Giving children the joy of work and academic achievements and inspiring their pride and self-esteem are the first golden rule of education. (5)
School neurosis is the product of injustice. Parents or teachers have different unfair attitudes towards their children. The first is indifference. Nothing is more dangerous to the formation of children's morality and willpower than teachers' indifference to students' achievements. Secondly, people who reprimand, scare and get angry don't understand educational theory, and even show schadenfreude. ...
The unfair pathological reaction of teachers to children's nervous system is manifested as tension, injustice and distress, extreme impatience and anger, resentment, and deliberately pretending to be carefree. Some show indifference and extreme depression, some show fear of punishment, teachers and schools, some show posturing and posturing, some show ruthlessness, and sometimes show morbidness. The prevention of school neurosis depends on the educational literacy of parents and teachers. The most important performance of pedagogic literacy should be to understand every child's spiritual world, give every child the necessary care, and devote some energy to make children feel that adults have not forgotten him and share his sadness, grievances and pain. (7)
Tolstoy: If a teacher only loves his profession, he will become a good teacher. If a teacher only loves his students like his parents, he will be better than those teachers who know books but love neither their careers nor their students. A teacher is a perfect teacher if he loves both his profession and his students.
Never let the score become a shackle that binds the child's mind. I always give the worst student, the most hopeless and the slowest thinking student a chance to think about what he still doesn't understand. Children will never lose interest in learning. I inspire children's pride, honor and self-esteem and let them work independently.
After children achieve the purpose of concentrating their will and thoughts, they will hate secretly prompting, copying cheat sheets and copying.
Students should be convinced that intellectual activity is a kind of labor, which requires great efforts, concentration of willpower and being good at forcing themselves to give up a lot of entertainment activities. Resilience and willpower are formed in the atmosphere of labor. If a student learns to treat his grades critically, feels dissatisfied with his work and tries to do better, he will never become an idle person.
Children will get used to self-monitoring when they experience how to achieve results in mental work. The habit of tenacious work and striving for excellent results makes children unable to tolerate sloppy, lazy and lazy work.
True masters of education rarely struggle with individual lazy students, but their struggle against laziness is the result of intelligent hibernation. (9- 10)
Only kindness is a magical spiritual power, which can protect children's minds from vulgarity and fierceness, indifference and cruelty, prevent them from being insensitive when touching people's hearts in the slightest way, and most importantly, prevent them from adopting this attitude towards words of kindness, love and sincerity. This is the basis of my educational belief.
Kindness-this is not a connivance of willfulness, nor is it a reckless satisfaction of children's arbitrary demands. Palliating willful and arbitrary demands will make a person morally corrupt and make a child's heart as vulgar and ruthless as indifference, fierceness and cruelty, because a spoiled child can only see himself and not others. He is an egoist and his personal world is the center of his universe. But what we are talking about is kindness. Kindness will make a person noble, build up feelings of respect for yourself and others in your mind, and build up your own personality.
The language of love has hundreds of subtle emotional colors, and only by loving children can we accurately grasp it. Just as deaf people are unreasonable about music, heartless people can't understand love words.
To educate people with kindness, it is necessary to cultivate children to regard themselves as a useful talent worthy of respect and pride. From childhood to adulthood, it is one of the most important principles of my educational belief to protect my keen feelings, conscience and purity of mind, and not to make my mind dull, fierce and cruel, and not to make my mind dry, stiff, dull and numb.
The educational function of the collective is not to make the collective a scary thing at all, a court.
