After we have some inspiration, we often write an article about our experience, which is helpful to cultivate our habit of thinking. So what should I write about my experience? Presumably this makes everyone very upset. The following are five life education experiences I have compiled for you, for reference only. Let's have a look.
Experience life education11kloc-0/0 On 24th October, all the teachers in our school came to the multimedia classroom of Jianguo Primary School to take part in the special tutorial on "talk about life Education" given by Director Li Guohong. The leaders of our school attach great importance to this training. At the weekend meeting last week, the headmaster asked all teachers not to take time off and take notes carefully as required.
Through training, we deeply realize that the essence of life education is to respect the extremely existing value of life, and the purpose of life education is to let students experience the impermanence of life, cherish themselves and care for others; Let students show the brilliance of life, be helpful and have good interpersonal relationships; Let students know the meaning of life, be grateful and cherish the blessings, and care for nature; Let students cherish the value of life and enjoy life education is not only the premise of all education, but also the highest pursuit of education. Therefore, life education should become an important educational concept that points to people's ultimate concern. It is put forward on the basis of fully investigating the essence of human life and meets the requirements of human nature. It is a multi-level humanistic education that comprehensively cares for life.
"Life education not only teaches young people to cherish life, but also inspires young people to fully understand the meaning of life and actively create the value of life; Life education not only tells teenagers to pay attention to their own lives, but also helps them to pay attention to, respect and love the lives of others. Life education is not only the education of Huize people, but also let young people understand that the lives of other species can live in harmony under a blue sky. Life education not only pays attention to the enjoyment of today's life, but also pays attention to the respect and cherish of tomorrow's life teachers themselves, thus touching students' hearts and making them know how to cherish and love life. In the process of implementing life education, it is necessary to carry out targeted training for teachers in related disciplines, so that teachers can better adapt to the goals and requirements of life education. We teachers should look at problems from a positive perspective, enhance confidence, boost morale and have an optimistic emotional experience.
Teachers should believe that with the development of society, politics will improve teachers' social status and salary, so that the profession of teachers will eventually become a truly respected profession, thus reducing teachers' psychological imbalance and establishing professional pride.
Experience of Life Education 2 February 5, 65438+February 65438, I was lucky enough to attend the "Life Education Teaching Seminar" of Genting School. In a limited day, listen to the humor of President Yang. Report: Every sentence is deeply rooted in people's hearts. I read the handsome Zhang Qihua's Understanding Negative Numbers and >: novel and individual. I also watched Ming Lu's > Chen Yanhong's lecture > Jiang Weiwei's > and Chen Hongjie's "Classroom Transformation and Big Problem Teaching" lecture. I didn't arrive late or leave early, yes! That's great! How could you leave? This is a day when I grew up, deeply influenced by the life and art of mathematics classroom teaching in primary schools. The big problem of life-oriented education is to make learning really happen, and each lecturer has his own unique views. What impressed me most was Zhang Qihua's class. To tell the truth, I really rushed to today because of Prince Zhang's class. This ticket can be said to be "value for money"! How touching! Love Zhang Qihua-our prince of mathematics! He taught me many new teaching methods and new teaching concepts, and redefined teaching methods. So I can only share with you some superficial views of my personal lectures.
First, the introduction should be warm and exciting, and the teaching process should be interlocking. In the classroom, all the children are full of vitality, which comes from the teacher's vivid warm-up and colorful teaching activities, so that students can truly experience and share learning activities. The role of teachers has changed, and the role of students has also changed voluntarily. From passive learning to active learning, students are not only the recipients of knowledge, but also the discoverers of knowledge, and truly become the masters of the classroom. Fully embody "people-oriented"
The idea of quality education based on students.
Second, teachers' solid basic skills and self-accomplishment. Good basic teaching skills are the key to the success of a class. Humorous tone and vivid and concise explanation are very worth learning. I look forward to learning next time.
Third, skillfully use the media and blackboard to increase the actual events in life. The extensive use of multimedia and blackboard teaching by famous teachers not only gives people a pleasing feeling, but also creates a relaxed and happy learning atmosphere, which is hardly influenced by the observation of thousands of teachers below, and stimulates students' enthusiasm for autonomous learning of mathematics. That's great!
