1 Read Sukhomlinski's One Hundred Suggestions for Teachers, and read Sukhomlinski's book 100 Suggestions for Teachers. As a front-line teacher, many experiences in the book are worth learning and reflecting. Here are some of my experiences:
The book mentioned: "A real person should have a spiritual treasure in his soul, that is, reading one or two hundred books in one night." "The desire to learn is a beautiful and naughty thing. Figuratively speaking, it is a delicate flower, and thousands of tiny roots work tirelessly in wet soil to provide it with nutrients. We can't see these roots, but we protect them carefully because we know that without them, life and beauty will wither. " Love is a responsibility.
Reflect on your seven years of teaching, what have you done? Every time I rack my brains to write a paper, I really hate the time when books are used! In the usual teaching, I often unconsciously prefer some students with good grades; For some students who have poor academic performance and often make trouble, they always think that "obedient children can't teach" and often lose their temper. In fact, if you think about it carefully, every student has his own sky, and everyone has potential, but we pay too much attention to academic performance and fail to find it. To be good at discovering, we need to pay love and respect to them.
In teaching, we are good at praising students, caring and respecting their personality and self-esteem. Only by constantly improving their moral cultivation and reading more books can teachers handle the relationship between teachers and students calmly and put themselves in their shoes. Look at our students comprehensively, love them from the heart, and ignite the spark of students' wisdom. The simplest image in the world is land. It doesn't need any decoration, it is always so vigorous and broad, so simple and natural, silently feeding everything, giving everything and asking for nothing in return. Teachers, why don't you need such a mind?
I read 100 suggestions from Suhomlinski to teachers, and then I read 100 suggestions from Suhomlinski to teachers. I think simple words reveal incomparable educational wisdom, and simple words contain incomparable educational ideas. In the spiritual dialogue with the master of education, I found the reason to start over.
One hundred suggestions for teachers is a good book that you can't put it down after reading it, and you can't get tired of reading it after reading it. Based on a large number of educational practices, this book expounds the educational thoughts of trusting and respecting children, shaping the soul with heart, and advocating the educational suggestions of harmonious development of personality. After reading it through, what shocked and admired me most was not the valuable educational principles and methods written by Suhomlinski, but Suhomlinski's persistent pursuit of education and his constant work enthusiasm for decades. This kind of "do your best" work enthusiasm and the tenacious quality of "as long as you work hard, the iron pestle is ground into a needle" are indispensable precious wealth for success. Therefore, I think that in order to educate students well, we must first temper our own quality. Educating students should start with changing themselves!
In Sukhomlinski's book "Advice to Teachers", there is a suggestion-talk about teachers' educational literacy. There are many aspects about "teachers' educational literacy", among which it is said that every teacher should know a little teaching common sense and know the knowledge of the subjects he teaches like the back of his hand. So how did you acquire this knowledge? Su suggested "read, read, read again", "read as the first spiritual need, satisfy hunger, have interest in reading, and be able to sit down in front of books and think deeply".
There is also a suggestion in the book-"Some suggestions for teachers who have just joined the school work". He said that young people should build their own books, make books their own teachers, and ask them for advice every day. Sue suggested that we buy three books every month:
(1) A book about scientific problems in your subject.
(2) Books about the lives and struggles of those characters can be used as learning models for young people.
(3) books about people's minds (especially children, teenagers, young men and women) (that is, books on psychology).
As a teacher, it may be mediocre, but if we can pursue it hard, we can still become famous teachers and experts and start our own business. Many excellent teachers or educational experts, their successful experience is to become real scholars. The most important thing here is to make yourself a real reader.
Suhomlinski's success stems from his extensive reading and profound knowledge. He said: "In my private library, in several houses and corridors, I know from the floor that there are bookshelves and thousands of books on the ceiling. I can't live without reading a few pages every day and sometimes a few lines. " This is why he has more than forty theoretical monographs, hundreds of papers and an "encyclopedia of school life". Therefore, as long as we are interested in education, as long as we persist in diligent study and practice, we will certainly be able to get out of mediocrity and move towards success.