Kindness, if he can build self-esteem, will have a strange nature: it can let children develop inner shame and conscience. We should be good at discovering such a language and speaking it, so as not to belittle the child, but at the same time to make him feel ashamed-this is one of the most important principles that can not be violated in cultivating the mind. This language will not be memorized in pedagogy textbooks, nor will it be written in professors' handouts. It comes from the teacher's heart and has a special mood because of his feelings. Only when the teacher speaks attentively can the students hear the teacher's voice. "How did this happen?" "What can I do with you now?" What is said to children and teenagers may be just such ordinary sentences, but even these sentences will touch the most sensitive depths of the soul, forcing them to experience their own behavior and stimulate the noble activities of the soul. The unique power of language comes from the teacher's love and his deep trust in people. Figuratively speaking, love and trust in people are the air on which the wings of love fly. Without this air, birds will fall to the ground like stones, and seemingly loving words are just a stiff voice. (37-39)
The skill and art of cultivating comprehensive personality lies in that teachers should be good at opening up the field of spiritual development for every student, even the most mediocre and difficult student in intellectual development, so that he can reach the peak in this field, show himself, declare the existence of capitalized "I", draw strength from the source of people's sense of self-esteem, and feel that he is not inferior, but a person with rich spirit. ..... If a person cannot declare his existence, become the master of a certain field of human mind, establish his position in activities and achievements (this is particularly important), feel his self-esteem as a creator, and walk proudly, then the so-called personality is incredible.
To help students overcome specific difficulties, teachers need to have a deep understanding of knowledge and students, and have quite mature education and teaching ability. (45)
Infinite trust is trust in people, and limited trust is trust in things. Trust in people means that teachers should believe that every life, no matter how backward it is now, will certainly achieve profound development in the future, even if they don't know how it will develop now. Trust in things means that teachers must put forward standards suitable for students and demand students harshly. If students can constantly achieve their goals, they will strengthen trust, otherwise, they will reduce trust. We should prevent this from happening, that is, people and things are always tied together, and the criticism of things has become a denial of people, and "you have done something wrong" has become "you can't".
Teacher Gan Guoxiang: The soul has unlimited trust and zero tolerance for mistakes.
With the continuous improvement of students' reading ability, they should be required to learn to read and think, not only about what they read, but also about other things, such as teachers' explanations and their own opinions. (92)
I suggest every teacher: please analyze the content of knowledge and clearly divide the knowledge that students are required to remember and keep in memory for a long time. There is some key knowledge in the syllabus. The development of students' thinking and intelligence and their ability to use knowledge depend on whether these "key" knowledge is solid or not. The "emphasis" mentioned here refers to the important conclusions and generalizations, formulas, laws, theorems and regularity that reflect the characteristics of this discipline. In experienced teachers, students have special notebooks for copying materials that must be memorized and kept firmly in memory.
The more complex the materials that must be memorized, the more generalizations, conclusions and laws that must be memorized, and the wider the "knowledge background" of the learning process should be. In other words, if a student wants to memorize formulas, laws, conclusions and other generalizations, he must read and think about many materials that don't need to be memorized. Reading should be closely linked with learning. If you can think deeply about all kinds of facts, phenomena and things through reading, and they are the basis of generalization that should be kept in memory, then this kind of reading is helpful to memory. This kind of reading can be called reading that creates the necessary knowledge background and memory for students. The more a student reads from his interest in the material itself and his desire for knowledge, thinking and understanding, the easier it is for him to remember those materials that must be remembered and kept in memory. Considering this very important rule, I have always grasped two sets of teaching outlines in practical work: the first set of outlines refers to the materials that students must remember and keep in memory; The second syllabus covers extracurricular reading and other sources of information. (98)
There is only one way to go: to determine the reasonable proportion of conscious recording and unconscious recording. ..... There should be a certain connection between materials that consciously recite memories and materials that only need to think without special memory-not necessarily direct, but it is best to be related to the problem. ..... is not consciously memorizing, which is essentially different from consciously memorizing and reciting textbook materials. This kind of rote learning is based on a strong interest in reading, thinking and infatuation-here, the emotional factors of cognition play a great role. Memorizing without consciousness (reading interesting books) helps to activate people's thinking. The more active a person's ideological activities are, the more developed his random memory is, and the stronger his ability to keep and reproduce a large number of materials is. If a person has thought about several times more materials than the materials to be memorized in the textbook, then memorizing by the textbook is not rote learning. At this time, recitation becomes an understanding reading and a process of thinking analysis. Years of experience make me believe that if intentional and random rote memorization is based on unconscious rote memorization, reading and thinking, then teenagers will have many questions in the process of learning textbooks. The more he knows, the less he understands; The less he understands, the easier it is for him to learn the main courses of the textbook. ( 105)
The imbalance between ability and knowledge is manifested in: the student has not yet possessed the proper ability as a tool to master knowledge, but the teacher keeps instilling all kinds of new knowledge into him and telling him to hold on to it! Such a student is like a person without teeth. He had to swallow his dates. At first, he felt sick, then he got sick and couldn't eat anything ... (1 12)
If you can think deeply about all kinds of facts, phenomena and things through reading, which are the basis of generalization that should be kept in memory, then this kind of reading will help you remember. This kind of reading can be called reading that creates the necessary intellectual background for learning and memory. ( 149)
The problem is not only that reading can save some students from failing exams, but also that reading can develop students' intelligence. The more students with learning difficulties read, the clearer their thinking and the more active their intelligence.
