The feeling of classroom safety is mainly reflected in environmental safety, personal safety, discourse safety, behavior safety and evaluation safety. If some students are red in the face of the teacher's questions, incoherent, bowed their heads and said nothing, or are treading on thin ice and trembling when answering questions, such a classroom is definitely not a safe classroom. To create a safe classroom atmosphere, teachers should understand and tolerate students' various performances in the learning place, fully respect students, change roles, protect students' enthusiasm and not judge students at will. ■ Dialogue guests Cui Zhenxi, Associate Professor of Education College of Fujian Normal University, Si Jiadong, Principal of No.1 102 Middle School in Zhengzhou City, Henan Province, Liu, Vice President of Yuehua School in Dezhou City, Shandong Province, Liu, a primary school teacher in Huai 'an City, Jiangsu Province, Chen Li, a middle school teacher in Shangluo City, Shaanxi Province, is psychologically safe, and students can do without anxiety, fear, loneliness and inferiority in class. Only in this way can the classroom be called a safe Guo Rui: the classroom is the most important place for schools to carry out education and teaching activities, and classroom safety is the most important part of school safety. How do you understand the connotation of classroom safety? Chen Li: Simply put, classroom safety is a collection of elements that can make all classroom participants feel safe. This meaning has two key points, one is the class participants, and the other is the sense of security. Class participants, including teachers and all students. The feeling of classroom safety is mainly reflected in environmental safety, personal safety, discourse safety, behavior safety and evaluation safety. Si Jiadong: Only when students can get rid of anxiety, fear, loneliness and inferiority in class can they be called a safe class. Students will have a stable, relaxed, cheerful, positive and open psychological environment in a safe classroom. The main external manifestations are: students can express their opinions without fear of being laughed at, accused and criticized; Students can actively participate in self-exploration, group cooperation, exchange and sharing, and will not feel nervous, inferior and lonely; Students feel that the relationship between teachers and students is harmonious and there is no psychological obstacle to communication; Students feel that they are always respected and valued, but they don't feel hurt, neglected or discriminated against; Students really feel the fun of learning and the meaning of life, but they have no sense of pain and boredom; Students dare to try, dare to "take risks", not afraid of failure, fearless, and do not escape in the face of competition. Zhang Rongwei: There is little discussion about the safety of teachers in classroom safety, mainly focusing on two topics: classroom teaching equipment and students' physical and mental conditions in class. As far as the current classroom practice in primary and secondary schools in China is concerned, in addition to providing basic protection for students' personal safety, classroom safety must also pay attention to the following issues at a higher level: how to create a democratic, equal, safe and pleasant classroom atmosphere for students' good study and healthy growth, how to get rid of traditional teaching modes such as knowledge-based, social-based and teacher-based, fully display classroom life, life and interest, and let students really have a relaxed, lively and interesting life. Classroom safety highlights educational value. Participating in the classroom is the right of students and the embodiment of students' life. This kind of protection of classroom rights and respect for the presence of life is also one of the important indicators of classroom safety. Guo Rui: There are many hidden dangers in the classroom. This situation especially requires teachers to re-examine the importance of classroom safety. Zhang Rongwei: The classroom in reality may be joyful, cheerful and safe, but it may also be silent, nervous and panic, or mixed with corporal punishment and violence. It has to be admitted that in any class in any school, some students will lag behind other students because of their language ability, imagination, feeling ability, understanding ability or personal learning methods and efforts. These students often become vulnerable groups in the classroom. It can be said that it is not uncommon to be marginalized, indifferent, reprimanded and laughed at. In my opinion, no matter how much knowledge is taught, how fast and how efficient a class is, if students are in an embarrassing, ashamed or even depressed learning state because of unsatisfactory grades or some reasons of personality, if students are red-faced with teachers' questions, incoherent, bowed their heads and said nothing, or are treading on thin ice and trembling when answering questions, such a class is definitely not a safe class. Si Jiadong: According to Maslow's hierarchy of needs theory, classroom safety is the normal and natural psychological needs of students in the classroom. Only when