Keep reading every day and form a lifelong friendship with books. Let it be like a gurgling stream, a river that enriches our thoughts. Reading should be a teacher's professional quality and habit, just like soldiers like weapons and children like toys. Teachers should like books best, but teachers who only like textbooks and teaching reference books can't be called excellent teachers in any case. When studying, we should read educational classics, talk with masters, communicate with famous artists, learn their theoretical essence and practical experience, and learn more about their innovative spirit, their persistent pursuit and dedication to the cause. The study of these personality forces will accumulate into our own comprehensive literacy and ability, which can enhance our ideals and beliefs. Only in this way can we become students' educators, life mentors and moral guides. The most dangerous thing for a teacher is his intellectual emptiness and lack of spiritual wealth reserves. "So the book" Giving "has written many times that in order to give children more enlightenment, teachers have made many complicated preparations. For example, in order to make children more sensitive to words, a "thinking class" is set up. When taking children to nature, teachers should first observe the children's feelings many times, buy relevant books for research, and strive to better describe the subtle changes in nature with accurate, vivid and rich language. Write more than 1000 oral compositions. For another example, in order to provide suitable reading books for all types of students, teachers read and write reading notes in large quantities, arrange problem sets, set up reading corners and set up various "professional groups". Every teacher has his own group of children. ..... The so-called "nothing is difficult in the world, if you set your mind on it. "These seemingly simple and easy-to-say educational methods are very difficult to implement, and it is even more difficult to stick to them for a long time. But they did, and they did well. Every teacher mentioned in the book is a master key, educating a group of excellent, useful and happy people with his rich spiritual treasure house and great personality charm!
What they can do, so can I! I said to myself: My students are my children. What have I brought them now? Always learn from the past and stick to the shortcomings! What do I want to give them? Healthy and happy, smart, tolerant and open-minded, optimistic. Then, there are so many good educational methods in the book "Giving", let's practice it from now on! Let the students read, and I will read more! Read educational classics, literary works, Tang poetry and Song poetry. Let the students write, and I will write more! Write reading experience, write poems and idioms that have been memorized. Let the students act, I can do more! Watch CCTV 10 and read the news newspaper. Let students think, I think more! Let the students express, and I will express more! Let the students observe, and I will observe more! In short, what the students ask me to do first, I always ask myself more than the students.
"Line is the beginning of knowledge, and line is knowledge." If you have a good method, you must persist, and if you have a goal, you must persevere. Today, I will face my work and life with more enthusiasm, and I will always be able to work hard for my education like Suhomlinski!
The close combination of reading and practice is the only way to apply what you have learned and truly become a learning model. I will follow the example of educators, reflect on my words and deeds, and inspire my future work. Combine the thoughts and spirit of educators with the current new curriculum reform and make your own contribution to the development of education! thank you
After reading Sukhomlinski's 100 Suggestions for Teachers, I learned a lot from Sukhomlinski's 100 Suggestions for Teachers, which not only helped me solve many teaching problems, but also made me look farther and deeper.
Homlinski's words: "You should try your best to let your students see, feel and touch what they don't understand, so that there will be problems in front of them." If you can do this, things will be half done. But it is not that simple to do this. To do this, we must know what to say and what not to say. What is unfinished is like laying a "fuse" for students' thinking. Here, there is no ready-made solution suitable for all occasions. Everything depends on the content of specific teaching materials and students' existing practical knowledge. The same textbook should not be read at this point in this class, but should be reserved at another point in another class. "
Compared with my class, I always try to teach as much as possible and arrange the teaching content to be full, for fear of missing anything important. However, this practice of "the more the better" now seems to hinder students' interest in learning and is not conducive to cultivating students' awareness and habits of autonomous learning. It is true that helping students to solve doubts is undoubtedly an important task in classroom teaching and an unshirkable duty of teachers. Teaching should help students solve doubts, let students learn the methods of solving doubts and taste the happiness of solving doubts. But our teachers can't just solve problems for the purpose of solving doubts.
Questioning is the source and motivation of thinking, attracting students to explore and study constantly and acquire new knowledge. When there is no doubt in students' minds, their thinking will slowly stop. A successful classroom is not to solve all the problems in students' minds, but to leave more or less problems for students, so that students can walk into the classroom with problems and walk out of the classroom with new problems. I think: this kind of teaching will extend the classroom to extracurricular, the learning effect will be greatly improved, and students will get greater development and progress in the process of solving doubts.
After reading 100 suggestions for teachers, I feel that I am crossing the tunnel of years, breaking away from the limitation of time and space, listening to the earnest teachings of the master, or feeling, or surprise, or ... more of an eager passion, whether for myself or for students.
