Version: 2065438+2nd edition in August 2002+9th printing in February 2004.
foreword
P 1 From Comrade Li Zhenxi's notes, the most important revelation we can get is that, first of all, we must make clear the goal of our educational activities, not a report card, not a pile of scores, not an admission notice of colleges and universities, but a living person, a talent who can gain a foothold in the future society and start a career. Such talents should not only study in school, but also gain some solid knowledge through reading. They also need to have lifelong interest in reading and thirst for knowledge, have the ability of self-study, find the knowledge they need and absorb it. Such talents should also be able to correctly handle all kinds of complicated interpersonal relationships in society and experience the tests of success and frustration. They need knowledge, ideals, strong will and excellent quality. These need to be laid in schools. (Xin Yan's original name is Xu Weicheng, former deputy director of the Propaganda Department of the CPC Central Committee, and now editor-in-chief of the Encyclopedia of China)
introduce
P 1 "Quality Education" has a capital word of "human": it is an education based on "human", an education full of humanity, human feelings and humanity, and an education for all people to develop in an all-round way.
P6 never does what others say, and is an educator who dares to think independently; Never stick to the rules and be an innovative educator-this was my conscious pursuit of education at that time.
The fundamental purpose of P7 education is to pay attention to the development of every "person", not to cultivate "examination machine"; Therefore, the so-called "education" that only scores are supreme is pseudo-education without "people" in mind!
P9 Tao Xingzhi said: "Our education here is an education of life, an education for the needs of life, not a false education. We teach what we need in life. "
P9 Suhomlinski said: "The so-called harmonious education is how to combine the two functions of human activities to achieve a balance: one function is to know and understand the objective world, and the other function is self-expression, which is the expression of a person's inner essence and the expression and display of a person's world outlook, viewpoints, beliefs, willpower and personality in active labor and creation, as well as in the mutual relationship of collective members. It is at this point, that is, in terms of human performance, that we should think deeply and reform education in this direction. "
Note 1: love and childlike innocence
P 1 1 quality education, first of all, is an education full of emotions. An old teacher who is truly loved by children must be the most human. Only childlike innocence can awaken love and only love can nourish childlike innocence. Without emotion, all education is impossible.
P 12 But this kind of emotion is not pretentious "approachable", nor is it a condescending "emotional gift" from teachers to students, or even an "emotional investment" to achieve some educational purpose (I have always hated this business statement), but an equal and sincere feeling like a friend. Of course, affection cannot replace education, but education must be full of affection. However, sometimes the mutual affection between teachers and students does not necessarily have the obvious and direct purpose of "educational utility". If a virtuous circle of feelings is established between teachers and students-teachers often think, "How can I not try my best to teach such a good student?" Students often think: "With such a good teacher, how can I not listen to his education?" Then, our education will show the dawn of success!
P 13 If you love students, you should be good at entering their emotional world. To enter the emotional world of students, we should first treat ourselves as students' friends and feel their joys and sorrows. "Every child interests me. I always want to know what his main energy is devoted to, what he is most concerned about, what he is most interested in, what happiness and pain he has, and so on. My circle of children has expanded day by day, and later I learned that even those children I have never taught have become my friends and been educated by me. "
True dignity is respect, not awe. Teachers and students should be absolutely equal in personality, and teachers should not regard themselves as "superior" to students. Therefore, our love for students should not be condescending "approachable", but should be heartfelt love for friends.
The true dignity of teachers, in a sense, is not our personal subjective feelings, but students' moral affirmation, knowledge admiration and emotional attachment to us. When we pretend to be dignified, or even sacrifice the dignity of students in exchange for our own dignity, students will not buy our account at all, but will only cast a cold eye on us; When we "ignore" our dignity, strive for noble morality, excellent education and sincere feelings, and always pay attention to maintaining and respecting students' dignity, students will dedicate all their love and respect to us.
Love and childlike innocence are the last line of defense for my education.
Note 2: Dealing with urchins-"the transformation of underachievers"
P54 Frankly speaking, without the attention and research on "underachievers", "quality education" is not only false, but also hypocritical.
