By reading the preface of the book Children's Position, I know that this book is one of the "literary collections" written by Mr. Cheng Lao after his retirement. He said: after walking for so long, sitting at a desk is the beginning. Therefore, age is really not a problem, the starting point is yourself. He wants to tell his story on a larger coordinate, and personalize his time through the story. He said that he has always asked himself to be an ambitious and brilliant person. I sincerely admire Cheng's courage, and I am even more moved by his spirit and thoughts.
Children's position is to take children as the main body, start from children and regard children's development as the fundamental and only standard and principle to judge education.
The great wisdom of education is to know children, find children and promote their development; The stupidity and dislocation of education is also due to the "absence of children", indifference and misunderstanding of children. Education has its own orientation, and the orientation of education is, in the final analysis, the orientation of children. Only by truly standing in the position of children can there be real education and good education; If we abandon the position of children and stand on another position, education is likely to be a kind of "pseudo-education" or even "anti-education"
What kind of children stand, what kind of educational behavior: different educational behaviors reflect different children's positions.
I think it is firmly on the side of children.
First, to stand firmly on the side of children is to liberate them.
Liberation, freedom and happiness are the rights that children should have, not given by others, let alone by others. Freedom is a nanny for people and an igniter for children's new sparks. Where freedom disappears, the fire of children's creation will also go out. Therefore, we should give children enough time to play, read, think and create, instead of using too much homework to bind and bind them and keep them busy all day. At this point, both teachers and parents should reach a consensus. Not only teachers can't squeeze students' spare time with too much homework, but parents can't squeeze students' spare time with various remedial classes.
Dr David Elkind of the United States said: There are two main types of children's busyness: calendar busyness and clock busyness. The so-called busy calendar means that adults (including teachers) always hope that the paper on the calendar will be torn off quickly and the future days will come soon, so the learning requirements exceed the existing ability of children and consume their energy prematurely; The so-called busy clock means that adults want their children to do more or even unlimited things in a limited time. So adults take up children's time and deprive them of the right to play, keep fit and even survive. In this way, children's busyness caused childhood panic, and eventually childhood disappeared.
Time occupies students' lives and all their time and space, thus blocking students' rich spiritual channels and hurting their hearts.
Second, firmly standing on the side of children is to let children live.
Education is life, and life is education. Children live in vast fields, and childhood melts in the time and space of life, which enlightens us that the current primary education should always be integrated with rich life, and life should be the theme of primary education.
I still remember my happy time in primary school. At that time, there was not so much homework, and there was no self-study in the morning and evening. Classes begin at eight in the morning and end at five in the evening. We have enough time to play.
I still remember the excitement of diving in the river with my friends when I was a child, the ease of fishing prawns and fish, digging wild vegetables, finding water chestnuts, smoking thatch and picking wild strawberries, and the joy of jumping rubber bands, throwing mud bowls, jumping houses, catching stones, picking popsicles and throwing sandbags with my friends during recess and after school.
We also have a lot of time to help our parents. When I was a child, I would wash dishes, cook, sweep the floor and wash clothes. I still remember that I wanted to drink chicken soup so much that my 8-year-old brother and I just "slaughtered" the only old hen in our family and finished all the processes from slaughtering to cooking, and got a beating for it. In order to help my parents share their worries, I followed my parents to work in the fields when I was 7 years old, because there was a big piece of mud in the paddy field. When I threw it aside, I sat in the paddy field because of uneven stress. ……
Although I didn't learn much knowledge when I was a child, this wonderful memory of my childhood and the skills I learned when I was a child made me love life all the time after I grew up, and I was able to overcome difficulties in the face of setbacks.
However, children nowadays seldom do housework. Besides doing homework, they play mobile phones and games in their spare time. We should let children enter life, nature, experience, participate and grow.
Third, firmly standing on the side of the child is to put the child's position into the story.
Educational behavior is the foothold and carrier of children's position. Educational behaviors, including educational events, are actually educational stories. Story is the dialysis of children's position code.
Children like listening to stories. It is not necessarily knowledge, concepts and truths that enter the children's spiritual world, but often stories. Therefore ... teachers, as angels sent by heaven to children, must enrich their story fields about children's positions.
On February 6, 2020, the director of Henan Provincial Department of Education gave us a vivid ideological quality lesson. He said: "In the face of disasters, every teacher, every student and every parent must really share joys and sorrows, work together ... trample on disasters with the footprints of growth, and let misfortune become a bridge to happiness!"
This speech is inspiring! Among them, it is required to turn epidemics and disasters into teaching materials, so that students can get more profound enlightenment, and then really sink their hearts and learn how to learn how to do things and how to do things. This is our best story material, and also the best life education class, life education class.
In this COVID-19 epidemic, these scientists, doctors, nurses, takeaway brothers, taxi drivers, PLA soldiers, construction workers, vegetable farmers who delivered vegetables, and 15-year-old middle school students who brought back 65,438+5,000 masks from Indonesia ... Their deeds are very good stories, with feelings for home and country, life education, faith education, science education and moral education. It must be more touching than the teacher's reasoning.
So I will try my best to be a teacher with stories, a teacher who can tell stories, and let education enter students' hearts through stories.