First, a comprehensive understanding of the world.

How can we get rid of the control of either-or thinking mode? How to "look at things in an all-round way" instead of giving up the screening logic that used to be beneficial to us, and how to develop a broader mental habit and support the connection ability on which excellent teaching depends?

Bohr, a Nobel Prize winner and physicist, put forward a basic principle: "The opposite of a true proposition is a false proposition, but the opposite of a profound truth may be another profound truth." Bohr defined the concept of paradox with extremely appropriate words, which is very important for thinking about the world as a whole. In some cases, he found that truth does not divide the world by either one or the other, but embraces the world by either one or the other. In some cases, truth is the contradictory connection of seemingly opposite things. If we want to know the truth, we must learn to accept the opposite as a whole.

For example:

1. The knowledge I have gained from my 30-year teaching career is that I feel like a novice at the beginning of every new lesson.

2. My inner and invisible sense of self-identity is only recognized-even recognized by myself-when I meet an invisible "other" to prove myself.

3. My teaching comes from my own identity rather than teaching technology. However, if my own identity is allowed to guide me to complete a complete skill, skills can help me express my own identity more fully.

Teaching always happens where individuals and the public meet, and if I want to teach well, I must learn to stand at the intersection of opposites.

Efforts and feelings go hand in hand, so if I want to open students' minds, I must open their emotions at the same time.

None of these real paradoxes can be taught in a simple either-or way.

What I'm looking forward to is a richer and more specious mode of teaching and learning than dual thinking allows, a mode that reveals how the paradox of thinking and feelings fits together-whether this paradox makes us feel uncomfortable.

A person is healthy and complete, and his mind and heart are a whole, not one or the other and separated from each other. Respecting the unity of opposites in teaching may make us more complete.

My reflection: as an ordinary person, I always spend my time day after day like this, and I have never thought deeply about where the truth comes from. I am complacent when I occasionally find a phenomenon, but I don't know that this discovery comes from a comprehensive understanding of things.

When we understand things, we should look at problems in the unity of opposites, not in isolation.

For a student, especially a student with problems, poor academic performance does not mean that he is a bad person. He may be better at dealing with people than the students with good grades. Therefore, when we look at students, we should fully understand and treat them, not one or the other, so that students will have fear: if I don't get good grades, I will be a bad student; Good grades, I am a good student. This understanding is incomplete and one-sided

Second, when birds of a feather flock together.

When we separate any opposing entity with profound life significance, both entities themselves will become lifeless ghosts-we will also become lifeless. Separating the paradox in the depths of life will also affect our intellectual, emotional and spiritual happiness, just as inhaling and not exhaling will affect our health.

For example:

1. We separate the mind from the mind, and the result is that the heart doesn't know how to feel and the heart doesn't know how to think.

2. We separate the fact from the feeling, and the result is: the cold fact that makes the present world indifferent and distant and the blind feeling that lets the fact follow the feeling.

We separate theory from practice, and the result is that theory has nothing to do with life, and practice has not benefited from theory.

We separate teaching from learning, and the result is that the teacher only talks but not listens, and the students only listen.

Dialectical thinking requires us to accept the world outlook associated with opposition, so that we can see the world clearly and completely.

When we regard the world as a whole, we develop vitality in the world, as well as in our students and ourselves.

Third, the limitations and potential of the self.

First of all, recognizing our talents and abilities may help us to teach more consistently from our own identity and integrity. For many of us, it is difficult to admit our abilities, either because of our modesty or because we are unwilling to take the risk of "shooting ourselves in the head". But when our ability to inject into teaching is not recognized and respected, it is easy for us to return to mainstream teaching, even if this kind of teaching can hardly be related to what we are.

Second, when we even feel pain and are not interested in reflecting on teaching with others, we need to eliminate our fears and restore our confidence to move on. It is always uncomfortable to face failure, but with the background support of our talents and advantages, it becomes easy and even rewarding: we use our understanding of contradictory things to turn a series of failures into a deeper understanding of our identity, which is the source of excellent teaching.

Only when we are willing to reflect more deeply on the dynamic process that makes us vulnerable will we have a deep understanding of our identity.

What should we do about the discovered talent limitations? The key is not tinkering, but a deeper understanding of the paradox of heaven's endowments and defects, and a deeper understanding of the nature of our own mixing, so as to teach and live more decently in the integrity of our natural nature.

As a teacher, my talent is the ability to dance with students and create an environment where all of us can teach and learn. Moreover, as long as I keep an open, trusting and expecting attitude towards students' nature, I can play the role of this talent for a long time.