Fourth, create situational teaching. Teacher Zhang Qihua created a realistic life scene, allowing students to integrate into the scene and learn easily in the scene; It meets the requirements and requirements of cultivating students' ability to solve life problems with mathematics in the new curriculum standard.
Through a whole day's study, I will redouble my efforts in the future mathematics teaching, learn more from the teaching methods of experienced teachers, innovate teaching on the basis of students' actual situation, and gradually improve the level of mathematics teaching.
Experience of life education Part III Experience of life practice education. For the current Chinese teaching, it is urgent to build a dynamic Chinese classroom and carry out effective life education for students.
The World Children's Fund has a famous saying: "The world is lent to us by children", and our education should be all for students. The reality of life tells us that if a person lives in an environment lacking dignity, rights and freedom, it is impossible to have full autonomy and creativity. The second phase of curriculum reform and "Two Outlines" put forward: let students get sound development in personality and cultivate the consciousness of respecting, fearing and caring for life. This requires our teachers to adjust their roles in time, establish an educational view that meets the needs of quality education, establish an open and comprehensive curriculum view and a teaching view that promotes students' autonomous learning and actively constructs knowledge. For the current Chinese teaching, it is urgent to build a dynamic Chinese classroom and carry out effective life education for students.
First of all, teachers should establish a correct educational concept in Chinese teaching.
1, to establish a correct concept of life education, teachers are required to establish a student-oriented education concept first. In the process of education, we always adhere to the student-centered, caring for people's growth as the purpose, so that students can develop harmoniously physically and mentally. At the same time, we should respect the objective facts of individual differences in students' lives, respect the different growth rhythms of life, be tolerant of mistakes in the process of students' growth, guide our teaching work with the concept of life education, and influence students subtly. For example, when students encounter difficulties in their studies, they should patiently help him analyze the problems and let him really understand-replace meaningless accusations with sincere help; When students' exams are not ideal, we can guide them to seek improvement countermeasures-to replace complaints with effective working methods ..., to care about students' self-esteem, so that students can respect and care for others after feeling respect and care, and move from "introspection" to "self-seeking success".
2. To establish a correct view of life education requires teachers to establish a view of Chinese curriculum with the unity of knowledge and value. In teaching, we should closely combine the imparting of knowledge with the cultivation of students' emotional attitudes and values, so that students' cognitive learning process is accompanied by positive emotional activities. In traditional Chinese classroom teaching, teachers often impart knowledge in isolation, resulting in the phenomenon that students recite knowledge points before the exam and return them all to the teacher after the exam. In the communication with students, we can easily find that what students really understand and integrate into the life subject is "not the knowledge itself, but the meaning in the knowledge". This requires teachers to create Chinese teaching scenarios in Chinese classroom teaching by various means, using rich curriculum resources such as literature and history materials or video materials, so that students can understand the meaning of knowledge in learning. We should really link learning activities with students' lives and experiences, make the learning process a positive emotional experience process, and let students realize the significance of knowledge to life in the process of learning knowledge; As Professor Zhu Xiaoman said, "Knowledge is closely related to people's lives", "As an intelligent knowledge, it must have penetrated into people's lives. Accordingly, the wealth created by this knowledge is not only material or spiritual, but also noumenon, that is, enriching and improving people's lives. "
3. To establish a correct view of life education requires teachers to establish a view of Chinese teaching that conforms to the development of the times. The so-called "living language" is embodied in the "progressive truth" and "living social spirit and social ability" contained in the generation of Chinese knowledge, which is embodied in "facing the language, we can cry or laugh; You can recall or joke; You can sing or curse. Chinese gives us a place to vent our emotions, sublimate our experience and sublimate our understanding "; Chinese "gives us a broad space to expand the wings of imagination and a broad stage for our hearts to dance freely". From this perspective, what our Chinese teaching should teach students must be "thoughtful" Chinese, "emotional" Chinese and "living" Chinese. The blending of thought, emotion and life can make us feel the real "jumping" life of "people" in the text and life. Only in this way can students fully feel the strong pulse of life and rich humanistic atmosphere in Chinese classroom teaching.
