Case: "Education, don't make students more stupid"
There is a simple question, but it stumbles many people. This question is the most popular and thought-provoking. This is a question that Zhang Dianzhou, a professor at East China Normal University, talked about at the "2 1 Century Innovation Education Forum"-"There are 75 cows and 32 sheep in a boat. How old is the captain? " In France, 64% of students get the answer: 75-32 = 43 years old, but there is no answer to this question. Students answer this way because they are used to all questions with standard answers. Therefore, an American educator commented that this is a typical example of the school teaching students to be more and more stupid. However, in China, more than 90% of students got this answer in primary and junior high school exams. Even in senior three of a key middle school, some students still got this answer at the age of 43.
Therefore, Professor Zhang strongly appealed at the forum to encourage students to think independently and dare to put forward different opinions. He emphasized that "creation should start with problems". Li Zhengdao once said that our tradition in China is to learn. Why do you always learn to answer? It means that in the present school, students are required to answer the questions on the test paper all day, that is, "answer while doing". However, learning begins with "asking questions". Without its own problems, it will never be created.
The appeal of "Don't make students more stupid" won applause, and a professor at the University of Connecticut in the United States further expanded Professor Zhang's speech. Professor Akenbolt believes that the key to education reform lies in changing teachers. He said: "To train talents, we must first train teachers. Teachers should continue to study and improve school management. In the classroom, the role of teachers should be changed. He should be an equal information disseminator in class. " The American professor also excitedly recalled one of the best teachers in his mind. He said, "That's an English teacher. He graduated from Yale University. He encouraged me to develop my personality and told me to dare to accept challenges and look at problems from different angles. He guided me to open the door to literature and let me appreciate all kinds of great ideas. He is the best and happiest teacher. "
Can the words of Professor Zhang and Professor Achim Bolt inspire our teachers to become "the happiest teachers", and then make students smarter and smarter? Teaching is giving, giving regular things directly to students. There is no doubt that it is good for students to directly accept the past experience taught by their teachers. However, the new curriculum reform only stays at the teaching level, with monotonous content and low grade, which is incompatible with the new curriculum standard. The teaching advocated by the new curriculum reform is not only giving, but also trying to stimulate students' curiosity by stimulating and expecting, so that students can explore and try on their own.
An exam at the end of the school year, due to the mistakes of the questioner. There is a division formula of 72÷4 in the math test paper of the second grade of primary school, which is beyond the scope of the textbook. Teachers outside the examination room are anxious and complaining. However, when marking papers, teachers found that students' ideas were "colorful":
Some students count from 4× 10 and work out 4× 10=40, 4×1= 44 ... 4×17 = 68, 4×18.
The answer to 72÷4 is18;
Some students drew 72 sticks and divided them into 4 parts on average. The result was 18.
Some use 4×9=36, 72-36 = 36, 36÷4=9, 9+9= 18, that is, give 9 to each group first and the rest to each group, so that each group gets 9+9= 18.
Some students use 72 ÷ 4 = 9...36, 36÷4=9, 9×2= 18, which is similar to the above.
Some students use 72 ÷ 4 = 10...32, 32÷4=8, 10+8= 18, that is, each group is divided into 10, and the remaining 32 groups are divided into 8, so * *
The mistakes in the proposition give students a rare opportunity to try, and also let us see the bright spots of students, and at the same time reflect the disadvantages of teachers' teaching, which is really thought-provoking. This case reminds us that teachers should boldly give students trust and expectation in teaching. We should fully respect students' wisdom and regard them as creative subjects of life.
We have to admit that many times teachers underestimate students' potential ability, thinking that this is too difficult and that is too complicated for students to do by themselves, so they don't give students a chance to try. In this way, students' potential innovative thinking is obliterated by this kindness. Try to give students the opportunity to explore, give them some expectations, and let them try through more channels to hit success and cast success. Even though students may not be as good as we think, what's the harm in letting them try? Maybe some surprises and surprises that we can't imagine will reappear in the case. In teaching, teachers impart knowledge through lectures, which is the most basic and effective teaching method. This cannot be simply denied because of the implementation of the new curriculum standards. However, if we only stay in teaching, teaching will be dull and monotonous, and lose its artistic charm, so that students will become containers for accepting knowledge from people.
In America, a child who went to kindergarten went home. He happily told his mother that the teacher had taught them letters. Mother said, "What did you teach?" The child said, "The teacher taught the letter' O', and the teacher said that' O' means' 0'." This sentence triggered a lawsuit. The child's mother sued the kindergarten, saying that their practice limited the child's imagination. Mother said: "In my child's eyes,' O' may be a sun, an apple, a teacup, a disk and so on. But when the teacher says' O' is' 0', my child will have no other imagination. How terrible it is for a child to lose his imagination, which has a very important impact on his life! " In a rage, mother hired a lawyer to go to court. The lawyer complained: "The kindergarten tells children that' O' is' 0', which is limiting their imagination. It's like cutting off the wings of a child's imagination Children have no room for imagination, and they can't imagine. This is a crime against children. " Finally, the court supported the mother's opinion.
Edmund Fisher, a professor at Washington University and winner of the 1992 Nobel Prize in Medicine, advised China students on the platform of Tongji University last June10: "In addition to learning solid knowledge, it is more important to leave some time to dream." He believes that instilling too much information into the brain will leave students with no time to relax and develop their imagination. Einstein once admitted that he never remembered what he could find in books. He wants to make enough space for his head so that he can think wonderfully and fly freely.