Reflections on Suhomlinski's One Hundred Suggestions for Teachers Chapter IV Suhomlinski's Suggestions for Teachers talks about how to make students concentrate. Attention is an indispensable psychological state that is accompanied by various psychological activities. Without the participation of attention, it is impossible to have a relatively stable psychological response and it is difficult to complete the cognitive process. As Suhomlinski said, "Attention is the gateway to learning". Therefore, the cultivation of attention is particularly important. Today, when everyone attaches importance to education, it is necessary to cultivate students' attention if they want to fully develop their intelligence.
Attention is the direction and concentration of psychological activities on something. It is not an independent cognitive process in itself, but an attribute that accompanies cognitive processes such as perception, memory and thinking. It can be divided into intentional attention and unintentional attention and intentional post-attention. Secondly, I think there are still the following points to pay attention to:
First, don't always repeat what you said to your child. Some teachers always have to explain the same thing or a certain point several times. Such children often ignore what the teacher says after entering school. Because he is used to hearing the same thing many times, the teacher only tells it once, so he turns a deaf ear, thinking that the teacher will repeat it several times like his parents. Random lectures make children unable to understand the teaching content well, unable to comply with the teacher's requirements, and naturally far from the ideal learning effect. Therefore, talking about things only once is a good way to cultivate children's attention.
Second, cultivate children to be good at "listening". Listening is an important source for people to acquire rich information and knowledge. For students, who can listen well in class and understand and remember what they have heard will have the advantage. Because teachers in schools impart knowledge to students in the form of lectures. Teachers should train children's attention by listening, and listen more. Only by continuous input can they have appropriate output.
Third, pay attention to the inspection of homework. "Checking exercise books takes up all my free time." I often hear feedback from teachers. The teacher tried to correct it, and the students were indifferent at first glance. It is chilling that many hours of labor have been wasted. The solutions proposed by Suhomlinski are: firstly, there should be a high level of language literacy and a highly sensitive atmosphere for words in schools; A mispronounced or misspelled word sounds incongruous not only to the teacher, but also to the students, just like a person with highly developed musical hearing will feel uncomfortable when hearing a note with multiple objects.
Of course, people are lazy and students' homework is not left unattended. Experienced teachers often conduct regular spot checks, which can not only urge students, but also find problems in time and fill vacancies.
Only by arranging creative homework and getting rid of the sea of changing homework through various flexible means can teachers and students be more relaxed and teaching be more exciting and effective.
Reflections on Suhomlinski's One Hundred Suggestions for Teachers 5 I think Suhomlinski's Suggestions for Teachers is such a good book. It is like a clear spring, clear and sweet, refreshing; It seems to be a mirror of mine, reflecting itself all the time; It seems to be my kind teacher, constantly giving me directions when I was at a loss when I first entered the faculty.
American psychologist Whip James famously said, "The deepest principle of human nature is to hope others appreciate you." . James also found that an uninspired person can only play 20%-30% of his ability, and when he is stimulated, his ability is three to four times that of before, so the existence of motivation is very important in the learning process, and any student needs constant appreciation. Being appreciated means being trusted and hoping, which will produce positive psychological effects of being encouraged and expected, and will be even better. It can be seen that appreciation education is very important in students' learning.
Now, I also try to look at my students with appreciation, and don't take scores as the only criterion to measure a student. I try my best to find the progress of the students from the dribs and drabs in the class, and I am happy for his progress. Of course, I will turn my joy into words and actions to let him know and make him understand: "I can do what others can do." I try to make my students always see their progress. "Don't spend a day without seeing the results." . I want every student to feel the happiness of success and let the happiness continue. As Suhomlinski warned teachers: "The joy of success is a huge emotional force, which can promote children's desire to study hard. Please be careful not to let this inner power disappear under any circumstances. Without this power, any ingenious measures in education will be of no help. "
However, in the process of appreciation education, we should not ignore the shortcomings and retrogression of children. The problems that should be pointed out should be pointed out in time, the critical problems should be criticized in time, and the problems that should be stopped should be stopped in time. This cannot be ambiguous. Otherwise, it will lead to the deviation of children in the process of establishing self-awareness; If something goes wrong, it may collapse; At the same time, it will also lead them to be too selfish and arrogant to get along with others in the group, which will lead to a series of problems, which runs counter to our original intention of "appreciation education"
"Knowledge is power". Indeed, reading the book "Advice to Teachers" has given me confidence and strength to educate students well. I will also let my students gain strength from the ocean of knowledge and help them raise the ideal sail in the future.