Characteristics of Chinese Life Classroom under the Second Curriculum Reform
1, Chinese "life" classroom is a classroom to promote the development of all students.
Promoting the development of all students is the requirement of quality education. The Outline of Education Reform and Development in China pointed out: "School education should be changed from exam-oriented education to all-round improvement of national quality education, which should be geared to all students, comprehensively improve students' ideological and moral, cultural science, labor skills and physical quality, promote the lively development of schools and run their own characteristics. However, due to various factors in traditional teaching, teachers pay more attention to students with excellent grades. Students with excellent grades often have more opportunities in classroom teaching, and a considerable number of students have to be in a passive learning state of "watching" and "listening" because they are not given enough opportunities to participate in learning activities. Over time, these students lost interest in learning. Chinese "life" course requires us to change from "elite" education to "civilian" education. Our eyes should look down. We try our best to get all the students to participate in the classroom teaching.
2. Chinese "life" classroom is the original classroom of life.
Chinese "life" classroom is the original classroom of life. Chinese teaching should serve the growth of students. Chinese "life" course is a life-oriented teaching, seeking the return of the scientific world to the life world, striving to realize the integration of the scientific world and the life world, so that the main world will not lose its meaning of existence because it forgets the life world. Lead the content of education and teaching from books and classrooms to the colorful life world of students. Guide students to capture, observe and experiment in life, search, select, analyze, process and make effective use of information, improve information literacy of obtaining, communicating and creating information in various forms, learn to find problems in life, production and various disciplines, improve knowledge construction, and cultivate awareness and ability of independent thinking, integrating theory with practice and realizing self-sustainable development. Therefore, Chinese "life" classroom requires the classroom to become a part of students' life.
3. Chinese "life" classroom is a dynamic and generative classroom.
Chinese "life" class opposes the strictly controlled relationship between teachers and students and the modeled view of teaching process. Chinese "life" classroom requires that the teaching process be regarded as a process in which teachers and students participate in the teaching content together, interact through dialogue, exchange and cooperation activities, and promote teaching activities in a dynamic way to achieve teaching tasks and goals; Chinese "life" course advocates that students' learning process is regarded as a process in which students criticize, question and rediscover the learning text, a process in which students devote themselves to learning activities, experience and appreciate the formation of knowledge, and a development process in which students need it in many ways. Therefore, the Chinese "life" classroom is a dynamic classroom; Chinese life class is a generative class. Students produce new knowledge and skills on the basis of practice, experience, perception and exploration.
4. Chinese "life" class is a dialogue class.
Traditional teaching regards students' mastery of book knowledge as the core purpose of teaching, and finally falls into the strange circle of "teachers teach and students read books". "Life" class is a dialogue class. It can be a dialogue between students and teachers, or a dialogue between students and students. The process of dialogue is a subtle process of thought, truth, meaning and emotion, and a process of improving one's quality of life. This kind of dialogue is not a way and means to convey some truth, meaning, attitude, etc. Give it to each other. The dialogue process itself' reveals' the truth, which is revealed and accepted by students through understanding. Dialogue in the true sense is a flowing river of thoughts and emotions, which inspires and collides with sparks of thinking and flashes fresh ideas; This shows that dialogue training is the soil of students' thinking, personality and cooperative spirit.
Third, the practice and thinking of constructing Chinese life classroom
Life education is a kind of "education in, through and for life". Therefore, I think the infiltration of life education in Chinese classroom teaching can be considered and practiced from the following aspects:
1, Constructivism learning theory is an important prerequisite for the implementation of life classroom.
Based on the constructivist learning theory, Life course emphasizes the internal psychological process of cognitive subject, regards learners as the subject of information processing, and holds that knowledge is not acquired through teachers' teaching, but acquired by learners through meaning construction with the help of others (including teachers and learning partners) in a certain situation, that is, social and cultural background. Because learning is a process of meaning construction with the help of others in a certain situation, that is, through interpersonal cooperation activities, it is student-centered learning under the guidance of teachers, who are helpers and promoters of meaning construction. This is conducive to establishing students' dominant position, stimulating students' enthusiasm and initiative in learning and ensuring the effectiveness of classroom teaching. Therefore, to build a "life" classroom, teachers should take constructivism learning theory as the guiding principle of their own teaching reform.
