Here we only talk about teaching, not educating people (because educating people is much more difficult than teaching).
During my teaching time, I found that students' learning problems are very common. I don't know how to study, but I feel that I have studied hard, but I just have no grades and then give up the struggle.
In fact, academic performance is the tip of the iceberg that reflects the overall quality. Imagine that the factor that can determine a student's academic performance is how many definitions and words he can remember. The answer is obviously no, but it depends on their own abilities, that is, the cultivation of children's concentration, understanding, memory and thinking power emphasized in enlightenment education. We call it "four forces" for short. They are not just abstract nouns, they are always reflected in our daily life, which is not only important for students, but also important for adults, and even our ability to continuously improve and perfect all our lives.
In the context of learning, it is understood that whether students can concentrate on listening during the effective knowledge input time in class reflects students' concentration.
Whether the students can understand what the teacher said in the process of listening reflects the students' understanding degree.
Whether students can change new knowledge from short-term memory to long-term memory can reflect students' memory.
Whether students can find problems or draw inferences after understanding memory reflects students' thinking ability.
Therefore, problems in academic performance can only show that students are not capable in one or several aspects, rather than simply lacking some knowledge points. Of course, the lack of these abilities is far less convenient to make up for than the accumulation of knowledge. Therefore, teaching and training institutions use parents' panic psychology to cater to parents' needs and start the cram school examination mode, which is actually just psychological comfort, treating the symptoms rather than the root cause. It leads to students' slow progress and even weariness of learning (students suffer).
So, what should parents and teachers do to improve students' "top four"? (or weaken the symptoms of the lack of "four forces"? This must be the question you want to ask when you see this. Then we should make it clear that if we want to change the current situation of the lack of "Four Forces" and solve the learning problems, we need tripartite cooperation (students, parents and teachers), all of which are indispensable, but teachers play a key role (parents did not cultivate their children's corresponding abilities in the critical period of the development of "Four Forces", so the pot was left to the teacher. Will it be difficult? There is no suitable time and place, so the teacher can only insist.
In addition, parents' and teachers' awareness of education must be constantly strengthened (most schools will hold regular education meetings and invite teachers and parents to participate). Missed the cultivation of the "four forces" in the critical period, and needed more efforts from the three parties in the later period (which is also the difficulty of popularizing education). What is the specific direction of efforts? It is easier said than done, which tests the concrete embodiment of teachers' curriculum design and classroom design in the "four forces" and parents' trust in teacher-student cooperation.
The most difficult step in the cultivation of "four strengths" in the later period lies in the teacher's curriculum design and class organization structure. If we want to practice ability training in curriculum practice, we have high requirements for the overall quality of teachers (all who can do it are famous teachers). Maybe you will ask, what is the difficulty?
Satisfy your curiosity and briefly explain my understanding.
First of all, the presentation of the course content needs to be lively, interesting, easy to understand and gradual. Give priority to guiding students to learn, increase students' participation and autonomy in class, and fully embody the educational concept of "student-centered".
Secondly, in order to ensure students' classroom concentration and participation, it is necessary to set up a perfect class organizational structure and assessment mechanism, such as ① group learning (how to group students also depends on the class situation, and the more effective is 2+2, with good students and bad students) (there are dozens of students in a class, so it is difficult to make overall progress without the help of students), ② group leader taking the lead+supervision (group leader selection is very important, and it must have a sense of collective honor and can drive). (3) Scoring mechanism (personal scores are calculated every week according to the classroom discipline PK, note arrangement, exercise explanation, homework submission, recitation, etc. And those who meet the standards can get homework exemption on weekends (this is the way of playing in our class, mainly to analyze students' psychology. Students generally don't like to do homework and love to play, and try to fight for free time with their usual performance). etc
Concentration can get immediate positive feedback in the completion of learning tasks through classroom organizational structure and grading mechanism, so that students can experience instant happiness (just like playing games, people are addicted to games because we all like the feeling of timely positive feedback, so we can also use some rules of the game to let students experience positive feedback in learning), which can improve students' concentration and participation in classroom learning.
Understanding is specific to the classroom, which is to test the teacher's empathy and expressive ability, and express it vividly, interestingly and easily in the language that students can understand, which can indirectly reduce the difficulty of students' understanding (it can be seen as improving students' understanding ability in disguise) (this requires real kung fu, so teachers are generally said to be omnipotent, talking on talk shows, doing sales, or doing ideological work). )
How to improve memory? The most stupid and effective way is to keep reviewing. Teachers take students to review and recite frequently in each class, so that knowledge appears frequently (review methods should be varied, as I said, it is a double squeeze of time and energy). Review is a very important step in learning.
When it comes to thinking ability (it's really difficult), the questions asked by the teacher should be neither too simple (to prevent blurting out without thinking) nor too difficult (beyond the scope of ability). The problem that plays an auxiliary role at the junction of old knowledge and new knowledge is the problem that can arouse students' active thinking (this degree is difficult to grasp), so as to gradually cultivate thinking habits and enhance thinking ability.
The fundamental reason why students can't learn well is that their parents didn't have proper enlightenment guidance and ability training in the early stage, and they didn't meet a teacher who could solve the problem.
Speaking of which, let's look at the problem again. Should teachers or parents blame for poor grades?
In a word: parents are incompetent, teachers are incompetent, and students are innocent!
202 1- 10.5438+0 (booked on Thursday night)
At dinner, I was inspired by the soul of the parents of the students at the teacher's next table. "Our children have been said to have a bad foundation since the first grade of primary school, and they are still saying that the foundation is not good. What is the basis? "
How to answer this question?