this psychological need is constantly met can students participate in learning activities with a happy mood. Scientific research shows that students are more active, more creative, more enthusiastic and passionate, more active in thinking, and more accurate in understanding and remembering. Only in a safe classroom can students dare to speak, doubt, ask, write and do, which is the ladder of students' progress. In a word, classroom safety is the basis and condition of classroom efficiency. Chen Li: From the perspective of human brain learning mechanism, in a safe environment, the human brain can really absorb and react more effectively, so classroom safety is also one of the efficient ways of classroom practice. From the demand of students' growth and development, classroom safety is the guarantee of students' healthy physical and mental growth. In the process of growing up, students spend most of their time in school with classmates and teachers, so a safe classroom environment plays an important role in students' growth. People who grow up in a safe environment are more tolerant and have stronger social communication ability, emotional experience and cognitive ability. A restless student can't learn well, let alone create anything. Liu: When people are alive, they all need to be recognized, respected, understood and self-realized. The same is true of teenagers, sometimes more intense. Participating in the classroom is the right of students, and it is also the embodiment of students' life presence. This kind of protection of classroom rights and respect for the presence of life is also one of the important indicators of classroom safety. A safe classroom serves the development of people and is also the result of the comprehensive relationship between people and things. A safe classroom can improve people's quality of life, and of course it can also improve the quality of classroom education and teaching. Because the safety classroom itself has high educational value and development significance. How to realize classroom safety "classroom safety" is a greater psychological environment than classroom safety, and it is not enough to create a classroom safety atmosphere just as an "emergency" method. Guo Rui: Classroom safety is the need of educating people, so how can teachers create a safe classroom atmosphere from the aspects of students' spirit, psychology and "adults"? Chen Li: To create a safe classroom atmosphere, teachers should first have the concept of classroom safety and be able to create a safe classroom atmosphere from both classroom hardware and software. In terms of classroom hardware, the choice of classroom hardware is based on the correct classroom concept. All classroom hardware should make users-students and teachers feel safe. Classroom hardware includes classroom environment and classroom equipment and appliances. Classroom software should reflect teachers' ideas and the resulting classroom teacher-student behavior and teacher-student relationship. Classroom is a place where students learn, not a place where teachers show themselves. Classroom is the place where students show, not the place where teachers judge students. Therefore, teachers should understand and tolerate students' various performances in the learning place, fully respect students, change roles, protect students' enthusiasm, and don't judge students at will. Simply put, it is to respect students as adults. Try not to do what adults can't do in class. An equal atmosphere can make students feel safe. At the same time, to create a safe classroom atmosphere, teachers must have a sense of justice and be able to resist all kinds of injuries caused by other students in the classroom, including ridicule, verbal injuries and even physical injuries. Zhang Fuqun: Teacher-student relationship is the most active, core and basic among all kinds of educational relationships. It can be said that what kind of teacher-student relationship there will be what kind of classroom teacher-student life state. If teachers can fully realize the great influence of classroom safety on students' classroom learning attention, they will consciously safeguard classroom safety and create a harmonious classroom learning atmosphere. Specifically, teachers should be full of well-meaning smiles, not cold-faced to maintain classroom order; When students make mistakes in answering questions, teachers should start from students' thinking, think more about why students answer questions like this, whether there are any reasonable places, and don't satirize students, thus causing students' fear of not answering questions. Cui Zhenxi: To create a safe classroom atmosphere is to build a student-oriented classroom culture and protect students' learning rights, instead of making some students accompany other students or "instigate" teachers. As Tao Xingzhi said, "China children's brains are like women's feet in feudal society, tightly surrounded by foot wraps, without autonomy and freedom." Therefore, we should reform the traditional classroom culture. Changing classrooms into learning rooms, classrooms into schools, textbooks into learning materials, teaching plans into learning plans, and teaching objectives