems. In front of a math problem, some students can solve it quickly, while others are at a loss. Among these students who can't solve math problems, I think there are probably two situations mentioned in this book. First, he didn't learn to think, and all kinds of things, phenomena, dependencies and interrelationships in the world around him didn't become the source of his thinking. The other is that he didn't remember some basic formulas and conversion relationships in his memory. In view of this situation, we should adopt different methods for different students. For the first student who has a problem, we should list the things we encounter, instead of asking him to recite formulas and memorize them by rote. For the students of the second question, we should explain the formula in detail, so that he can remember it on the basis of understanding it and let the students use it flexibly. In such a relative problem-solving method, our students' grades will definitely go up a step, and what teachers need to do is to give students more room for their own understanding. After a period of time, we can see that students have made a qualitative leap.
There are many scientific teaching methods in the book. Under various suggestions, the author's purpose is clear: to make every teacher a good teacher. As the star of students, teachers still have a lot to do. The rules and regulations in the book are a good norm. Let's remember it, understand it and make it the secret of our progress.
Comment on "Suggestions for Teachers" 4
Product works, enlightenment teaching
As a teacher, the most important thing is knowing how to teach. In Sukhomlinski's book Advice to Teachers, * * * gave us 100 suggestions. Each of these suggestions is full of educational wisdom, rich in content and incisive in analysis, and combined with vivid and detailed cases, it is simple and enlightening. Therefore, I will talk about my feelings from the following aspects.
First, their own quality.
Every teacher needs to have the basic qualities of a teacher before he steps onto the three-foot platform. I think, first, we should have extensive and profound scientific and cultural knowledge, that is to say, we should have rich knowledge and ability reserves in the subjects we teach, so that we can "teach well and solve well" Second, we should have a good quality of education and teaching, that is, teachers should know educational theory knowledge and psychological knowledge to study children's performance and behavior, so as to choose the most appropriate method to educate children. The third is to be familiar with the teaching materials. Suhomlinski said: An important feature of teachers' educational literacy is that the more freely a teacher can master textbooks, the more emotional his narrative will be, and the less time students need to spend digging up textbooks after class. In fact, we not only need to be familiar with the textbooks of the year we teach, but also need to know the textbooks of other years. For example, I am a junior high school teacher. On the basis of mastering junior high school textbooks, it is still necessary for me to know about the textbooks of primary school or high school, so that I can better understand the importance and effectiveness of my teaching in the teaching process, which is conducive to better assuming the role of assistant in students' learning career.
Second, education by heart.
Suhomlinski said: "The desire to learn is a subtle and naughty thing. Figuratively speaking, it is a delicate flower, and thousands of tiny roots work tirelessly in wet soil to provide it with nutrients. We can't see these roots, but we protect them carefully because we know that without them, life and beauty will wither. " Therefore, we teachers should start with "love", irrigate, nourish and love students with love, treat them with sincerity and equality, and integrate love into the real concept of quality education to practice. The combination of learning and teaching frees students from the heavy and boring academic burden and makes learning simple; Learn to cooperate with students, no longer blindly declare the authority of teachers in the classroom, but know how to make students think more personally, act in a personalized way in thinking, become the master of their own learning, and experience the fun of learning; Learn to combine life with practice to lead students to a real, rich and broad life background, instead of leaving their brains with a pile of abstract and messy data to create a simple, interesting and rich classroom teaching. This kind of "simplicity" is not single, but simplification. Look at the essence through the phenomenon, that is, students can express their thoughts and ideas under the influence of different surrounding environments. "Fun" is not a low-level joke, but a creative pleasure. Suhomlinski said, "We should see his unique source of creative labor in everyone and help everyone open their eyes and see themselves. The teacher's responsibility is to inspire students at the intersection where ideas sometimes cross and collide, so that they can create happily and feel the fun of learning. Without students' active participation, independent activities, sparks of thought and creation of interest, teaching is not real. "Enrichment" means that teachers need to organize colorful activities to motivate students, so that what students know in their favorite subjects or other creative aspects is slightly beyond the syllabus, so that they have some pride and satisfaction. If these three points can be truly satisfied and reflected, such a loving and caring education is the most valuable education.
Third, books grow with people.
In the book "Advice to Teachers", there is a title that is particularly eye-catching. "There are only 24 hours and one night in a day. Where did the teacher's time come from? " We are always busy preparing lessons, attending classes, correcting and managing classes every day, and we are always competing with students for teaching results. After work, I have to be busy with my family. Where does time come from? The answer is: reading. Reading is not for tomorrow's class, but for inner needs and curiosity. Dickinson also said, "No ship can take people as far as a book, and no horse can take people as far as a jumping poem". Any profession needs continuous learning, especially teachers. Reading is like talking to a famous writer. After reading many books on teaching, I often marvel that "this kind of scene creation will attract children's attention" and "that kind of link design seems to be easier for students to learn". We can increase our knowledge through reading, innovate new teaching ideas and improve the level of classroom teaching. Moreover, in such an era of advanced information and high-speed operation of science and technology, we should constantly update our teaching concepts, constantly enrich and improve ourselves, study hard, think hard, and improve our educational literacy through reading; With the help of thinking, education is full of wisdom. Let us arm our minds and walk in front of our children. Please sit in an empty seat. In addition, if you read more books, you will have your own ideas and learn to reflect on your work. Reflect on how many gains this class has created for students and what shortcomings have been left behind; Reflect on how to better design more effective classroom teaching; What are the shortcomings of reflection in class management? Reading and thinking often will make us dare to reflect deeply on our education and teaching. We should not only face up to our own shortcomings, but also be good at summing up our own strengths and the experience of other teachers, draw lessons from them and lay a solid foundation for future growth.
