"Come with a heart, not a blade of grass." In that era when imperialism and feudalism were under heavy pressure, it was with such dedication that Mr. Tao Xingzhi sought the dawn of education in China.
On one occasion, Mr. Tao Xingzhi gave a speech at Wuhan University. He walked to the podium and unhurriedly took out a big rooster from the box. The audience was stunned and wondered what Mr. Tao was going to do. Mr. Tao calmly took out another handful of rice and put it on the table, then held down the rooster's head and forced it to eat rice. But the rooster only crows and doesn't eat. How can I make the rooster eat rice? He broke the cock's mouth and stuffed the rice in. The cock is still flapping its wings and kicking its legs hard, just like the execution ground, nervous. Mr. Wang gently released his hand, put the chicken on the table, stepped back a few steps, and the rooster began to eat rice himself. At this time, Teacher Tao began to speak: "I think education is like feeding chickens." Teacher Wang forced his students to study and imposed knowledge on him, but he didn't want to study. Even if he studies, he will eat without digesting. It won't be long before he returns his knowledge to her husband. But if he is allowed to study freely and give full play to his subjective initiative, the effect will be much better! "
Teacher Tao used the ordinary little thing of "feeding chickens" to compare the three different realms of teacher teaching and student learning in classroom teaching. Teachers are like chickens, and students are like big cocks being pushed around. Feed the chicken three times. In order to let the cock eat rice, the chicken feeder used three different methods to feed the chicken, and achieved different results. In it, we can understand the urgency of chicken farmers.
Reflecting on our classroom teaching, there used to be so much helplessness: when we put our "carefully designed" teaching plans into practice in order to achieve the effect of "flowing", our children just like to "detour" and "make trouble"; When we were in front of the podium, we were emotional and lyrical, but we saw the children's indifference and indifference. When we presented all the information we tried our best to get in order to win the children's surprise applause, we saw that the children were holding the latest information on the Internet, and there was a trace of disdain on their faces ... Over the years, teachers worked hard and made good intentions to "inform" and "remind" again and again ... However, we were disappointed to find that our "input" and our "obsession". Therefore, our teachers are either wronged, confused, angry or puzzled: what happened to our education? What happened to our children?
It is not difficult to find the mystery by opening the works of Chinese and foreign education masters. German educator Steward pointed out that the art of education lies not in imparting knowledge, but in awakening, encouraging and inspiring. Rogers also said: "The higher the degree of freedom, the higher the degree of physical and mental involvement." In fact, "the concept of what students get by themselves is clearer and more convincing than the concept of taking other people's teaching."
Over the years, our teachers always feel that they are too excellent and confident, and exaggerate their role in students' learning. "The model of morality, the source of knowledge, the embodiment of justice", this beautiful role has always made us "domineering" in front of children. "This teacher has a strong ability to control the classroom." "Students in this class don't cooperate well." "Master" and "cooperate." Casual remarks reveal the teacher's mentality of "dominating" the classroom. Although we think that we are the new generation of education, and we are all smiling at the Student Union and Yan Xi, the role consciousness of "savior" still exists in our bones. Imagine, have we ever tried our best to lead our children to the "tutorial" designed by ourselves with a big smile on our faces? Do we often bind our children's thinking to their own preset "standard" answers through the inspiration of "persuasion"? Do we "carry" the answers summarized by the teacher to the students' minds by asking them to repeat them over and over again? Do we often design and control the density, rhythm, atmosphere and artistic conception of the classroom "scientifically and artistically"? We make all this so calm, and we will feel that all this is "democracy, equality, respect and love", which is good. However, what we ignore most is the real needs of children. Many times, the difficulties we imagine in preparing lessons and the "bright spots" in class are actually known to children, but those "unknown" parts that are so challenging and have thinking value have no chance to be displayed, rejected or even killed by the teacher's "perfect" lesson plan.
Listening to the quotations of the masters, bathed in the sunshine of the new curriculum reform, we become "suddenly enlightened"-the master and main force of the educational process, originally the children themselves. We are not "God" or "Savior". We are just servants and servants of children's independent development. As Bernard Shaw said, "I'm not your teacher, I'm just a partner. You ask me the way, and I'll show us the front. "
Therefore, our teachers should step off the platform and walk among the children, strive to create a democratic and harmonious teaching atmosphere, create an open teaching space and mobilize students' learning enthusiasm; Teachers should actively participate in children's learning, stimulate children's desire to explore and discover knowledge, and sum up and acquire knowledge together.
Ways and means to develop children's metacognition level; Teachers should go deep into children's hearts, experience the process of knowledge acquisition with children, experience psychological experiences such as expectation, waiting, anxiety and excitement, and share the happiness of knowledge acquisition with children.
In the classroom, students' questions are regarded as "road signs", and the teaching content comes from students' questions, so that solving doubts becomes children's active needs and students truly become the masters of learning; Taking students' questions as "signposts" makes up for the shortcomings and disadvantages that teachers are far away from students' reality in preparing lessons, finds a shortcut for communication between teachers and students, and avoids many ineffective indoctrination in class; Taking students' questions as "signposts", the classroom becomes an open, dynamic, changeable and highly generated system, and the whole teaching process becomes a process in which teachers consciously let students constantly question, actively question and jointly solve doubts. Classroom is a vivid problem situation and a dynamic "wisdom field". In the "wisdom field", students are active in thinking and full of spirituality; In the "wisdom field", students use their quick wits to answer questions skillfully ... All students participate, teachers and students communicate sincerely and share knowledge and experience, making the classroom an independent classroom, a communication classroom, a partner classroom and a dialogue classroom between teachers and students-students are always in an excited state of thinking and exploration, and knowledge is constantly activated in independent thinking and self-digestion; Teachers share the joy of children's "exploration and discovery" in the process of guiding and solving doubts, and grow together with students.
From this point of view, our teaching does not need to be meticulously carved, nor does our children need to be meticulously carved. The classroom is not a stage, and teachers don't need to make speeches and talk endlessly; The lesson plan is not a script, so it doesn't need to be step by step. The teacher's role is to create an atmosphere, adjust and control in time, guide skillfully, stimulate students' multi-level thinking and multi-angle understanding experience, and let students "discover" the true meaning of knowledge themselves.
Teaching is like feeding rice to chickens. Only in a relaxed atmosphere, when learning becomes a child's own needs, learning will be effective. Returning the classroom to the children, giving full play to their initiative and enthusiasm in learning, and making them happy, willing and willing to learn are successful education!