Of course, there are many ways and methods to transform "underachievers", but their basic educational thoughts should be full of the spirit of "democracy, science and individuality".
1. "Underachievers" education should be democratic: win hearts with hearts.
Love is the premise of education; And this "love" should be sincere. In other words, educators' love for "underachievers" should never be "approachable" in pursuit of a certain educational effect, but a natural expression of educators' sincere humanitarian feelings. When we naturally regard "underachievers" as friends, these naughty "underachievers" will unconsciously regard us as "buddies"
P55' s long-term experience in dealing with urchins tells me that even students who are "useless" and "hopeless" in the minds of some educators have more or less seeds of good character in their hearts. To transform "underachievers", it is better to instill (even imperceptibly), guide them to discover their kindness and nobility, and help them establish moral self-confidence of "I am a good person with shortcomings".
P55 Of course, compared with other students, "underachievers" make more mistakes, so it is hard for educators not to be angry with them, but as Suhomlinski said, "A good teacher always remembers when blaming students, expressing dissatisfaction with students and venting anger (teachers also have the right to vent anger, which is inevitable for any educated person).
2. "Underachievers" education should be scientific: give students the initiative in education.
P56 The germination of good moral character mentioned above in students' minds is the internal basis of students' self-education. However, for "underachievers", these "buds" are often covered by "weeds" with various shortcomings. Educators' wisdom and wit lie in guiding underachievers to often carry out "soul struggle"-they should not only be good at discovering their own value points, but also be brave in defeating "humble me" with "noble me".
It is obviously impossible to ask "underachievers" to eradicate all bad habits in one morning, but we can make them gradually reduce the number of mistakes through self-control.
Guiding students' self-education also includes using students' collective health public opinion to have a positive impact on one or some "underachievers" in the collective. In this case, teachers should be good at translating their praise or criticism of students into praise or disapproval of collective public opinion skillfully, so that every member of the collective (not just "underachievers") realizes that it is the glory of the whole class to make progress; Making a mistake is a disgrace to the whole class.
P57 must point out that the "self-education" of "underachievers" is difficult once and for all. On the contrary, it is a long-term and repetitive educational process. Educators expect that "underachievers" will become excellent students through a heart-to-heart, home visits, class meetings or listening to English model students' reports, which is undoubtedly an oversimplified thinking on education. "Make mistakes-admit mistakes-correct mistakes-make mistakes again-admit mistakes again ..." This is the universal law of "underachievers". Therefore, it is extremely unfair for teachers to reprimand students for "refusing to change after repeated teaching", "talking without doing" and "a leopard cannot change its spots". Educators should tolerate the "relapse" of "underachievers" again and again, continue to encourage students to overcome themselves again and again with enthusiasm and confidence, and guide students to see their progress bit by bit in the process of gradually prolonging their "error cycle" or gradually reducing their error degree, realize the happiness of progress and enhance their confidence in continuing to progress.
3. "Underachievers" education should be personalized: don't talk about heroes by scores.
P57 Suhomlinski told educators: "Don't let lectures and grading become the only and all-consuming activities in people's spiritual life. If a person only expresses himself on the score, it is no exaggeration to say that he does not express himself at all, and our educators, in this one-sided performance, are not educators at all-we only see a petal, but not the whole flower. " Therefore, we should not regard "underachievers" as a group with bad ideology and morality and poor academic performance, but as an "individual" with its own rich and unique spiritual world.
P58 "Dear educators, please never forget that there is one thing that is not stipulated in any syllabus, textbook or any teaching method, and that is children's happiness and rich spiritual life." (Suhomlinski) requires all students to reach the unified standards of ideological, moral and cultural learning at the same time, which is one of the main reasons why many "underachievers" have no "happy and fulfilling spiritual life" at all. Transforming "underachievers", in a sense, is to let them return to their proper "happy and fulfilling spiritual life"-this must start with the unique spiritual needs of each "underachiever".
