Source: B.A. Cyxomjnhcknn: Suggestions for Teachers, Education Science Press, 1980, p. 10.
2. An experienced teacher will not let students spend special time memorizing laws and conclusions: thinking about facts and memorizing generalizations step by step. The more distinct the unity of thinking and memory, the stronger the students' knowledge awareness and the stronger their ability to apply knowledge to practice.
Source: V.A. Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p. 27.
3. I suggest to teachers: If you want your students to be good at thinking and express strict, clear and logical thinking through clear explanations, then you should attract them to participate in ideological work and reflect the connection and mutual connection of knowledge systems in their work. Please remember that labor is not only some practical skills and techniques, but also an intellectual development and a quality of thinking and speech.
Source: V.A. Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p. 46.
4. The so-called interesting classroom means that students devote themselves to learning and thinking with high and exciting emotions, and are surprised or even shocked by the truth presented in front of them; Students know and feel their own wisdom, experience the joy of creation, and feel proud of the greatness of human wisdom and will.
Source: V.A. Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p. 46.
5. How to treat children with learning difficulties?
Years of educational practice and research on children's mental work and spiritual life have convinced me that children's learning difficulties, failing in their lessons and falling behind others are mostly caused by their early education and poor surrounding conditions.
As teachers, we should remember that every child with learning difficulties, no matter how much he is delayed, should be allowed to stand on the road of civil, labor and spiritual life. Our lofty mission is to let every student choose such a life path. Such a major can not only provide him with enough bread, but also give him joy in life and give them a sense of self-esteem.
Some teachers and schools think that students with learning difficulties should be "pulled up" and the old force them to learn some textbooks. This view is all wet. Sometimes what makes things worse is that teachers go the wrong way. Teachers and principals should never forget that children should not be forced to type books for as long as possible, but should cultivate wisdom, develop their brains, teach them to observe the world and develop their intelligence.
Source: V.A. Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p. 185- 186.
Excerpts from the main points of "Suggestions for Teachers":
1. Reading is an important means of intellectual education for students with learning difficulties.
Here refers to those students who perceive, understand and memorize textbooks very hard and slowly: before understanding one thing, learn another; As soon as I learned this, I forgot the other one. Some teachers think that the only way to reduce these students' study is to minimize their mental work (sometimes, teachers will say to students with learning difficulties: you just need to read textbooks and don't read anything else to avoid distraction. ) This view is completely wrong. The harder it is for a student to learn, the more difficulties he encounters in mental work, and the more he needs to read: just as a photographic negative with poor sensitivity needs long exposure, the brain of a student with poor academic performance needs brighter and more lasting light of scientific knowledge. Don't make up lessons, don't rely on endless "hands-on", but rely on reading, reading and rereading-it is this that plays a decisive role in the mental work of "students with learning difficulties" ?
Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p. 50.
2. Cherish and develop the memory of teenagers.
Rote memorization has always been harmful, but it is especially intolerable in adolescence and youth. In these days, rote memorization will cause a kind of infant disease-it will keep adults in their infancy, make them mentally retarded and hinder the formation of talents and hobbies. One of the most unfortunate results of rote learning is that it is boring. In essence, this is to transfer the methods and means used to teach children to teenagers and young people. As a result, teenagers' wisdom is still in the primary stage, but they are trying to let them master serious scientific knowledge. In this way, knowledge is divorced from life practice and limits the fields of intellectual activities and social activities. ?
Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, p.10/page.
Teenagers must be taught to read.
All grades in primary schools attach great importance to cultivating students' ability to learn to read, write, infer, observe and express their thoughts. If these abilities are not developed and improved in adolescence, students will find it difficult to learn. Each of our teachers pays close attention to it and improves students' fast reading ability. In adolescence, the ability to read silently is very important. By the sixth and seventh grades, students should be able to grasp all the meanings of a long sentence at a glance. Without these abilities, teenagers' thinking will become dull, and their thinking power seems to stop in front of many dead ends. If you can't grasp the meaning of a complete and logically independent sentence at a glance, and you can't guess the meaning of the rest before reading a sentence, then this will not only be reflected in your current academic performance, but also affect the anatomy and physiological process of your brain. Lack of reading ability will hinder and inhibit the plasticity of extremely fine connective fibers in the brain, making it impossible to ensure smooth connection between neurons. Whoever is not good at reading is not good at thinking.
Source: Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, 64 pages.
4. How to develop children's thinking and intelligence?
If you want to teach your "slow-witted" students to learn to think, please lead them to the source of thinking, where the chain of phenomena will be displayed and the result of one thing will become the cause of another. A student with slow thinking process is being trained by an irreplaceable thinking when he tries to grasp this chain with thinking and keep a few facts, things and relationships in his memory. The problem is that in the chain of various phenomena, just like igniting the spark of thinking in front of children, it will stimulate the thinking process to become active. As long as this spark is ignited, children want to know more about new phenomena and think deeper. This kind of will and desire is the activity and motivation to accelerate the thinking process.
Source: Suhomlinski: Suggestions for Teachers, Education Science Press, 1980, 99 pages.
10, it is always harmful to cherish and develop teenagers' memories, but it is especially intolerable in adolescence and adolescence. In these days, rote memorization will cause a kind of infant disease-it will keep adults in their infancy, make them mentally retarded and hinder the formation of talents and hobbies. One of the most unfortunate results of rote learning is that it is boring. In essence, this is to transfer the methods and means used to teach children to teenagers and young people. As a result, teenagers' wisdom is still in the primary stage, but they are trying to let them master serious scientific knowledge. In this way, knowledge is divorced from life practice and limits the fields of intellectual activities and social activities.
Source: Suhomlinski: Suggestions for Teachers, Education Science Press, 1980,1kloc-0/page.