After careful consideration, it is a big concern for teachers to let students who are not good at learning read some popular science books in a predictable and orderly way. In essence, it is the so-called "special teaching for underachievers" in school life practice, and its main point is here. ( 152)
Intersection is a situation that may lead to high quality problems. It may refer to places where the causal relationship in textbooks is complicated, or where it is easy to conflict with students' original experience, or where some experimental scenes and natural phenomena cause confusion, and so on. And high-quality teaching is to find or create this situation, and then, problems arise from the situation. Therefore, the process of learning is the process of solving problems. ( 180)
Special attention should be paid to the design of intersection: the choice or manufacture of intersection depends on the tendency of teaching materials (or phenomena) and teaching objectives.
In good teaching, teachers can accurately grasp the key points in the textbook according to the needs of teaching objectives, and then lead students to focus for a long time until the essence (knowledge) hidden behind the phenomenon is revealed. This ability to grasp the throat (intersection), take the key points directly (ask questions about phenomena) and get to the essence (explain phenomena with knowledge) is the essence of quality teaching. ( 18 1)
Teaching first creates an intersection between children's cognition and phenomena, then opens up a recent development field in this field, and finally, children approach the "scientific concept" in this field. ( 183)
We firmly believe that everyone can achieve high skills in a certain field of work, so we should also try our best to stimulate these students' creative start. Here, what plays a decisive role is labor, persistence, willpower, courage to overcome difficulties and the spirit of not being discouraged when encountering setbacks. We should try our best to let children concentrate all their strength on one thing and go deep into its subtleties. If the student doesn't succeed at the first time, the teacher helps him start from scratch; If he fails the second time, the teacher should advise him to start from another aspect, or hint at what he should do. ( 195)
In Suhomlinski's view, labor or activity is not divorced from intellectual development, but an important way of intellectual development and one of the main contents of the curriculum. The fundamental difference between it and the traditional vulgar understanding of labor lies in: …… Labor is an important way of thinking. ( 199)
If a person encounters difficulties in learning, the main reason for these difficulties is that he can't see the relationship and interrelation between things, that is, he can't think without "facts". It is the easiest opportunity to see the relationship and interrelation between things, where they are presented in an intuitive form (in labor activities). (200)
When a person is actively growing up (that is, when it conforms to the education cycle), there are fewer moral problems on him. Once his growth is hindered, all kinds of moral problems will breed on him (lying, laziness ...), then a teacher should not only solve specific moral problems, but also treat diseases (standards); It is also necessary to promote his life to change in a positive direction, which is fitness (this). (348)
There are two principles of punishment: first, punishment must be given "care". The harsher the punishment, the deeper the love as the basis of punishment. Second, punishment must convince students. This belief includes three meanings: first, children believe in the principles on which punishment is based, such as school rules or class rules, or universally recognized values; Second, the punishment is fair; Third, children feel that punishment is fair, that is, children understand their mistakes. Without this understanding, there will be no convincing acceptance of punishment, and without convincing acceptance of punishment, punishment will not play a role in promoting moral development.
