First, obstacles in the cultivation of special skills.
The obstacles to professional training mainly come from two aspects, one is the ideological obstacles of teachers and parents of students, and the other is the poor professional education environment and single educational content. These are two major obstacles to the cultivation of special students in rural primary and secondary schools.
1 the ideological obstacle of the first score of intellectual education.
At the beginning of the experiment, the cultivation of special students faced various pressures. First of all, parents. Many parents are worried that their children's special skills in school will affect the study of cultural classes, and do everything possible to prevent students from participating in various special skills training and training activities, such as refusing material support, looking for relatives, friends and even teachers to discourage students who participate in special skills activities from "turning over a new leaf". There are also some teachers who don't understand professional education, take a wait-and-see attitude towards the cultivation of professional students, and neither actively participate nor enthusiastically mobilize students. Some junior high school teachers keep students in the classroom during extracurricular activities to prevent students from participating in professional training activities from time to time. Behind these behaviors, it reflects that some teachers and parents of students have the idea of intellectual education first. As long as things that are not directly related to students' cultural knowledge learning are excluded, students are considered to be idle if they don't put all their energy into book knowledge. It can be seen that the deep-rooted thought of exam-oriented education and "score" as the standard of success are the main ideological obstacles to the cultivation of special students in primary and secondary schools. If these ideological obstacles are not eliminated, professional education will be difficult to implement among students, and the cultivation of professional students will become empty talk.
In order to overcome ideological resistance and prejudice, and let go of professional training, the research group put updating educational concepts in the first place in all work. First of all, a "special education office" was established to coordinate related work in a unified way, and documents such as "Opinions on Cultivating Excellent, Special and Top-notch Students" and "Measures for the Management of Primary and Secondary School Teachers' Backbone Series" were successively issued to achieve a clear direction and a unified understanding; Secondly, to put the work of correcting educational thoughts into practice, the measures are to take Sukhomlinski's 100 Suggestions for Teachers and Pavlis Middle School as compulsory reading for teachers, one for each person, taking regular exams and making-up exams that fail regularly; It also published the internal publication "Gaomi Teacher Training", put forward the learning priorities in different periods, provided learning materials and progressive educational ideas at home and abroad, and published the newspaper "Gaomi Education" to exchange educational information in our city and popularize the advanced experience of various schools; Third, establish several elementary schools, junior high schools and senior high schools with good foundation as experimental schools, combining point with surface and giving specific guidance. Let teachers gradually form new educational ideas in educational practice: for example, "from one point of view, students may only have 1% genius;" There may be 99% geniuses in students from different angles, young people are not ignorant, education is not from scratch, growth is irreplaceable, only success can lead to success, facing the whole people, we should start from caring for everyone around us, give students some rights, let them learn to choose, and provide them with opportunities and conditions for forging, and so on. These viewpoints have become the guiding ideology for the cultivation of special students.
2. Poor educational environment and single curriculum structure have created space obstacles for the development of special students.
The cultivation of special students needs colorful educational environment and rich educational content as the carrier. Many rural primary and secondary schools only rely on a few textbooks stipulated by the state as their learning contents, and the backward single education mode of arranging a set of activities by classes or schools in extracurricular time can no longer meet the requirements of special education. Professional education needs an open educational environment, various conditions for students to cultivate and develop their majors, a stage to show their majors and talents, and optional educational content. Therefore, in order to enrich the spatial conditions for the development of special students, it is necessary to reform the single curriculum structure, build a combined curriculum system that combines compulsory courses, elective courses and activity courses, and provide students with optional educational content; Organize students to carry out various colorful special education activities reasonably, and develop and improve students' special skills in the activities; Build a stage to display talents, so that students can gain a sense of success and accomplishment through display. These are the basis and conditions for the cultivation of special students.
In addition, the lack of tutors and incomplete facilities for the cultivation of special students are obstacles to the cultivation of special students, which also need to be paid attention to and overcome.
Second, the misunderstanding in professional training.
In the practice of cultivating special students, because there is no ready-made experience for reference, special education is easy to go into some misunderstandings in the implementation process.