The imaginary sky is full of stars. And to see this starry sky, children must also have a pair of flying wings. The new curriculum reform is to find ways to make children fly, encourage them to fly and let them fly freely. Our teachers can no longer be satisfied with being a teacher who can only impart knowledge, let alone a mechanical tool that can only organize exams and mark papers. We should absorb more fresh things, be diligent in thinking, dare to innovate, make friends with students' hearts, and be willing to open students' minds and let their imagination fly. As Holdrin said, we should lead students to live poetically on the earth, be a thinking reed as Pascal said, and strive to forge "independent spirit and free thought" as Chen Yinque said.
Leave more time and space for dreams, so that our school and our classroom can truly become the stage for students to grow up-fertile ground for cultivating spirit, dancing in the imaginary sky and tasting the "theatre of dreams" of life. The new classroom should be a classroom to promote students' development. Interpretation is necessary, but it is not enough to stay in endless interpretation. Try to ignite students' ideological sparks with their own fire of thought.
I heard that the American education delegation went to the mainland to listen to a class of excellent teachers, and the students gave satisfactory answers to every question raised by the teachers. Everything has been said, and nothing has been omitted. The students cooperated perfectly. After class, both the teacher and the accompanying leaders felt very good: they won face for China people. When consulting the opinions of American education colleagues, they said an intriguing sentence: Since all the students have learned and understood, what is the point of teachers taking this course? In other words, you are welcome to say that this course is meaningless, because it does not promote the development of students at all, does not let students experience the process of exploration and thinking from the unknown to the known, and there is nothing produced by students in the classroom. It's just a performance in which teachers and students are on the same stage, performing the process of classroom teaching in China, and performing the performance elements of the open class in China.
Shanghai Normal University and an American university held a literature reading exchange activity for college students in summer vacation. In the reading acceptance of the same non-native literary work, China students' reading feelings are almost the same, while American students' reading feelings are different, even strange and ingenious, among which there are many original and incisive points. This reflects from another aspect that our basic education teaching overemphasizes norms and standards, eliminates the richness and complexity of teaching in uniformity, stifles teachers' teaching characteristics in pursuit of * * *, and suppresses students' innovative thinking when emphasizing the same standard.
Indeed, so far, it is difficult to fully embody the concept of the new curriculum standard only by explanation. The teaching of the new curriculum reform should also create a scene to release students' minds, so that students can realize real knowledge construction in the confrontation between thinking and emotion. Let the students fully say what they think, think, feel, realize, doubt and be confused. Let them ask questions, let them discuss problems, let them distinguish the answers, and let them draw conclusions. Teachers should be organizers, guides and promoters of the class, and teachers should grow up with students in the class. Let students experience and understand, because the result is important and the process is more important; Knowledge is important, but methods are more important. The new classroom teaching should promote the development of students' knowledge and thinking, and the development and transcendence of attitudes and values. It is the bounden responsibility and obligation of teachers to try their best to preach and teach in the traditional sense. However, have we ever thought that in the dry preaching and strict requirements all day, we sometimes have the opposite effect. If we try to understand children's thoughts, thoughts, pains and troubles and give them some care, it will be more instructive than preaching.
I told such a wonderful story in "Accidental Life": at the age of 16, she came from an ordinary family and didn't study well. She often mixed with some girls who worked in society. At that time, she was in the second day of junior high school and didn't know where her tomorrow was. Before a mid-term exam, she learned that another school had passed the exam, so she got a test paper. She almost memorized it. According to her real level, she can only get more than 30 points, but that time she was the first in the class. What she didn't expect is still behind. Everyone suspected that she cheated, but even if she cheated, she couldn't get 98 points. Only the teacher praised and encouraged her, saying that she made rapid progress and would certainly achieve better results in the future. At that moment, she almost shed tears. She didn't expect the teacher to believe her. Besides, the envy of her classmates made her feel a kind of joy and excitement that she had never felt before. It turns out that she can be so proud after studying hard! From then on, in order to prove that she didn't cheat and live up to the teacher's words, she went crazy and began to study, from which she realized the fun of learning. Soon, her academic performance really jumped to the top of the class. A year later, she was admitted to a key high school. Three years later, she was admitted to Peking University. A few years later, she went to study in America. Ten years later, she returned to her alma mater to give a report and tell her story. At that time, the white-haired teacher told her the truth: "son, I knew you cheated at that time, because it was impossible to get 98 points in the exam with your ability." But I thought, maybe you can be angry from now on, so I gave you encouragement and trust. "At that moment, her tears flowed down. At the most critical moment of her life, the person who knows her best didn't look for her like a thief, but gave her encouragement to make her life different ... I really admire this teacher from the bottom of my heart and actually wove an educational surprise with such a lie. As long as our hearts are full of love and care for students' self-esteem, we will also perform wonderful teaching actions, and perhaps an inconspicuous teaching detail can change students' lives from now on.
Life needs care, and care breeds creation. The students we face should not be pockets of knowledge, nor should they be tools to get grades, but people with flesh and blood and feelings. Students are alive. They need not only knowledge, but also concrete understanding, trust, tolerance and care.
I remember a famous teacher said, "Only those who never forget that they were children can become real teachers." Only when you don't forget that you are a child can you understand children. Understand children, love will be concrete and rich, will be everywhere, and will make teachers, students and students full of warmth. Only by understanding and respecting children can we care for children from the heart, be democratic in class, be full of interest, successfully implement the lesson plans carefully designed by teachers, greatly stimulate students' potential, make learning easy and effective, and make classroom teaching colorful.
In short, the teaching of the new curriculum reform is not a copy of traditional teaching, nor can it be a brand-new routine based on the total denial of traditional teaching, but a fusion and refinement of old and new teaching methods according to the teaching rules, which is a reorganization and integration with deep personality brand. Instead of unifying ready-made routines, it varies from person to person and has a unique style. It is also dynamic, born in constant exploration, enriched in constant revision and developed in constant enrichment. Teaching will never have a fixed appearance, and real teaching will always be colorful.