2. A democratic and equal classroom atmosphere is the guarantee for the implementation of life classroom.
Harmonious teacher-student relationship is the guarantee of giving full play to students' main role and implementing life classroom. Teaching is a bilateral activity between teachers and students, and the teaching atmosphere of "treating schools as prisons and teachers as enemies" is bound to make education fail. Equal communication between teachers and students, students' participation and active communication should run through the whole teaching activities. Although middle school students have not yet formed a complete knowledge system, they are thoughtful and have their own way of observing problems. Therefore, teachers should fully trust students' abilities and respect their ideas and viewpoints. As Suhomlinski said, "Teachers should truly believe that every child should give priority to fully expressing himself in his own talent field, so that students can have self-esteem, self-confidence and pride." Even if students' views are biased, teachers should not impose their own views and those in teaching reference on students, but should guide them correctly, so that students can feel that they are always the subject of learning, equal to teachers academically and personally, and teachers are amiable and credible. It can be seen that every Chinese teacher should strive to create a democratic and harmonious teaching atmosphere, give students an oasis of life, and let students become discoverers, researchers and explorers.
3. Fully tapping Chinese curriculum resources is an effective way to implement life education.
Tagore, a great Indian poet, said that "the purpose of education is to convey the breath of life to mankind", so the "teaching" of education should start with respect for life. Chinese teaching bears great social responsibility in cultivating students' cultural quality, humanistic quality and scientific spirit, and has irreplaceable educational function. Therefore, Chinese teachers should tap the huge spiritual wealth hidden in Chinese courses and knowledge, take effective measures to turn it into life education resources, enlighten students' minds, let students feel the spiritual power in human culture, and make students consciously accept life education in their studies, thus forming a unique and lofty spiritual quality.
(1), tap the existing text resources and carry out life education.
Proper excavation and effective application of life education resources in the classroom enable students to gain experience in the learning process, thus forming a correct outlook on life and values. For example, in the study of ancient Chinese, we should explore the traditional culture of "being indifferent to ambition" in China, and the Confucian thought of "being great in Sri Lanka, making students cultivate themselves, be humble and be harmonious". Such as the text "If you give me three days of light". By telling the story of the legendary blind woman writer Helen Keller. Guide students to learn from Helen Keller's strong understanding and cherish of life, and let students realize that people will always encounter hardships and setbacks in their lives, but as long as each of us is brave enough to face and accept challenges, life will be more brilliant. When teaching Missing in Autumn, we should go deep into the text, circle and read aloud, taste the sentences describing the mother's movements, demeanor and language, and experience the deep and selfless maternal love contained in the text. In the future, you can design such a question: recall the little things your parents did for you. What do you want to say to them at this moment? How are you going to repay them? Give gratitude education to students. In the process of extension, you can design: if one day, you also encounter unacceptable difficulties and setbacks, how will you face them? This question aims to let students know how to cherish and love life.
(2) Contact students' daily life resources and carry out life education.
Students are surrounded by fresh life education resources, and various news, newspapers and other media often report the phenomenon of cherishing and ignoring life in society. Teachers should effectively introduce these life education resources according to the text and students' reality, introduce fresh people and things around students from both positive and negative aspects, carry out effective education, let students understand the society in reality and enhance their sense of life in self-perception.
4. Enriching Chinese teaching activities is an effective means to implement life education.
"Man is the object of self-education" means "shaping and improving his life quality with his own life activities". Yes, "life consciousness" is not taught, but developed in the process of students participating in practical learning activities, cooperating with others and thinking collision. Therefore, teachers should implement life education by carefully designing learning activities that students are interested in. You can use the activity courses of each unit to combine Chinese learning with finding similar stories around students, extend the classroom and find life benchmarks around you. For example, we can organize students to visit people around them who have succeeded in adversity. We can combine Chinese learning with students' own growth experience, and carry out the activity of "writing their own growth history" to reflect their own history from their own photos and used items-"cultural relics". Let students realize the difficulty of life growth from their own growth history, which is permeated with the care and love of parents, relatives and teachers, so as to cultivate students' gratitude, cherish and awe of life and form a positive and optimistic attitude towards life.