1 replace personality development with training expertise.
Some primary and secondary schools confuse "developing specialties" with "developing individuality". It is believed that "developing expertise" can be grasped and seen, and it is the easiest to show the achievements of quality education; As long as the specialty develops, so does the personality. Therefore, in educational practice, the cultivation of specialty has been raised to an inappropriate level, and the cultivation of personality has been replaced by specialty education activities. This misunderstanding comes from the ambiguity of the concept.
"Character" cannot be confused with "specialty". Personality is a comprehensive feature that shows the attitude and behavior of individuals in social practice. It is a multi-level organic whole, including society (ideal, morality, world outlook, etc. ), psychology (cognition, emotion, will, interest, motivation, temperament, etc. ) and physiology (physique, energy, etc. ) content. "Specialty" is a certain personality revealed by students' personality, and it is a special interest, hobby and talent produced by students' individual psychological factors due to unbalanced development. Only by putting "specialty" into the whole of "personality" can we get a correct understanding and benefit the correct educational practice.
Of course, professional development and personality development can interact under certain conditions. If special education activities truly reflect students' dominant position, they can also promote the development of students' personality. Specialties can sometimes be used as a reference, even an important reference for personality. However, specialty cannot be equated with personality. Many times, the main performance of a person's personality lies not in his revealed talents, but in his conscious tendency and stable and unique psychological characteristics. If we don't realize this, it may lead to abnormal development of personality. China has a "smart" doctor studying in the United States, named Lu Gang, whose talent (specialty) should be said to be beyond doubt. But it was because of unbalanced jealousy that he shot and killed another excellent doctoral student studying in the United States, then killed his tutor, director and a vice principal, and finally committed suicide. The lesson tells us that it is obviously harmful to use development expertise to represent personality cultivation.
2 against the students' wishes.
A basic principle that professional education should follow is to respect students' interests, hobbies and choices, and to reflect students' subjectivity. However, due to the dislocation of understanding and the limitation of objective conditions, some schools just violate this principle, and they arrange some special projects for students like freshmen. Let students learn to sing in the vocal music group and learn painting and calligraphy in the calligraphy and painting group ... They also have their own reasons: "People's talents are all cultivated,' horses have to ride, people have to force', as long as they are forced to practice, poor handwriting (assigned to the calligraphy group) can practice well; Clumsy hands (assigned to small production groups) can become skilled ... "This is a typical" education chooses students "rather than" letting students choose education ",and its key point is that it violates the law of personality development. If teenagers are forced to develop their specialties, there is no way to develop their personality.
The cultivation of students' specialties mostly starts from primary school. According to the law of personality development, students' wishes and choices should be respected not only from the initial stage of professional training; Even in the process of connecting with junior high school, students' specialties should be allowed to change and migrate. This is because children are in the stage of personality development, their physical and mental development is far from finalized, their knowledge level is developing, and their social practice has just started. With the deepening of their knowledge and understanding of "major", there are still problems of re-selection and repositioning of major. Letting students determine that some majors develop prematurely, or not allowing students to change majors halfway, may bury talents. Balzac was forced to study law by his father when he was young. He said that he was "not interested" and "interested in literature". If you obey your father's orders, there may be one less great writer in the world.
3 Choose development goals.
Some junior high schools and senior high schools with the task of entering higher schools have a choice in cultivating special students. There are two basic conditions for selection: first, all the required courses are qualified (some also emphasize that the unified examination subjects meet the above standards); The other is that although individual subjects have poor grades, their specialties (such as art and music) are outstanding. The reason is: "To develop students' specialties, it is bound to take up some energy and time. A student who can't even learn compulsory courses well can't spare energy to develop his own specialties; "Developing one's own specialties at the expense of studying compulsory courses will inevitably affect the future of students." Obviously, this choice is based on the interests of "further education", and its essence is to whitewash "exam-oriented education" with "specialist education".