There is a famous saying in the sixth chapter of Suhomlinski's "One Hundred Suggestions for Teachers": "Books are friends of human beings and the ladder of human progress." Yes, that's true. The book I mainly read this semester is "Suggestions for Teachers" by Suhomlinski, a famous contemporary educator in the Soviet Union. Suhomlinski is an educational theorist with more than 30 years of educational practice experience. In order to solve the practical problems in primary and secondary education and effectively improve the quality of education and teaching, he wrote a book "Suggestions for Teachers" for primary and secondary school teachers.
There are one hundred pieces of advice for teachers in the book. Each proposal addresses a problem, with vivid practical examples and incisive theoretical analysis. Many of them are examples of Suhomlinski's education and teaching, which will help teachers broaden their horizons and improve their level. It is a very good educational masterpiece. I was deeply touched and inspired by the "Suggestions for Teachers". After reading this book, I found that although the educational situation has changed a lot, Suhomlinski's brilliant educational thought is not out of date for today's educators. Suhomlinski is worthy of being a master of educational theory. In view of the teacher's confusion and incomprehension, he seems to communicate face to face with the teacher. After reading it, he felt suddenly enlightened.
Here are some suggestions that impressed me the most.
After reading Sukhomlinski's "One Hundred Suggestions for Teachers", seven books begin with a question worthy of teachers' deep thought: "Why can't underachievers get into the exam in the first grade?" And there are even hopeless underachievers in the second and third grades? "Are these students too stupid to concentrate in class, or are they looking for reasons from the teachers themselves?
As educators, have we achieved the fairness of education? Is it for every student? Especially the vulnerable groups. No matter how naive a student is, he also has his own thoughts and feelings, and his own unique thinking and heart. They are not the objects of our talent or personal charm, nor are they pale souls waiting for us to shape them. We should show more concern and sunshine to those who are "behind the times" and "hopeless". Suhomlinski once mentioned that for those students with learning difficulties, we should go to them to see what difficulties they have and put forward exercises specially prepared for them. What is the effect of poor students' mental work? They should not just listen to other students' fluent answers and remember the contents on the blackboard, but try to make them think independently, because the process of thinking already includes the application of knowledge factors. We should urge them to make even a little progress in every subject and mental work.
Suhomlinski mentioned in "Teachers' Educational Literacy" that the main ways to improve teachers' educational literacy are reading, reading and rereading, and reading is the spiritual need of teachers. So in the future, I will ask myself like a student: read more books, read good books and read good books.
After reading Sukhomlinski's 100 Suggestions for Teachers, the eighth chapter talks about such a question: Where does the teacher's time come from? There are only 24 hours a day and a night! Yes, we often hear the teacher say, "I am very busy and have no time." I usually complain like this. Imagine: preparing lessons, preparing before class, attending classes, correcting homework after class every day, and now taking time out to do research. Teachers, like everyone else, have to do housework and educate children, which takes time. So where does the teacher's time come from? Suhomlinski pointed out the direction for us and solved this time problem. The answer is: reading, reading nonstop every day, and forming a lifelong friendship with books. The gurgling stream, which keeps flowing every day, pours into the river of thoughts. Reading is not for tomorrow's class, but for inner needs and curiosity. If you want to have more free time and don't turn preparing lessons into boring textbooks, you should read more books.
Indeed, in the subjects we teach, the little basic knowledge contained in the textbooks issued by the school is just introductory common sense. In the sea of knowledge, the little basic knowledge we teach students in textbooks should be just a drop in the ocean. Facts have proved that the problem of teachers' time is closely related to a series of factors and aspects in the education process. Teachers' working and creative time is like a big river, which is nourished by many streams. How to make these streams live forever with flowing water is the first thing we should consider when arranging time.
So, after reading this book, I want to say to myself and my teacher: reading can enrich your knowledge. A few years later, "textbooks will look as easy as literacy textbooks in your eyes." So read, teachers!
I read Sukhomlinski's 100 Suggestions for Teachers and read 29 suggestions for teachers, which was deeply inspired.
Controlling students' attention is one of the most subtle tasks to improve the quality of classroom teaching, stimulate students' positive thinking and mobilize internal incentives.
