After reading Democracy and Education, Zhang Li of the Second Experimental Primary School in Hunchun City found this world-famous monograph difficult to understand at first reading, but after patiently reading it, he gained a lot. Dewey put forward many educational ideas different from the traditional ones in his book. He explained education with life, growth and experience transformation, and created a brand-new educational theory. He used "child-centered theory" and "learning by doing" to liberate children from oppressive traditional education, and the school has been greatly improved ... The theory put forward by this great educator is still so vivid and valuable, especially his exposition on teaching theory, which made me understand. Traditionally, teaching is a job of imparting knowledge. What seemed right was refuted by Dewey, who said that just like taking a saw out of a toolbox is not a manufacturing tool, listening to others is not really acquiring knowledge. Because children sit in fixed seats, listen to explanations and recite textbooks, they are completely passive. They can't talk about their own initiative, hobbies and interests, and they can't explore freely and stimulate their wisdom only by teachers' indoctrination. I have a feeling about this. Sometimes, no matter how hard I try, I talk over and over again in class, some students just can't do it, or some students just don't pay attention to it. Obviously, I should reflect on the appropriateness of my teaching methods. Dewey put forward "learning by doing", that is to say, teaching should not directly inject knowledge into the local area, but should induce children to gain experience and knowledge in activities. Teaching should be based on and attached to children's real life. However, some teachers ask students questions out of their children's lives, or some teachers regard children as containers and instill knowledge by high-pressure means. The result is that children can only learn, think and remember, otherwise they will be disgusted by students. Think about our current education situation, don't you think? Uninterrupted mock exams and unified exams at all levels force teachers to assign students a lot of homework, which takes up students' time in sports, music, art and other courses. Students are really going to become learning machines, where there is no freedom and interest. This kind of neglect of students' requirements and the actual teaching effect is definitely less. Dewey said that teachers should be partners or participants in children's activities, not supervisors and bystanders. This is exactly the same as our current new curriculum reform, which puts forward that teachers are organizers, guides and participants, and students are the masters of learning. In math class, I consciously turn these theories into my own teaching behavior. Most mathematical knowledge comes from life and is applied to life. In class, I try my best to provide students with operational and experimental materials, encourage students to explore independently, give full play to their motivation to learn independently, encourage students to use their brains in activities, and use observation and speculation, experiments and analysis, comparison and judgment to make their limbs, ears, eyes and brains become the source of wisdom. Practice has proved that sometimes letting go properly will make the classroom more active and students' thinking more flexible. Let students operate experiments and explore new knowledge in class, and students' memories are often more profound. Teachers should never be afraid to waste time. Dewey wrote in Democracy and Education that it is obviously stupid to ignore nature and oppression in education. The education we expect is real and vivid, not mind-destroying. The charm of classic works is that no matter how old you are, you can still get the enlightenment of practical problems from classics. "Ideas and concepts cannot be passed from one person to another in the form of ideas. When a person tells an idea to others, it is no longer an idea, but a fact known by another person who is heard. This exchange of ideas may stimulate others to realize the problem and put forward similar concepts; It may also stifle the listener's rational interest and suppress his efforts to start thinking. However, what he gets directly is never an idea. Only when he personally considers the conditions of the problem and seeks a solution to the problem can he really think. " Ideas cannot be transmitted directly. Why can some people use a book flexibly and others can't? If ideas can be transmitted directly, readers' thoughts are the same when reading the same book, and students' abilities should be similar when listening to the same teacher. Life experience really tells us that only some "words" or some established "knowledge" can be transmitted. Whether these things can be transformed into living ideas is another matter completely, which is influenced by many factors. Dewey's theory is great. He not only put forward the ideal of education, but also put forward the starting point and process of education. His educational thought will still give us infinite guidance and strength in educational practice for a long time to come. After reading his book, I still can't fully understand the whole essence of his educational thought. I will continue to study his educational thoughts to guide teaching.