5. Changing evaluation means is an effective guarantee for implementing life education.
In teaching, students who have been criticized or not recognized for a long time often show indifference and aggressiveness. Suhomlinski wrote in "Advice to Teachers": "Nothing makes children more depressed, depressed and unhappy than realizing that they have no future and think that they can do nothing ..." This tells us that educators should be good at discovering students' strengths in teaching, not stingy with praise, and adopt the methods of multiple evaluation and developmental evaluation to affirm students' strengths from multiple angles and levels. Even if students fall behind in their studies, our progressive students are good students "and so on to enhance students' confidence ... let students feel that they are a useful person and a person who can make progress with the affirmation and encouragement of teachers! So as to develop a healthy mentality.
Life education enables students to develop their personality soundly, cultivate the consciousness of respecting, fearing and caring for life, and lay a good foundation for them to accumulate life and face life in a down-to-earth manner. Therefore, when our teachers are trying to build a life classroom, we should say no to the "pseudo-life" classroom. Be wary of weakening teachers' responsibilities under the banner of "student subjectivity"; Give up the responsibility of students' healthy personality under the banner of "respecting students' personality"; Under the banner of "happy teaching", avoid "double-base" learning; Performing a "show" performance under the banner of "group cooperative learning"; Under the banner of "exploration", blindly explore. On the premise of respecting students and attaching importance to their subjectivity, classroom teaching of Chinese life aims at achieving the best overall teaching effect.
In a word, let's walk out of the desert of Chinese teaching, enter the hearts of students, build and practice the "life" classroom of Chinese, and realize the win-win situation of teaching and learning. Strive to make students experience the true meaning of life while gaining knowledge and skills, and lay a solid foundation for their lifelong happiness.
Experience of life education in April 20xx1October, 1 1, President Lin led a group of 8 people to attend a seminar on life education in Guilin. This activity was organized by Zhang Wenzhi, an advocate of life-oriented education, and Huang Aihua, an advocate and practitioner of big problem teaching. More than 1000 teachers from all over the country attended the seminar.
We wandered in the sea of osmanthus, bathed in the fragrance of osmanthus; Walking along the banks of the Lijiang River and enjoying the night view of the Lijiang River are refreshing and refreshing, which adds a bit of elegance to this study. This activity * * * listened to 9 problem teaching observation classes and 7 academic reports. Among them, the more complicated average, the classroom of his cognitive equation with American teacher Jennifer Griffin, and some first prize winners and teaching rookies in the national quality class competition, such as Guan, Hu Zhiguo and Zheng, are refreshing, deeply aware of the unique teaching charm of the master and feel the classroom attraction of big problem teaching.
Let me first introduce the characteristics and steps of big problem teaching:
First, the characteristics of big problem teaching are
1, problem makes learning happen, problem-oriented, and executed from high to low.
2, the classroom is student-centered, students show and host in front of the stage, and teachers guide and guide in time.
3. Closely follow the essence of teaching, think and put forward the core and basic problems of this course, and gradually refine and solve them.
Second, the steps of big problem teaching are:
First, establish the relationship between teachers and students and the relationship between students and new knowledge. Second, through various forms, teachers and students jointly put forward and sort out big problems and present them as a whole. Third, students learn independently and cooperatively according to their existing knowledge, experience and textbook content. Fourth, show the research results, students share interactively, and teachers ask questions in time, which leads to deep dialogue and collision. Fifth, teachers and students participate together, sort out and refine, and draw conclusions. Sixth, put forward the problems of follow-up research to consolidate, deepen and extend knowledge and skills. We think it is similar to the four-step subject teaching in our school: the first step to establish a relationship can be attributed to preview feedback, the second step to ask questions and try to explore can be attributed to self-study communication, the fourth step to show sharing and the fifth step to summarize can be attributed to show coaches, and the sixth step to extend questions can be attributed to practice transfer. It and the four-step subject teaching in our school fully embody the teaching concept of taking students as the center and learning as the teaching, which is worth learning from.
