Alei is in the second grade. At 3: 35, we will receive a notice from the teacher that we will give the child a quiz one day. The purpose of the exam is not to score, but to let teachers and parents know the current understanding of the subject.
On Monday, we were informed by the teacher that a quiz on the natural environment would be held on Friday, and parents were invited to help their children prepare at home.
The way to prepare is: "Please read a few pages of the textbook first, and then look at the title and pictures. After reading, write an outline in your own words. Parents ask questions and let the children answer them. 」
Textbooks? Alei has never brought home any "natural environment" textbooks! I quickly rummaged through the child's schoolbag, and sure enough, there was a textbook I had never seen before. It says Pisara 2 (Raindrop 2), which is obviously for second-year students. Which one should first-year students use? I really haven't seen it.
Never used textbooks to teach?
After attending primary school last year, Alei began to take a class on "Natural Environment" once a week, but I never read textbooks, so I once asked Alei curiously: How do you take classes? Arey said; "The teacher will show us something with the smart big flat screen in the classroom! Sometimes, they also have off-campus forest teaching, as if they had never used their textbooks on "natural environment" all their lives.
Now think about it carefully, perhaps because the focus of subject education is to teach children to learn to read and read first, so only Finnish and mathematics have textbooks. When children's reading ability is not basic, there is no need to use textbooks in other subjects?
I took out the natural environment textbook of the second day of junior high school and asked Alei to read the topics and pictures by himself according to the teacher's instructions. I didn't expect him to take the initiative to read the text! I thought it was amazing. At this time a year ago, I was still recognizing ABC. By this time, I have been able to read textbooks independently and read quickly. It turns out that textbooks are given at the stage of reading, and children in grade two have the ability to read, so it is meaningful to use textbooks to assist teaching.
Originally, I knew that Finnish teachers had great autonomy and could decide what textbooks to use, but I never thought that teachers could of course decide whether to use textbooks or not and when to start using them.
Since I was a child, I have always been used to learning a new subject. I must have "teaching materials" or "textbooks" and I must learn from beginning to end. However, now that I think about it, maybe textbooks are really not a necessity. It depends on the level of children, and at the same time, we should think about what kind of teaching methods should be used, which children can best absorb. It just occurred to me that although there are textbooks in Finnish and mathematics, it doesn't seem to be from the first page to the last page!
Textbooks and workbooks are only auxiliary tools, so you don't have to finish them from beginning to end.
In Finnish and math workbooks, teachers often skip and check some exercises for children to do, and everyone's exercises are different. Some exercise teachers will say that it doesn't matter if you skip it or not. The purpose of textbooks or workbooks is not to finish from beginning to end, but to become one of the learning tools according to individual needs and conditions. Of course, everyone will have some differences, and there is no need to repeat what you have learned.
It seems that not only the subject of natural environment teaching, but also textbooks of Finnish and mathematics, textbooks and exercise books have played the role of auxiliary tools.
As far as natural environment teaching is concerned, although I haven't read textbooks for more than a year, Alei often mentions what interesting natural phenomena the teacher showed them on the big screen in the classroom. Yesterday, he said that he also saw a mushroom bigger than a man. In my opinion, the cross use of traditional teaching materials, digital teaching AIDS and outdoor forest experience can complement each other, and combining different media and methods may provide the greatest learning effect.
As for what teaching AIDS to use and how to arrange the combination, it can be the skill and choice of the teacher. No wonder Finland attaches so much importance to teacher education and gives them great autonomy. Education is originally a people-oriented cause. Starting with Alei's "suddenly jumping out" textbook, it gave me more experience and enlightenment.
Guiding with life experience can help you learn more.
At the same time, while preparing for the exam with Alei these two days, I also learned about whether there are any related experiences in my life, which has a very significant impact on his study.
There are three theme chapters in this test; One is Finnish berries, the other is Finnish mushrooms, and the third is garden crops. Alei often picks berries, mushrooms and wild vegetables in the wild with his mother. He quickly absorbed the contents of berries and mushrooms in the textbook, even knowing more than what was written in the textbook. The poisonous mushrooms in textbooks only use a general term to describe a large class of poisonous mushrooms. But Alei can correctly name the most poisonous mushrooms and list the poisonous mushrooms that are not mentioned in the textbook, because we have seen and studied them together in the forest. But because we don't have our own garden and crops, Alei can't remember clearly the "edible plants can be divided into five categories: roots, fruits, berries, vegetables and herbs" in the textbook these two days.
At first, Alei's father kept repeating this passage in his ear, trying to remind Alei. Obviously, Alei rejected this "rote learning" method and didn't accept it at all. Finally, Alei's father changed his method and began to contact his own life experience: "Alei, do you remember that grandma's garden planted two crops?" What are those? Potatoes and salad leaves, so there are roots and vegetables. Grandma has an apple tree. What is that? ... yes, fruit. What berries did you help grandma pick in the garden in summer? ... vinegar millet, yes, now you have berries. Finally, what herbs are planted in front of the kitchen window? ... do you have vanilla now?
Once connected with real life experience, Alei became interested. Although Alei never thought of this classification before, at least learning will become easier to absorb.
The purpose of the first and second grades of primary school: to cultivate the ability of autonomous learning.
When children arrive at primary school, they really enter another stage and are learning "autonomous learning" bit by bit. As the teacher once told us at the parent-teacher meeting, "The most important purpose of grade one or two in primary school is actually to cultivate children's ability to learn independently. Only in the third grade can they smoothly enter another learning stage. 」
Now, I have begun to feel that autonomous learning naturally does not require everyone to follow the same textbook step by step, and everyone should have their own homework and progress. I also experienced Alei's progress from Grade One to Grade Two. I saw him going to another learning stage, and I was learning. What kind of ways should I use to help my children improve their interest in learning? The more he is connected with his own life experience, the more he can become a real learner, and the knowledge will really belong to him. I used to recite it when I was a child, but I forgot it after I recited it. This is neither real study nor applicable to my children now.
I hope we can all support our children, starting with "how to use textbooks" and growing up with them on the way of learning.
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"This article is the author's view on cooperative innovation, not his position."