After reading 1, I recently read the book "Teacher's Challenge" and benefited a lot. Many cases and thoughts in it gave me guidance and inspiration. Among them, what impressed me deeply was the introduction of a classroom teaching case centered on marginalized children.
The case is about an arithmetic class given by Kobayashi, a teacher of Heitiao Primary School in Nagaoka City, Niigata Prefecture, and the topic is "Proportion" (sixth grade). Teacher Kobayashi's concise words cultivated children who listened attentively. Although in the sixth grade, many students are still afraid of academic performance. "There is a bottle of 840 ml diluted orange juice. The ratio of water to orange juice is 5: 2. How many milliliters of water and orange juice each? " In the last class, the students wrote their own solutions on the poster paper. The students used four methods to solve this problem. The teaching goal of this lesson is to understand the quantity of "ratio" and the meaning of operation after communicating these four methods. Teacher Kobayashi asked, "Please explain." Almost all the students quietly raised their hands. At first, the teacher named Zi Ling to answer, and she used the simplest calculation method on the poster. After being called, she quickly withdrew her hand and whispered, "I can solve it, but I can't explain it." Teacher Xiao Lin said that it could wait a little. At this time, other children can't raise their hands. This is the beauty of this course. Teacher Xiaolin encouraged her to say, "It's written on the poster paper. Go and have a look. " With the expectation and encouragement of teachers and classmates, Ayako stood in front of the blackboard and began to explain slowly. The voice was as small as talking to himself, but the explanation was impeccable. Because of this, she was affirmed and appreciated by the teacher.
From this, I can't help thinking that students like this often appear in my class. In this case, these students are timid, lack of exercise, and their voices are as low as mosquitoes. At this time, I am always annoyed that her answer can't be heard by other students, and I think it is a waste of our precious study time. I always ask her to speak louder, but it doesn't work, or she says it again, but the voice isn't much louder. To make matters worse, at this time, other students are not waiting quietly and listening attentively. They often raise their hands eagerly and make a "uh-huh" sound, eager for the teacher to let them answer. At this time, my reaction is often to let the classmate with a low voice sit down and let another classmate with a high voice answer. This seems to change this embarrassing scene and promote teaching. () But isn't this a small blow to that timid student? Can she boldly raise her hand to speak next time? Can her voice get louder and louder? I think the answer is definitelyno. One detail that cannot be ignored here is that Mr. Kobayashi can wait a little while making a statement. At this time, other children can't raise their hands. The reason why this is the beauty of this class is because other students can't raise their hands, forcing them to turn to the timid classmate's expectation and listening. This is the best encouragement for that timid classmate. In this case, she can express it boldly. In order to take good care of such marginal children in our classroom, we should not only give them respect, tolerance and patience, but also use our brains and hearts to formulate appropriate classroom rules so that these rules can help us truly achieve our goals.
Reflections on teachers' challenges after reading the second chapter Philosophically speaking, the theory of the unity of subject and object and the combination of theory and practice is the correct understanding. If we lag behind the reality at that time and don't do something when conditions are ripe, it is generally called right-wing conservatism. After reading the book "Teacher's Challenge" carefully, I can't help but reflect on my usual teaching. I don't know if I am also right-leaning and conservative.
Just like a doting mother, in class, we have to explain everything in detail, so that students' thinking space is full of the guidance of teachers, and students' aura is suppressed by teachers' talents. Finally, students' creative thinking is blocked. "Diligent teachers teach stupid students." In fact, students are the main body of learning, and all the purposes of classroom teaching are for students' learning in the final analysis. As teachers, we should fully believe in students' learning potential, try our best to tap students' potential, turn passivity into initiative, and let initiative lead students in all their studies, because initiative can maximize learning efficiency.
Research shows that the efficiency of active learning is four to ten times that of passive learning. This is because for active learners, the learning process is a process of inquiry. He is always in a state of excitement, so he is bold and cautious, pays attention to searching and analyzing the similarities and differences of information, and mobilizes the cells of the whole body to seek breakthrough opportunities when encountering difficulties. In teaching, it is necessary for us to fully trust students' talents. Students can perceive the content and understand the problem by reading or thinking, and teachers stay away and don't talk about it. Only where students are confused and difficult to understand can they be properly sorted out and supplemented. In the classroom, only by removing redundant explanations and questions and returning the study time to the students can we really help students master the methods to solve contradictions and let them draw inferences from "learning" to "learning". Believe in the potential of students, not only in giving students the initiative to learn, but also in learning to expect when students are caught in a short circuit. Expectation contains teachers' respect, trust and tolerance for students, which can arouse students' emotional resonance and bring lively and interesting classroom teaching. In the classroom, students' wonderful performance can not be separated from teachers' eager expectation. Wonderful is the process and wonderful is the result.