We don't think it is necessary to teach according to the big problem teaching model, because the four-step subject teaching in our school is generally consistent with it, and the steps are relatively simple, but there are some essential methods worth learning, as follows:
First, cultivate students' good study habits.
Teacher Huang Aihua often tells students in class that students should learn to listen, which is a kind of respect and courtesy, and also a prerequisite for classroom communication and learning. It is not enough to just listen, but also to think positively and have more ideas of your own.
Second, cultivate students' awareness of openness and problems
Question consciousness is the soul of teaching, and open consciousness is the premise of cultivating students' innovative thinking. Teacher Huang Aihua is very good at cultivating students' problem consciousness and openness. He often encourages, inspires and questions students in class. For example, in his "complex average problem", when the students all agreed that the average height of 10 was calculated by adding up the average height of boys and dividing it by 2, after his witty teasing and humorous inspiration, several students suggested that the total height was still uncertain. What is the total height of 65,438+00 people? This leads to three conjectures: (1) There are five boys and five girls, and the average is just141cm; (2) There are more than five boys, and the average height is between 14 1 cm and 142 cm; (3) There are less than five boys, and the average height is between140 cm-141cm. Then expand the formula in detail to verify the influence of the number of copies on the average, and finally draw a conclusion and apply it.
Third, let students go to the podium, perform and host, let students take the initiative to explore, and the teacher will give in-depth guidance. In every class, we can see that in the exhibition and sharing session, the teacher asks the students to go to the podium, present the report, and preside over it like this:
1 Please listen to me.
2. I want to emphasize in particular that,
Do you have any questions for me?
4. Thank you for listening to my sharing and interacting with the students below. Teachers listen actively, interact actively, retell ideas in time, make circuitous dialogues and ask questions in time to help students understand deeply. In the next link, teachers and students will sort out and summarize together to improve the construction. The cognitive equation written by Jennifer Griffin, an American teacher, is very open and is a situational topic of shopping in shopping malls. She used the first capital letter of the word to represent the unit price of the commodity, thus generating a multivariate linear equation, which made the students very interested in learning.
The teaching of life-oriented problems advocates openness, consciously allows students to surpass the existing knowledge and experience, and imperceptibly, middle school students will develop a great wisdom, broaden their horizons and produce a great realm. Problems make learning happen and make the classroom smart. I went to Guilin to study this time. I'm glad you came!
14 On June 4th, 20xx, I was lucky enough to participate in the "Observation on Teaching Problems of Life Education" in Jiangmen Experimental Primary School. In a short period of half a day, we watched the "Call" lesson by Chen, an outstanding teacher in Pengjiang District, a member of Pengjiang District Education Guidance Group and a student in Pengjiang District Master Studio. He also observed the lesson "The Meaning of Equation" and live interactive activities by Huang Aihua, a national excellent teacher, a special math teacher, the director of the Continuing Education Department of Shenzhen Academy of Educational Sciences and the host of the first batch of educational science expert seminars in Shenzhen.
The wonderful lessons of Mr. Chen and Mr. Huang made me deeply feel the life and art of primary school mathematics classroom teaching. Especially in Huang Aihua's class, I learned many new teaching methods and new teaching concepts, and I redefined the teaching methods. The following are my superficial views on my personal lectures.
First, the teacher's vivid warm-up and colorful teaching activities enable students to truly experience and share learning activities. The role of teachers has changed, and the role of students has also changed voluntarily. From passive learning to active learning, students are not only the recipients of knowledge, but also the discoverers of knowledge, and truly become the masters of the classroom. It fully embodies the ability and requirements of "people-oriented" to solve life problems by using mathematics.
Second, good basic teaching skills are the key to the success of a class. Teacher Huang's humorous tone and vivid and concise explanation are very worth learning. His rational use of multimedia and blackboard teaching not only gives people a pleasing feeling, but also creates a relaxed and happy learning atmosphere, which is hardly influenced by the observation of hundreds of teachers below, and stimulates students' enthusiasm for autonomous learning mathematics. That's great!
In the future mathematics teaching, I will redouble my efforts, learn from the teaching methods of experienced teachers, innovate teaching based on the actual situation of students, and gradually improve the level of mathematics teaching.