To make students learn interesting, they must mobilize the experience and knowledge in their minds and combine the old with the new, which is more conducive to the "nutritional growth of new buds and the full supply of nutrients in the body." For children who are exposed to new knowledge for the first time, let go of their hands and feet, recommend relevant books to them, teach them effective methods, guide them to understand independently first, and obtain relevant "experience knowledge". When learning new knowledge, they will mobilize their stored consciousness, re-perceive and understand, update and think about facts and phenomena, so that it is easy to concentrate on learning. In the fourth section, Suhomlinski said: Only when paying attention at will, using conscious memory and not paying attention at will, without conscious memory, can we ignite the "thinking fuse" in students' consciousness.
When I sign in here, I feel that I usually have a relatively suitable grasp of the link of "previewing knowledge". To put it simply: Before speaking a new lesson, I usually let students read the textbook by themselves to get a general idea of what to learn in the textbook, which part of the knowledge is related to what they have learned, and what the problem-solving methods and ideas in the textbook are like. For questions you don't understand, take them out to discuss with your classmates or pay attention when listening to the teacher. Comparing what has been taught in class with what has been previewed, it is difficult to forget what has been learned. Moreover, it is easier to start classes after previewing new classes, and students are full of energy. Of course, this link needs to be improved and strengthened.
However, to control students' attention, the most important thing is to teach students to learn, let them acquire knowledge by virtue of existing knowledge, make learning a kind of thinking activity, let them gather their attention in class and have real emotional experience, so as to actively explore knowledge and improve classroom efficiency.
I read Suhomlinski's "One Hundred Suggestions for Teachers", in which the suggestion "Please remember: there can be no abstract students" triggered my deep reflection on previous teaching behavior.
In terms of students with learning difficulties, in the past, in the face of students' "no", I often blamed students: "I have already said, why can't you!" "Sitting in the same classroom, other students can understand, why can't you!" Wait a minute. Sometimes I think it's normal for students to have differences, but on second thought, I think it's a comfort to myself. Every student should know such simple math knowledge in primary school. But after reading a passage from page one to page two, I was very inspired.
Suhomlinski said: "The concept of academic achievement itself is a relative thing: for one student," five points "is a sign of achievement, while for another student," three points "is a great achievement. Teachers should be good at determining how much each student can achieve at this moment and how to further develop his intelligence-this is a very important factor in educational skills. " After reading this passage, I made up my mind: I must give more care and love to students with learning difficulties. From the perspective of respecting students, I will talk to them in a way that students are willing to accept, so that they can realize that the teacher is really helping him to make progress, find the crux of the problem through conversation, and work out the learning content and learning goals that are in line with the children themselves. Then start learning from the basic content, help children step by step, let children fully realize the joy of success, thus eliminating the fear of learning and stimulating the desire to learn. This will gradually reach what Suhomlinski said: "Students will not simply regard teachers as strict supervisors, nor will they regard grades as sticks. He can calmly say to the teacher: I haven't done a good job somewhere, and I won't do it somewhere. His conscience is pure, so he won't copy other people's homework or cheat in exams. He wants to establish his dignity. "
In addition, we should reflect on students' naughty little moves in class. In the future work, don't criticize and blame students blindly, but learn to reflect on yourself and find the reason from yourself: why? However, students are so absorbed in doing what they like, such as watching TV, playing computer and playing games. Is it because their classes are not lively enough to arouse students' interest? Is it because students are dissatisfied with some of their own practices that they hate their classrooms and so on? Writing here, I remembered another interesting thing. I remember once in math class, a girl who has been doing very well actually read extracurricular books. When talking to the student after class, she said innocently, "Teacher, I have been raising my hand, but you won't let me talk." What a simple idea, I thought of using this method to attract the teacher's attention. However, there are so many people in the class that it is impossible for the teacher to call them all. When I explained the situation to her and told her that the more important purpose of raising her hand was to tell the teacher that she knew, the student had been doing well in the next math class and took her homework more seriously. Therefore, in the future work, we should pay attention to every detail in the classroom, face students' problems directly, be good at bending down to listen to children's ideas, reflect and improve our teaching behavior in time, so that every child can take math class as a pleasure and develop in the classroom.
Finally, in this proposal, I am very interested in the layered teaching and layered homework mentioned. I have been working hard in teaching, but my practice is generally: in class, I finish the basic knowledge and extend it appropriately; In homework, thinking questions are for students who have extra ability to practice. Reflecting on these ways seems to make top students better. How to adopt hierarchical teaching in the classroom, so that students with learning difficulties, average students and excellent students can all get different degrees of development? Will the grouping mentioned in the book hurt students' self-esteem? This has been bothering me, and it is urgent to explore it through various research and teaching practice.