When I once again settled down to watch Wang Hong, executive vice minister of the Education Department of South China Normal University, change the paradigm of classroom teaching from input to output, my heart could not be calm for a long time. For thousands of years, China's classroom teaching has been dominated by input. This kind of classroom teaching mode imprisons China students to a great extent and restricts the development of education in China. When we reflect on the Nobel Prize China again and again, do we really find the disadvantages of education?
Since August 23rd, when I first heard Vice Minister Wang Hong's paradigm shift about output-oriented classroom teaching, my mind has been in a state of confusion: how can I turn my classroom into output-oriented? How to ask questions to make students think deeply and be at a high level?
After the resumption of classes in COVID-19, our teacher had the most obvious feeling: children are not like children, they are not lively and active, and it is difficult to ask questions. Students' interest in learning is not high, and the learning effect is generally poor. The child is pale and absent-minded All the teachers in charge of the class tried their best to change it, but with little effect. I often think about the reasons, but I failed.
Today, I heard the speech of Wang Hong, Vice Minister of Education, again, and I was enlightened. Its root lies in: students don't know what is the use of learning, students don't know how to learn geometry, solve equations, learn classical Chinese, and so on. What's the use except exams? For learning, students have endless knowledge points to recite and endless exercises to solve. If you don't finish well, you will be reprimanded by the teacher and sometimes looked down upon by your classmates? ! Students are like Pangu before the creation of heaven and earth, with dark eyes. How can we talk about a bright future?
Students can't see the front, students have no motivation to learn, how can teachers teach? Where will the future of the country be? Whose fault is this? What's the use of finding the culprit? ! At present, every teacher should be aware of the root of the problem, and we teachers should think about how to adjust the classroom paradigm and the output-oriented classroom teaching paradigm. How to change the current input-oriented teaching state and how to force students to output knowledge by answering questions?
Teachers are duty-bound. Never treat students as a piggy bank of knowledge again, and let what they have learned be in a state of deep sleep and stillness. We should try our best to let students reconstruct the knowledge they have input, and think about how to use knowledge to solve practical problems while accumulating, so that the input has the means and the output has the purpose, so that students can learn meaningfully.
In the last half month, I have often wondered, what is the purpose of learning Chinese? To learn Chinese, we must be familiar with the aspirations of the sages to serve the country and worry about the country; The thought of a hundred schools of thought contending; Not forgetting the past can help you to establish a "three views" more calmly and effectively, cultivate your temperament and face life optimistically; Can express themselves more accurately and record themselves.
In the past half a month, I have often wondered, what kind of problem is the export problem? After learning the Analects of Confucius, let the students talk about what thoughts and behaviors of Confucius have influenced me. After learning the news unit, let students spread the news of their alma mater and hometown through news; Learn instructions, find instructions for home appliances, books on drugs, etc. , so that students can use book knowledge to guide real life; For homework, especially in winter and summer vacations, encourage children to enter the society, understand their family history and village history, and understand the experiences of their predecessors; Go into the society, conduct social surveys, and know that you have great responsibilities. Who else is aware of the development of his hometown? Only with a sense of responsibility can passive learning be changed into active learning, and teachers can design practical problems to teach in time.
Without the change of teachers' thinking, there will be no change in classroom teaching behavior, and the way teachers teach and students learn will not change. Talking about other things can only be castles in the air. Therefore, I implore every pioneer of consciousness to play the role that a single spark can start a prairie fire, so that my change can drive more people to change, and let education gradually move towards brightness and warmth.