into learning objectives, that is, all classroom activities must be centered on students' independent learning and development. The present classroom is the product of industrial society, which can no longer meet the requirements of the post-metaphorical era. Teachers are no longer the "leaders" in the traditional classroom, but the organizers, instructors and collaborators of the classroom. The relationship between teachers and students is equal and cooperative, and all teachers' actions will serve students' learning. Si Jiadong: Only in the harmonious, democratic and harmonious classroom between teachers and students can students regard teachers as mentors, gain a full sense of security, and form a high degree of independent learning interest and enterprising spirit. To create a democratic and harmonious classroom atmosphere, teachers should communicate with students with amiable expressions and language, pay unconditional attention to each student, and let students feel the sincere care of teachers; Teachers should respect students' choices, different opinions and personalities. Teachers should inspire, awaken and encourage students through actions, expressions and language in time, which is the best way to give students a sense of security. Students' learning level is different, and in class, teachers create an atmosphere of mutual consultation and mutual answers, which will be conducive to mutual acceptance among students and better create a sense of security. This requires teachers to have the art of listening. Listening means listening attentively, patiently and actively, not only to understand the information expressed by students through language and behavior, but also to hear what they have not clearly expressed and implied. Even if the students' expression is defective, teachers should not interrupt the students at will; Teachers should kindly correct or enlighten students' mistakes in expression. Listening can create a safe and warm atmosphere, so that students can open their hearts more openly and express their true thoughts more frankly. Teachers' listening conveys a sincere, positive and unconditional concern to students, making them feel respected, accepted and safe. A lot of research shows that everyone likes to communicate with people who respect their conversation. In addition, teachers should create a class culture with "atmosphere, honesty, equality, friendship and civilization" as the main theme. In such a class, teachers and students are equal, respect each other, help each other and learn from each other; In this class, students get a sense of belonging and love, and feel the warmth of home; In such a class, the light of human nature shines all the time; In such a class, all the students are sunny and enterprising. Classes should be the spiritual home for the healthy growth of students, and excellent class culture is the basis and premise of "class safety". "Class safety" is a greater psychological environment than classroom safety, and it is not enough to create a safe atmosphere in the classroom just as an "emergency" way. Teaching is based on classroom safety. Teachers must respect students and protect their thoughts. They should not judge students casually, let alone draw conclusions about students' problems, especially negative conclusions about students themselves. Guo Rui: Classroom safety depends on the teaching process, so what kind of teaching is safe? Chen Li: In American classrooms, students can interrupt the teacher at will, ask questions themselves or argue with the teacher. Teachers must respect students and protect their thoughts. They should not judge students casually, let alone draw conclusions about students' problems, especially negative conclusions about students themselves. In the face of students' problems, the teacher will first affirm the students' daring to ask questions and their willingness to think and ask questions. Statements that can arouse students' extensive thinking and justify themselves are acceptable. Generally speaking, teachers will answer questions kindly. If you encounter unanswerable questions, the teacher will frankly admit that he doesn't know, and encourage and organize other students to discuss. If there is no such opportunity, teachers will advise students to look for information or give them a direction, such as reading a book or an article by a scholar. Si Jiadong: The efficient classroom practice in our school is a typical example of classroom safety. In class, there is no compulsion, only spontaneity; There is no control, only guidance and encouragement; There is no sarcasm, only encouragement and comfort; There is no severe reprimand, only gentle wind and drizzle; There is no discrimination and abandonment, only kindness and fairness; There is no jealousy or rejection, only love and mutual assistance. Efficient classroom is devoted to the reconstruction of classroom culture, focusing on how to make students "love, learn, learn, enjoy and learn efficiently", focusing on stimulating vitality, staying in all-round development and personality publicity. All these are based on classroom safety as the cultural background and classroom safety as the efficient breeding ground.