1

In Whitehead's idea, knowledge can only become wisdom if it is used.

Suhomlinski said in his book "Suggestions for Teachers": "Knowledge can only be called knowledge if it becomes a factor of spiritual life, occupies people's thoughts and stimulates people's interest."

Whether it is Whitehead's wisdom or Suhomlinski's knowledge, the biggest feeling for me is that only by turning fixed knowledge such as concepts and theorems defined in books into tools and applying them to our growth can we truly become a part of ourselves.

Really turning knowledge into a tool and a part of children's learning requires adventure and a little fearless feelings.

After all, this is a long-term project.

2

In my class, a book, a period of time, or reading, or writing, or painting, has become the main theme of our daily life.

After reading it, at a fixed time, around it, speak out loudly, communicate, and collide with the corresponding understanding in other people's thoughts. At this time, the cognition and thinking at this time are the most worthy of nostalgia and affirmation.

Don't say that children are young, and don't say that books are too abstruse. As long as your mind goes deep into it, it will send out some intersections. Even a word, even a word, is a kind of gain and growth for children.

In this process, the affirmation and recognition from teachers is the driving force for each student to acquire knowledge transformation. This kind of motivation is the catalyst and booster for every child to acquire knowledge.

Therefore, it is very important for children to internalize and absorb knowledge. It is the most critical place to mobilize children's desire for learning in various ways.

three

Freedom and training are good partners. Whether it is because of freedom of training or because of training, it is understandable.

Most importantly, in the early stage of growth, paying attention to freedom is actually paying attention to children's early reading. Only when reading has accumulated to a certain stage can we acquire some exact knowledge.

In other words, the greater the freedom of reading, the better the training effect will be; On the contrary, the better the training effect, the greater the freedom of reading.

Only when the freedom is profound can the training be relaxed.

In other words, the freer you are, the more you train, and the freer you train. This is an inverse relationship.

four

What we found in Whitehead is how to minimize the stifling of initiative by repeated training.

After all, the object of education is that children are alive, so education is an extremely complicated subject, and there is no formula to solve it.

Whitehead's advice to us is: be very clear about the scope of knowledge that students need to learn accurately, and don't let students have irrelevant secondary knowledge.

Does this tell us what the standard of this knowledge is? Is it for the exam outline or for the growth of children?

five

Whitehead also told us that in terms of accurate knowledge, the secret is speed, speed, or speed.

In other words, you should learn a knowledge point quickly and use it quickly. When you can skillfully use this knowledge, you will firmly grasp it.

Every lesson, especially the knowledge points in the text, should pay attention to speed. From rote learning to understanding, from understanding to absorption, and then from absorption to explicit output, you have to train repeatedly, and this knowledge point will be firmly remembered.

The arrival of every knowledge point can not be learned once or twice, and it needs to be strengthened repeatedly. Only after strengthening can we consolidate and get another so-called handy.

However, we still have to remember that if we are repeatedly instilled with accurate scientific knowledge at a younger age, it will definitely stifle the initiative.

six

The new educational curriculum cultivates children's comprehensive ability and shapes the leap development of children's personality, especially artistic growth.

Whitehead believes that the creativity of a person's mental development comes from within and is completely unique to the individual. The task of education is to guide these living individuals to understand the art of life.

This art of life is the potential of individuals in life to face the real environment, which involves an appreciation of art, making lower personality potential subordinate to higher personality potential.

This is a kind of survival exploration of individual life.

seven

The new curriculum we are constantly developing in the classroom is an adventure, a spiritual adventure.

This semester, the poetry writing and painting courses in the classroom include poetry, painting and creation.

In the process of reading poetry aloud, the appreciation of poetry is an adventure; The creation of pictures aimed at the core of poetry is an adventure in composition and color; Creation in the final process is the release of children's understanding, thinking and imagination, and it is another form of exploration.

Whitehead tells us that education must include a criterion, that is, we must attach importance to the development of sound personality.

Fortunately, in our education, we practice the curriculum, the educational concept of children's personality development, and a truth confirmed by countless historical facts: the all-round prosperity of art is the primary action of a country on the road to civilization.

Although, on this road, there is still a lot of insecurity.