My self-awareness is so dependent on others that I always feel a little uncomfortable when others refuse to contact me. There is no way to satisfy this simple fact.

I need to remember that the pain I sometimes experience in teaching, like the happiness I feel when dancing with students, is a sign of self-activity and self-realization.

To be a better teacher, I must cultivate a sense of self that is both dependent and independent of others' reactions-this is a real contradiction.

My feeling: whether it is a wonderful class or a bad class, I should learn to analyze my ability and advantages in this class and "what can I do differently to make the result better." Learn to reflect on your identity, review the dynamic process of hurting yourself, and deeply understand yourself.

Fourthly, paradox and instructional design.

Paradox principle not only has guiding significance for self's complexity and potential, but also plays a guiding role in the process of considering classroom dynamics and grasping the teaching space design of classroom teaching links.

When designing classroom teaching, I realized that there are six kinds of contradictory tensions, and I want to integrate into the space of teaching and learning.

1. This space should have both boundaries and openness.

This space should be both pleasant and tense.

This space should not only encourage individuals to express their opinions, but also welcome the opinions of groups.

4. This space should not only respect students' trivial "short stories", but also attach importance to the "big stories" of traditions and disciplines.

5. This space should support solitude and group resources at all times.

6. Silence and argument should coexist in this space.

These six paradoxes are helpful to the design of teaching and learning.

These six pairs of paradoxes add up to a complete pedagogy-a theoretically complete pedagogy. What we follow in teaching is not a fixed model, but how teachers consider how to combine these six pairs of paradoxes in their own working methods.

The paradox principle helps any teacher to know himself and establish all the teaching and learning spaces.

My experience: These six paradoxes do exist in our usual classroom teaching.

Practical Paradox in verb (Verb's abbreviation) Classroom Teaching

1. The tension of paradox

Guiding students from individual opinions to collective opinions depends largely on the teacher's ability to promote, rather than direct discussion.

On the one hand, teachers should welcome and affirm everyone's opinions, which does not mean that they agree with everyone, no matter how extreme they are, as cynics sometimes say. When students are confused about abstract concepts, they can help each other understand what he or she is best at expressing by listening carefully, clarifying questions and providing examples.

On the other hand, this paradox requires teachers to give their opinions on any thinking mode that may appear in the group: before teachers give their opinions, the group will not have a unified opinion. This means listening carefully and grasping all the main points and clues of the conversation, and finally putting forward a framework for thinking and asking, "Is that what you mean?"

2. The silence I am most interested in is the silence that appears during the discussion, the silence during the formation of opinions, or the silence when asking questions but not causing immediate response.

I am used to seeing silence as a sign that something is wrong.

I am a person who must correct my mistakes-by speaking. Panic led me to the conclusion that the ideas and questions I just raised scared the students or bored them. I should make them active and talk.

However, perhaps my panic misled me and made me come to the wrong conclusion too quickly; It is also possible that my students are neither stunned nor dismissive, but dig deep; It is also possible that they are not ignorant or cynical, but smart enough to realize that this is a time for thinking. It is more likely that they are not wasting time, but thinking and learning more deeply. However, the fact is that I regard their silence as a problem. I need to respond to their silence through my own control rather than students' study. I missed all these possible opportunities.

Even if my optimistic explanation is wrong, it is an indisputable fact that I blocked all opportunities for real learning at the moment when I broke the silence. But my students know that I always instill my own ideas into them, how can they think about their own ideas?

My experience: As the author said, I really don't want to face the silence in the classroom for a long time. Don't give students enough time to think deeply and give them answers in a hurry, which will eventually lead to students' imagination of not wanting to think deeply and waiting for answers.

Sixth, grasp the tension of opposites.

It is the most difficult part in teaching to grasp the tension of paradox and let students learn at a deeper level.

The foothold of grasping the paradox as a whole lies in the teacher's heart. We can't grasp him not because of lack of skills, but because of the lack of our inner life. If we want to teach and learn under the power of paradox, we must accept the re-education of the mind.

Grasping the tension of opposites lies in the essence of existence, not in how to do it.

Be patient with all the unanswered questions in your heart, try to love the questions themselves ... don't rush to get the answers, because you haven't experienced them yet, so you can't give them. The key is to experience everything. Now experience the problem. Gradually, unconsciously, after some days of experience, the answer appeared.

-Rilke's letter to a young poet

Some incomprehensible laws put us in a contradictory position. We are not inseparable partners as we like. Our hearts are broken and ecstatic-this conflict can only be solved by blindly bringing it into our hearts. This floor is called fate. Can someone describe it in more terms?

Scott Maxwell