First, why does "truth" always have to be "opposite"
In this case, the teacher tried to use "positive words" to stop some children's bad behavior. For example, when children talk during the activity, Teacher Wang says, "Who else hasn't done well? Who else is talking there? " The child was quiet for a while and began to speak again. When a child drew a picture on the table, Mr. Wang said, "You are really good, you can draw on the table, acting art!" " "As a result, not only did it not achieve the effect, but other children also learned to doodle on the table. In the case, these languages spoken by teachers sometimes encounter such a situation in our actual teaching, and sometimes teachers will say the above words. In the case, these languages are obviously invalid and have no effect. Then why are we talking about this? There is analysis in this book. As far as teachers are concerned, some teachers talk casually to their children and seldom consider the influence of what they say on their body and mind. When a teacher's mood is in a negative state, he will vent his emotions in the form of "irony". For children, children around the age of 6 have very limited ability to understand irony, and it is difficult for them to understand the true meaning behind irony.
My understanding: When guiding children's educational behavior, teachers should first understand their age characteristics, respect and trust them, and establish a correct view of children and education. It is necessary to set positive psychological hints for children and get to the point. Teachers should also learn to control their emotions and patiently guide their children's behavior.
Second, you are right at last.
This is a case of operating activities. The teacher did not pay attention to guiding the children during the operation, but was busy putting small red flowers on the finished children. When there is a child who is weak in blank operation, the teacher does not ask questions to guide him, but uses expressions to hint that the child will finally finish the operation. Finally, the teacher said, "You finally got it right." . Although this is a small detail, it reflects the teacher's thoughts and behavior behind the case. "You finally got it right" means that the teacher attaches importance to the calculation results. The teacher's expression implies that the teacher attaches great importance to the child's operation results and ignores the interaction between the child and the operation materials during the operation. Therefore, in the end, the children with weak ability did not think about how to solve the operation problem by trying, but relied on the teacher's expression hint to judge the result of the operation. In this process, children do not develop through operation, but lose the consciousness of thinking invisibly, and may develop the habit of dependence. It is mentioned in the syllabus: "Teachers should be supporters, collaborators and guides of children's learning. Teachers should ask some enlightening questions, stimulate children to participate in activities independently, and finally find the answers to the questions. In this case, the teacher can give the child a chance to make mistakes and let the child really experience the operation method in repeated operations.
My understanding: Teachers should respect children's original level and allow them to make mistakes when carrying out teaching activities. Teachers' educational concepts should be constantly updated, and they should not only pay attention to the results, but also pay attention to the children's gains and development in the process of activities. Teachers should also pay attention to their own teaching language, try to use inspiring language, and encourage children to actively complete the process of operation and exploration according to their own interests and needs.
Details in teaching are everywhere. As long as teachers keep learning and pay attention to children, I believe there will be more discoveries.