In class, sometimes we always pursue superficial fluency. After asking questions, students who want to answer questions from the heart should make fewer mistakes and not make mistakes. It's best to get to the point and save time. It would be even worse if someone came to attend the class. When students can't answer or have difficulties, we are not so calm, a little impatient and unwilling to wait, or rush or answer for us. What's more, we ask ourselves and answer ourselves. How can students have their own experiences and feelings? There is no place to be wonderful. We see that in some classroom records, teachers' smiles and gestures are so calm. Everything said in class seems handy, but in fact it has endless implications. None of this is superfluous. Even if the students' understanding is fundamentally different from the teacher's, the teacher can be persuasive, so as to achieve the same goal.
Every student is a treasure, where there is a steady stream of energy waiting for you to dig. Believe in your students, you will find that education is really a painful and happy thing.
Teacher's challenge: the hope of national rejuvenation lies in education, and the key to educational rejuvenation lies in teachers. With the development of society and the reform of education, teachers will face greater challenges-providing students with better and higher quality learning opportunities. In the book Teacher's Challenge, Professor Sato announced to us that a quiet revolution is taking place in today's classroom through the teaching practice of ordinary teachers and the colorful learning life of students. This quiet revolution is not only the common vision of teachers and students, but also the basic point of the overall reform of the school, and it is also a challenge to protect every student's learning right.
We all know that students are the main body of learning, so now more and more teachers are pursuing lively and flashy classroom teaching and "excellent" teaching, thinking that continuous speaking in class can truly meet the requirements of students' "subjectivity" advocated by the current curriculum reform. However, Professor Sato did not advocate this teaching method in Teacher's Challenge, but emphasized that "listening" is the core of teachers' activities in teaching. Only by taking the belief that "every student's understanding and experience are irreplaceable" and cherishing every student's speech can we create a new world of happy teaching.
Looking back on my two-year teaching career, I feel ashamed. Frankly speaking, I am caught in a misunderstanding-only in the classroom where students keep talking can students' "dominant position" be truly reflected. In the usual class, students are always encouraged to speak actively, without really considering whether the students' answers are the result of careful consideration. They are always afraid of the silence in the classroom, and even there have been lively scenes that make students respond mechanically to "yes, yes". On the surface, it seems very active, but in fact it doesn't make any sense.
Some time ago, I read the book "Teacher's Challenge", which was deeply touched and inspired. The primary factor in cultivating the mutual listening relationship between students is that teachers listen carefully to each student's voice. There is no other way for teachers to become excellent listeners and cultivate the relationship of mutual listening. Looking back on my class, I always get a little angry when other students don't listen carefully. However, at this moment, I find myself sometimes inadvertently unwilling to listen to the students' voices. So in the recent classroom teaching, I began to change my teaching and pay attention to listening to every student's voice.
For students with low voices, I leaned down to listen to his answer. For some students in the back row, I walked up to them and listened carefully to his answer. After listening to it several times, I found that the phenomenon of not listening to others' answers in class began to change, and gradually a small number of students slowly learned to listen to others' answers. Although the number is small, it is at least a good start. At the same time, there is an unexpected gain for me-a student's second answer appeared in the form of "after listening to a classmate's answer, I thought of …", which made me feel a burst of joy, because I knew that he really listened, and by listening to others' opinions carefully, he promoted his own thinking and collided with the spark of thinking.
Pay attention to every student by listening well, and gradually form a moist, integrated and safe speaking environment. At the same time, it connects students' views in class like pearls, so that students can deepen their thinking and gain knowledge transcendence with the help of their peers. Only in this way can the classroom truly become a place for students to study happily.
During the summer vacation, I read the book "Teacher's Challenge-Quiet Classroom Revolution" written by Professor Sato, and found that the core idea in it coincides with the educational reform concept of our school. Combined with the topic of "teaching content", after a year's experiment, the concept of student-oriented has penetrated into the hearts of three people in the city. Both teachers and students have undergone gratifying changes and achieved the common growth of teachers and students. The classroom has become a "release of children's minds" and a "feast of spiritual culture". Students' study has become a happy thing. They actively participate and show enthusiasm, and they become good at learning, reading, thinking and expressing. Teachers have changed from trying to pull students into shepherds of life, and education and teaching have become relaxed, sunny and happy.
First, change teachers' ideas and lay the foundation for classroom teaching reform.