P60 transformation "underachievers" must pay attention to the following points:
First, pay attention to emotional tilt. Teachers' sincere love for underachievers is the first medicine to transform them. "Underachievers" are accompanied by reprimand, ridicule, abuse and even corporal punishment almost from the beginning of receiving education. Therefore, teachers should give them spiritual care with deep love and help them establish human dignity. What needs special emphasis is that, first of all, this kind of "love" is not a special "preference", but a natural love that is equal to other students. Otherwise, "underachievers" will still feel that the teacher is different from him. Secondly, this kind of "love" should come not only from teachers, but also from students' collective. Let the "underachiever" feel that not only the teachers are not discriminating against him, but also the students are sincerely respecting him, thus stimulating his love for the collective and transforming this feeling into self-improvement.
P6 1 sec, arousing upward confidence. Suhomlinski famously said, "Real education is self-education." I think this also applies to "underachievers". Whenever I feel that the student is not listening to me, I ask myself, "Did my words ignite his deep desire and confidence?" Numerous facts have proved that only when students have strong desire and confidence to make progress can progress appear and last. Therefore, in a sense, the so-called "transforming underachievers" is more often to constantly arouse his upward confidence.
Third, guide collective public opinion. Whenever I read or hear how a class teacher cares and helps an "underachiever" for a long time, I always think: How can I help this "underachiever" to become a teacher alone? Where is the collective strength? In fact, students' collective health opinions are more conducive to the transformation of "underachievers" than teachers' worries alone. Teachers should be good at turning their criticism, praise, encouragement, care and help to a student into collective criticism, praise, encouragement, care and help to this student.
Fourth, pay attention to effective methods. I'm not talking about "scientific method" here, but "effective method". Of course, I don't talk about "science", but I emphasize "effectiveness": "effective methods" often contain "scientific" factors, but sometimes "science" may not be "effective" (such as: lack of operability, lack of specific pertinence, etc. ); In addition, "effective" here also includes the meaning of "art" (the method is relatively novel and easy for students to accept)
P6 1 In my long-term running-in with "underachievers", the more effective concrete methods I have adopted are:
Write a "home-school contact book" to let the underachievers identify a "helper" for themselves, and let this "helper" write down the performance (discipline, homework, progress, problems, etc. ) and then let the "underachievers" take them back to their parents.
P62 Fill in the "Good News Form". Whenever the new semester begins, I will print a stack of "student progress reports" and send them to the "underachievers" who have made remarkable progress this week every weekend, so that they can take them back to their parents to report good news.
Play. I often use holidays to invite the "underachievers" in my class to go to the park or the wild with their "helpers", and sometimes take such activities as rewards for the advanced students. When students forget that I am their teacher and climb with me, my education is half successful.
Collective appraisal. From time to time, the whole class will select the "students who need help most", so that the monitor can announce the results on the spot and raise hopes for the students concerned; After a period of time, the class will select the "students who have made the greatest progress recently", and the monitor will still announce the results on the spot and give prizes or "good news lists" to the students who have made great progress. According to my experience, the winner of the first two selection activities is often the same student.
Write "nine questions a day" Guide "underachievers" to form the habit of "introspection" every day: Does it affect students' study today? Second question, did you skip class in class today? Did you ask any questions in your study today? Fourth question: Did you review your lessons today? Did you do anything uncivilized today? Did you swear today? Did you overcome your weakness today? Eight questions: Have you made any progress today? Do you have any regrets today?
Write "The Struggle of the Soul". Guide "underachievers" to overcome themselves and experience the fun. After doing something that was not easy before, an "underachiever" was asked to write "Struggle of the Soul", describing the process of "overcoming oneself", and then read aloud in class to inspire more students.
Arrange to be a cadre. In order to give "underachievers" a chance to show their dignity and talents, I sometimes encourage my classmates to choose them as class cadres or arrange "positions" such as "assistants" and "officers" for them. Once they have good work results, let the whole class praise and encourage them.
Rival competition. Let every "underachiever" find a classmate who is close to his own situation in all aspects as a competitor, and start a competition in discipline and study, and let the whole class evaluate it regularly.
The student's composition is praised. Assign students to write a composition entitled "Students have made great progress" and read or post it in class to form an inspiring atmosphere of collective public opinion.
Recommend good books. Recommend useful reading materials to students, discuss their reading experience regularly, and guide them to form a healthy spiritual life.