We are still young, and we need to keep learning and making progress. Only through the infiltration of books can we surpass ourselves, develop ourselves, create teaching life and teaching life and become an excellent teacher.
Comment on "Suggestions for Teachers" 5
Every teacher wants students to be interested in learning in their own class. How can we make the class interesting? The so-called interesting classroom is that students study and think with high and excited mood, and are surprised or even shocked by the truth presented in front of them; Students realize and feel their wisdom, experience the joy of creation, and are proud of people's wisdom and great will.
What's the Secret of Interest is about interest. As teachers, we have too much to say about interest. As we all know, interest is the foundation of all undertakings and the driving force for students to master knowledge. Looking at our actual teaching life now, the most common complaint is that students have lost interest in learning and are not interested in teaching themselves. So how to solve the fundamental problem of this reality. Here, Suhomlinski gives us some suggestions mainly from the perspective of class. First of all, we should make the class interesting. What's the fun? That is, students are engaged in learning and thinking with high and excited mood, and they are surprised or even shocked by the truth presented in front of them; Students realize and feel their wisdom, experience the joy of creation, and are proud of people's wisdom and great will. The description of this class is very desirable. To tell the truth, it is impossible for students to be interested in every class. So, what's the point of saying this? I think Suhomlinski also made a very important point here, that is, the first source of interest in knowledge, the first Mars, lies in the teacher's attitude towards the textbooks to be talked about in class and the facts to be analyzed. Students are not interested. I think as a teacher, we should first ask ourselves, are you interested in what you are talking about? Have you ever tried to create situations to stimulate students' interest?
Grasping and mobilizing students' interest in learning is the key to a good class. Only by going deep into the students' main body, understanding their thoughts, needs and hobbies, and grasping the main teaching materials according to their interests, can we truly "entertain and educate" and let students learn new knowledge in a happy experience. Then let us constantly reflect, study and practice in practice, and use effective teaching to awaken students' sleeping potential, activate their sealed memories and open their claustrophobic hearts.
Sukhomlinski's Advice to Teachers is a book I have heard of before, but I have never really settled down to read it. I was lucky enough to read this educational book recently, and every article here deeply shocked me.
Among them, the article "Try to make students love your subject" made me feel deeply: in Suhomlinski's view, only when students like a certain subject can their natural qualities be developed and their hobbies, endowments, abilities and ambitions be established voluntarily. As a teacher, what you want most is that students love your subject. Only in this way can students be interested in learning and learn well!
Suhomlinski said: "If there is no atmosphere in which teachers in all subjects strive for students' thoughts and hearts, then many students' interests will never develop." Here, he also put forward some good suggestions. He said, "I want you to fight for your students' minds and hearts." We often hope that students have high enthusiasm and correct learning attitude, and often attribute the poor classroom effect to students. After reading this book, I really realized that it is the teachers themselves who should solve the problem. Then, how can we ignite the spark of these students' "interest" and "strive to make students love your subject"? I think we should start from the following aspects:
First: fully prepare lessons.
Fully preparing lessons is the premise of a good class and something we must do well. Suhomlinski pointed out: "Experienced teachers are trying to do this: in the subjects that his students love, the teacher system has ten to twenty times more things than the syllabus requires." By fully and carefully preparing lessons, students' attention and interest can be aroused by a large number of quotations and quips in class.
Second, carefully design the classroom language.
Suhomlinski pointed out that teachers' language literacy is the key to a good class. He said: "The art of education first includes the art of conversation." A teacher's teaching effect depends largely on his language expression ability, which puts high demands on teachers' language accomplishment. If the teacher's language literacy is good, then his class will be easy and the students will understand it well. How can classroom efficiency be low? On the contrary, poor language ability will not only affect classroom efficiency, but also make students dislike teachers and subjects. Therefore, we should carefully design classroom language and strive to attract students with accurate, relaxed, easy-to-understand and interesting language.
Third: treat students as friends.
1. Bring a smile into the classroom and let the students kiss the teacher.
A friendly smile, a kind word, a knowing look and a slight touch from the teacher will make these teenage students feel particularly cordial. If you can bring a smile into the classroom and bring joy to the students, the students will be very close to you and like you very much.
2. Respect and care for every student, so that students can trust their teachers.
Teachers should not pretend to be educators, and should not force students to obey the teacher's will by coercive means-reprimanding, humiliating, complaining to parents, etc. Compulsory education can easily hurt students' self-confidence and self-esteem, cause students' disgust and even fear of teachers, and also easily stifle students' interest in learning. Teachers should convey emotional information of kindness, encouragement, trust and respect to students through their words, deeds and expressions. At the same time, teachers' respect and concern is conducive to maintaining students' good mood, protecting students' self-confidence and self-esteem, gaining students' trust, and is of great significance to cultivating students' interest in learning.
3. Take part in students' activities, be their friends and make them love their teachers.
In addition to emotional communication with students in class, teachers should also pay attention to emotional communication with students outside class. If you can participate in students' extracurricular activities, you can arouse students' feelings.
Fourth, treat students with appreciation.
People need to be appreciated, and students as the main body of the classroom are no exception. They often regard the teacher's appreciation as their own evaluation. When appreciated, I feel that I have made progress, can learn well and have a bright future. They think they are good students in the teacher's mind, thus generating their own sense of appreciation and enhancing the internal motivation of learning. Help students experience success and happiness. A sense of accomplishment is the motivation for a person to remain interested in an activity.
Suhomlinski's "Advice to Teachers" is like a clear spring, refreshing and refreshing; Like a mirror, always reflect yourself; He is like a kind teacher, constantly giving us guidance, and many experiences are worth listening to and reflecting on! These will be inexhaustible wealth in my life!
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