The key to the success or failure of classroom teaching reform lies in the change of teachers' ideas. In the past, the traditional ideas in the classroom clung to our thinking position. In order to break this closed thinking and really give students the initiative in the classroom, the school has carried out a series of trainings for teachers: First, strengthen theoretical study and actively change teachers' educational and teaching concepts. Organize teachers to carry out reading and learning activities for students with a series of books. At the same time, through the activities of reading salon, teachers have a preliminary understanding and understanding of student-oriented education. Student-oriented education is all for students, and the concept of highly respecting students and fully relying on students has been recognized by the whole school. Second, actively organize teachers to participate in student-oriented education and training. Now teachers are more aware of the handling of teaching materials, active learning, group cooperative learning and so on, as well as how to carry out detailed guidance and special training. It paved the way for education and teaching reform and laid a solid foundation.
Secondly, the introduction of this model provides an example for classroom teaching reform.
It is difficult for most teachers to experiment only by ideas, and there is no specific operation mode. Through the continuous practice, exploration, study, discussion and reflection of the backbone teachers, the cooperative exhibition learning model of "homework before class-group cooperation-exchange exhibition-teacher teaching-consolidation and application" is preliminarily summarized and gradually popularized in the classroom teaching of the whole school. All teachers started the experiment according to the above model. Slowly, teachers combined their own practical experience to innovate and gradually formed their own characteristics.
Third, teaching research paves the way for classroom teaching reform.
In the process of classroom teaching reform, teachers encountered some doubts and problems, and the school conducted targeted research, so the "teaching content problem" came into being. That is, students learn the teaching content independently under the guidance of teachers, and find and solve problems through their own understanding. Communicate and discuss these problems in the interaction between students and students, check and fill gaps with each other, negotiate with each other to form a consensus and generate new problems. Ask questions in the interaction between teachers and students, integrate with teachers' questions, and solve problems together, so as to achieve learning goals. Through systematic research activities, a strong research atmosphere has been formed, which effectively solves the problems encountered in the experiment and promotes the comprehensive flowering of classroom teaching reform.
With the in-depth development of student-oriented education, students' personality can be publicized, "openness" and "freedom" can be realized, their ability can be improved, and they show full confidence in all activities. Teachers also teach easily, and the reform initially shows a good momentum from "teacher-oriented" to "student-oriented". I believe that in the near future, teenagers in No.3 Middle School will show "student-oriented, scientific education; Inspire life and improve life.
After reading the fifth part, the teacher's challenge. I was lucky enough to read Mr. Manabu Sato's book The Teacher's Challenge. In this book, Manabu Sato advocates a quiet and humid classroom atmosphere. He believes that only in this way can students be in a natural state, and a state of mind without fear and tension is the premise for them to study with peace of mind. This is the case with teacher Hamano's class. The students read aloud at their own pace. They write their thoughts next to their favorite paragraphs. After reading the text, they discuss with each other and naturally express their views. Even though the class is almost over, they still want to continue the discussion. Manabu Sato believes that Hamano's good teaching effect comes from his respect for every child. Teacher Hamano can accept every student's ideas. He not only sticks to "good speech", but also looks forward to everyone's speech. In his view, "anyone's speech is wonderful" can make students think freely and communicate easily, thus making the whole class richer and deeper.
From this, I thought of my own classroom. In the usual teaching, when I walk into the classroom, my heart is full of teaching tasks. What I have been thinking about in my mind is how to complete my teaching design, put students aside and concentrate on my lonely progress. Sometimes, I am also very confused, how should our teaching be carried out, and what is a perfect classroom? I didn't fully understand it until I read Mr. Manabu Sato's book.
A perfect class should be based on respect and trust for all students. We should respect every wonderful speech and don't be afraid of students' wrong answers. A wrong solution can avoid more similar mistakes, right?
We can't just respect and trust those "capable" students. Only by taking off the colored glasses of "can" and "can't" can we see the situation that everyone challenges the inherent learning level and see their personalized creation.
Manabu Sato believes that only by allowing students to have a full dialogue with the world, others and themselves can real learning be realized. But how to establish the relationship of mutual respect, mutual trust, mutual help and mutual cooperation among students is a difficult problem for most teachers. In the teacher's challenge, Manabu Sato gave a special answer. He believes that in order to establish a cooperative and mutually beneficial learning relationship, it is necessary to cultivate students' ability to listen to each other, which first depends on whether teachers can listen carefully to each child's voice.
In Manabu Sato's view, if a teacher sets an example and becomes a patient listener, the relationship between students' listening and cooperation will naturally arise. As teachers, we should always remember that students are growing people, students are different people, students are individuals, and students are capable people. We should "ensure all students' challenging study". Even for students with temporary poor learning ability, teachers should ensure that they have the opportunity to challenge learning and stimulate their initiative in learning. This is the essence of cooperative learning.