The implementation of quality education must be geared to all students, so that every student can get lively development and success. Zhu Zeng, a scholar in the Song Dynasty, said: "Sages teach students in accordance with their aptitude, from small to large, from large to large, and there is no such thing as abandoning others." The "mistake" of selective professional education lies in excluding some students with poor academic performance from the threshold of "professional development" People trained by quality education finally learn to survive and create. What's wrong with students learning a specialty and mastering a skill, even if they don't learn well in some courses and can't get into college? Isn't this the need to learn to survive and create?
The key to a person's success lies in the healthy development of personality and specialty. As we all know, the famous poet Cang Kejia was admitted to Qingdao University with a score of zero in mathematics and 98 in Chinese. If all disciplines are required to be qualified to develop their specialties, Cang Kejia's literary specialties may also be stifled. 1996 A Wei Peisheng named He Peng was admitted to Gaomi No.1 Middle School. When he first entered school, he didn't study well and repeatedly violated school discipline, which made teachers and classmates very embarrassed. Later, it was found that he often painted secretly in class, so he was absorbed into the school calligraphy and painting association and assigned a tutor to him. When his works were selected for the city's middle school students' art exhibition and won the prize, he saw the admiration of his classmates for the first time, so he found his long-lost confidence. From then on, he studied hard, respected teachers and students, and loved the group. His works have won many awards throughout the country, and he has been rated as one of the top ten "special stars" and outstanding middle school students. This example shows that it is not advisable to restrict the development of specialties, which will stifle students' personality, and to stifle personality is to stifle talents. We made a survey of junior high school students who dropped out of school, and the main reason for dropping out of school was that they were tired of learning. They can't learn their lessons well, and attending classes is like "sitting in a civilized prison"; His personality and specialty can't be brought into play. Over time, he lost his self-esteem and self-confidence, so it is reasonable to choose to quit school.
4 quick success and instant benefit
Some schools pursue the interests of famous students and place too high expectations on special students. They always hope to cultivate a group of "young talents" who are excellent in all aspects, and by going up one flight of stairs will win the grand prize in various competitions to improve the school's popularity. This mentality also caters to the needs of some parents, who also hope that their children will get ahead as soon as possible. It stands to reason that these ideas are understandable and need not be blamed. The problem lies in the practice under the guidance of this thought, but it has brought some negative effects: first, quick success and instant benefit, second, high goals and hard means, which inevitably means a word "forced", forced to learn, forced to practice and forced to advance; One inch is not enough, ten feet is not enough ... even pulling out the seedlings to encourage them. The result of coercion is beyond the students' endurance, which increases their psychological pressure, which is equivalent to putting another kind of mental shackles on students. Not only haste makes waste, but also is harmful to students' physical and mental health. Second, it violates the basic principles of basic education. Basic education, especially compulsory education, should focus on laying a solid foundation in an all-round way, so that students' physical quality, psychological quality and cultural and scientific quality can develop harmoniously, rather than focusing on cultivating a few "prestigious students". Even if students with obvious specialties are gifted and cultivated, they can't destroy the harmony of their personality development. Just think, can students spend too much energy and time chasing "fame" and "profit" without affecting their comprehensive foundation? Of course, no one will doubt that a few gifted children and teenagers will show some extraordinary talents under the influence of a good environment and education. However, if they can't lay a good foundation, their potential can't be continuously developed. Today's specialty "Little Star" may fall when it is time to create a brilliant life.
The quick success and instant benefit of special students often ignores the cultivation of creativity, the soul of quality education. For example, a junior high school's goal for calligraphy students is to live in Europe, Liu, Yan, and. Write "like" for two years and "true" for four years. Not to mention it's hard to write The Truth in four years. Even if it takes ten years to write The Truth, there are at most a number of Europeans, Willows, Yans and Zhaos. Our calligraphy art can only stay at the level of sages. Will there be any development? To develop students' specialties in any aspect, we should not emphasize "inheritance" but ignore "creation". We should cultivate students' creative thinking and develop their creativity in professional education. Leonardo da vinci's ability to create world-recognized masterpieces, The Last Supper and Mona Lisa, has something to do with his good imitation and hard training in painting eggs when he was young. However, his creative thinking is the key factor for him to establish the first systematic painting theory in the history of world art and win more than a dozen titles of "great experts" in a wide range of fields.