In addition to following these two principles, a good punishment is often: 1. Equal punishment, that is, the punishment must be adapted to the mistake, not too heavy or too light. Especially because some teachers are angry, they often increase the punishment at will, which is very wrong. Second, good punishment will make children realize the consequences of mistakes and take responsibility. For example, let children make up for their mistakes with practical actions and experience the troubles caused by their mistakes. Third, delay punishment when necessary and give children time to reflect and correct. (355 has been regrouped)
In addition to gaining a sense of self-esteem and honor through labor or activities, and then developing morality, reading is also an important way for teenagers to educate themselves. This not only means that reading can cultivate students' interest in learning and help them develop better in their fields of interest, but also means that reading can stimulate students to think about themselves and life. In this kind of reading, the reading of biographies is the most obvious ... In biographies, teenagers are more likely to find their own role models and burn their enthusiasm for learning from them, which is an important way to shape their personality and moral development. Therefore, in adolescence, it is very important to provide students with more opportunities to think about themselves and even find great or excellent people they admire through reading, which is far more effective than preaching. (363)
(Dewey) Where what you do is close to hard work, or where you need to complete the tasks imposed by the outside world, the requirements of the game exist, but they are often distorted. The usual activity process can't give appropriate stimulation to emotion and imagination. So in my spare time, I desperately demand excitement by any means, and turn to gambling, drinking and so on. Or, in a less extreme situation, turn to doing nothing, having fun, killing time, but seeking immediate comfort. Leisure activities, according to the original English meaning, mean to restore energy. There is nothing more urgent for human nature than restoring energy, or nothing more to be avoided than restoring energy. Some people think that this demand can be suppressed, which is absolutely wrong. Puritan tradition does not recognize this demand, which leads to many bad consequences. If education can't provide the ability of healthy leisure activities, then the constrained people have to find all kinds of improper exits, sometimes open and sometimes limited to imagination. Education has no more important responsibility than providing the pleasure of leisure activities properly; This is not only for immediate health, but more importantly, if possible, it will have a permanent impact on mental habits. Art is the answer to this demand. (364)
An educator is a guide. He is familiar with all the twists and turns on the rugged mountain road. He is guiding young people who are on the road for the first time. He just shows the way, but the road depends on passers-by. During the difficult climb on the rugged path, the guide and the young traveler shared joys and sorrows. Common labor makes them close, and common pride makes them happy. This feeling of pursuing common goals and working together should combine wise leaders with young people with little experience. ..... Where there is such joint labor, there is education.
The wisdom of education lies in protecting the educated, not belittling his personality, and should not make him feel like a helpless dust at the mercy of fate. Try not to let the students' will be suppressed at all times. Will, figuratively speaking, is the deep water of a ship carrying a sense of human dignity. Stubbornness and disobedience are a thousand times stronger than passive and blind obedience to Nuo Nuo.
The so-called humane attitude towards children means that teachers should understand such a simple and wise truth: without children's inner spiritual efforts and their desire to be good people, schools and education will become incredible things. A real education expert will also urge, persecute and persecute students, but when he does all this, he will never extinguish the precious spark in children's hearts-the desire to be a good person. The true humanistic spirit of an educator means that he has a high degree of skills and art, which can inspire children to think that he has not become what he should be and can be. We should make beautiful things become children's ideals, attract him and inspire him to move forward. A real education expert will never forget the child's idea that the goal has not been achieved, but it must be achieved, even when he blames the child and expresses dissatisfaction and anger at the child.
I suggest you buy these three books every month: (1) a science book about the basic knowledge you teach; (2) Books about the life and struggle of young role models; (3) Books about people's minds, especially children, boys and girls (books on psychology). (457)
What we are talking about here is rational and humane love-it is full of lofty spirit because of its profound understanding of human nature and the whole length of personality, and it can stop irrational behavior and encourage honest and noble behavior. This kind of love is to teach people to live, and this kind of love is not frivolous.
Instinctive love is the basis of teacher's love, but teacher's love is not instinctive love. Because instinctive love is often indiscriminate, disoriented, indulgent and irrational love without rational participation.
Love for teachers is fundamentally a rational and humanized emotion, or wisdom.
First of all, this kind of love is for all students. No student is expensive outside the sunshine of love-no matter how stubborn he is.
Wise love doesn't mean loving everything about students, but loving their beautiful side and possible beautiful side.
Love is not a teacher's self-catering, but a rational judgment and a measure. This kind of surprise will constantly put forward harsh requirements for children, asking them to make their behavior meet this expectation. (486-487)