Respect is a door. Respecting every child is to open a door to success!
This book opens a door for our future education, where we can find friends who grow up with us. Although we live in different spaces, our love and persistence for students are common. This is a quiet revolution, an eternal topic, a challenge to every teacher, and a book worth savoring.
Teacher's Challenge Part VI "Teacher's Challenge: Quiet Classroom Revolution" was edited by Manabu Sato. I was deeply touched by the book "From the relationship of mutual listening to cooperative learning". I think it is very important to establish a "mutual listening" relationship.
Learning is an encounter and a dialogue with the new world, and a sprint and a challenge between teachers and students based on dialogue. In the cooperative learning class, every student and teacher plays a symphony with the same voice and spirit. Teachers' responsibility is not to conduct "good teaching", but to realize the learning rights of all students and improve the learning quality of students as much as possible. The first element of cultivating mutual listening relationship between students is that teachers listen carefully to each student's voice. There is no other way to cultivate a mutual listening relationship except that teachers themselves become excellent listeners.
In the student-centered classroom teaching, mutual "listening" between teachers and students is often a beautiful realm that teachers expect. However, in the actual classroom, students often show poor self-control ability and strong desire to express, and few students can "listen" and "listen": some students lack the habit of "listening" and are unwilling to listen to their classmates and teachers; Some students sit up straight, others seem to be very focused when they speak, but they lack thinking; In the eyes of some students, only you "listen" to me, and others don't "listen" to you. In the classroom, it is not difficult to see that the teacher is passionate, the students are absent-minded, looking around and scratching their heads ... The teacher asks questions, some students are "passionate", some students echo, and they still stay in low-level listening. In a class, the voices that judge whether a question is right or wrong are often "one after another" in the class ... in fact, these are all "listening".
How to cultivate students' listening habits?
1. Let students understand the importance of listening.
Listening is a major way of learning and an important way for learners to improve themselves. At the same time, listening is also understanding and respect for each other. In the classroom, teachers should make students feel respected when their speeches are listened attentively by others, and then establish a listening atmosphere of the whole class through guidance, so that every student can become a "great listener".
2. Standardize students' explicit listening behavior.
Students' personality does not mean that they can be interrupted at will, nor does democracy and equality mean that they can ignore discipline. It is necessary to cultivate students' self-restraint when listening: the listener should look at the speaker with focused eyes and sincere smiles; Admiring eyes, knowing smile, the listener tries not to interrupt others' speeches, and understands and appreciates the speaker's viewpoints and main contents in patient listening, especially for students who have difficulties in learning, are not fluent in expression and have incomplete speeches ... while learning by themselves, they also enhance the speaker's self-confidence.
3. Let the listener take responsibility
When listening, students should make clear their tasks, let them listen with questions and specific requirements, and let them be full of responsibility in the process of listening. After the students answer, the teacher can test the students' listening through further communication and discussion.
4. Teachers' timely guidance and evaluation
In ordinary classroom teaching, teachers should not only observe the speaker, but also listen attentively, and give full affirmation to those students who listen carefully to others' complaints and try their best to understand and understand others' views, so as to make a positive response.
With these feelings and experiences, I think I will try my best to establish a listening relationship among students, be the best listener, give children more dialogue rights and show myself in my own classroom, like ordinary and individual teachers.
The teacher who finished Chapter 7 challenged me to be a teacher for more than ten years. As soon as I got the book Teacher's Challenge, I felt inexplicable pressure in my heart. Facing the ordinary teachers in this book, they are using their own actions to announce a quiet revolution in the symphony class and write a symphony of harmonious class. I am eager and excited. How to adjust and improve the classroom facing its own status quo? I found a lot in the book.
Mutual listening is the basis of mutual learning and cooperative learning. The first element of cultivating mutual listening relationship between students is that teachers listen carefully to each student's voice. By listening to students' speeches and connecting them in an appropriate way, teachers not only make students pay due attention to themselves, but also make them realize that their answers have been extended through the speeches of other partners. When everyone's speech is based on other people's thinking, the views in the classroom are connected in series like pearls. Students enrich their experience and knowledge through the thinking and help of their peers, so that the classroom can truly become a place for every student to learn and grow. People often only respect and trust those "capable" students, but it is difficult to respect those "incapable" students. In this regard, Manabu Sato proposed to use the standard of "can" and "can't" to treat them differently, which did great harm to students. Therefore, only by taking off the colored glasses of "can" and "can't" can we see that everyone challenges their inherent learning level and their unparalleled and personalized creation. This personalized learning and growth process is the process in which we discover and give everyone dignity and trust.
Cooperative inquiry is an important way of learning. The implementation of group cooperative learning can change hard learning into happy learning, relying solely on teachers' autonomy, cooperation and exploration; Cooperation is also an important learning content and attitude towards life. In a group, the real cooperation is to accept and appreciate each other, learn from each other's strong points, and jointly improve the learning quality and spiritual quality. In curriculum construction, are we used to the organizational model of "goal-achievement-evaluation" or the learning model of "theme-inquiry-performance"? It is also related to whether our classroom is a "teaching place" or a "learning place". "Learn to survive, learn to learn, learn to compete, learn to cooperate and learn to innovate" is the call of the times and meets the needs of society. Cooperation makes students' personality be publicized, students' endowment and potential be developed, and the attempt and exploration of cooperative teaching methods have impacted the traditional teaching mode. In the new curriculum environment, teachers must re-examine the value of cooperative learning, actively create an environment suitable for students to carry out cooperative learning, call for the repositioning of teachers' roles, and always grasp the main line of students' development, so that our classroom teaching can be full of vitality. Every student is a treasure, where there is a steady stream of energy waiting for you to dig. Believe in your students, you will find that education is really a painful and happy thing.
After watching Mask, I deeply feel that the core of the classroom lies in real openness. The school should become a learning community. What it should pursue is not a lively classroom, but a classroom that listens attentively, so as to build a "moist classroom". The key words that come to mind are nothing more than "enjoy learning", "contact" and "listening" ... This book opens the door to future education for us, where we can find friends who grow up with us. Although we live in different spaces, our love and persistence for students are common. This is a quiet revolution, an eternal topic, a challenge to every teacher, and a book worth savoring.
Teacher's Challenge Recently, I was reading the book Teacher's Challenge, which was translated by Professor Zhong Qiquan and written by Japanese Professor Sato. Reading this book in the process of implementing the student-oriented concept, I feel that the Japanese teaching reform has a deeper understanding of the educational concept: 2 1 what is the challenge faced by teachers in the century, that is, to provide all children with high-quality learning opportunities. Our classroom is experiencing a quiet revolution-building a learning community based on listening and dialogue. This is not only the common vision of teachers and students, but also the basic point of the overall school reform and the challenge of protecting every child's learning right. Teachers' responsibility is not to teach well, but to realize all children's learning rights and improve their learning quality as much as possible.
After reading the above passage, I seem to have felt the so-called "fairness" and "quality" that China education strives for diligently, not only through the exchange of teachers between schools, but more importantly, we should devote ourselves to improving the quality of our classroom teaching and ensuring the learning rights of every child. The former is a hypothesis, and the latter is the real possibility.
Therefore, it is not difficult to pursue the fairness and quality of education, and we can start from the daily behavior around us.
1, the basic point of teaching is to respect and trust every child. We should respect and accept the diversity and possibilities of children. At this point, it is easier said than done. With the skyrocketing number of classes in China, 50 students have different foundations and personalities. Taking care of every child is really a big challenge. I envy Japanese classes. The school is very small, and more than 20 children gather around the teachers in a U-shaped arrangement. This kind of teaching is really a different kind of scenery. There are many students in China's classroom. What should I do? Personally, I don't think it is necessary to give up cooperative learning, but it is more necessary for peers to learn from each other. As long as the routine of group cooperation is well trained at ordinary times, it is not impossible. Guangxi education provides such a successful model.
2. Symphony from mutual listening to cooperation. In Professor Sato's book, three key words are repeatedly repeated: listening-tandem-ruminating. In fact, these three words reveal the core of classroom teaching. Teaching begins with listening, which means that our teaching begins with children's experience. The role of teachers is to constantly adjust the understanding level of students at different levels, requiring quick response, comparison or demonstration, integration or promotion. It is in this process that students can develop at the original level. The last link of rumination, in my opinion, is a kind of self-construction of learning, and its significance lies in bringing knowledge into personal experience system. From this, I thought of a fashionable word-give strength to the classroom and give students the power to develop wisdom, so that every encounter in the classroom becomes a process of challenging difficulties and becomes the most wonderful symphony in students' intellectual life. In this sense, "symphony" means the collision and confrontation of ideas. Unfortunately, in our minds, we often consider what the teaching task of this course is and what knowledge to teach, but we often ignore the living children and their innate desire to explore and learning ability.
Sometimes the classroom seems as quiet as the sea, but there is a violent movement at the bottom of the sea, and this force is irresistible and inestimable.
Perhaps, our classroom teaching methods are changing quietly.