Starting from solar terms

Chew a book and wander deeper in the classroom!

-Comments on Silent Revolution (1)

In this issue, I took the course Silent Revolution.

I chose this course because the author of this book is Manabu Sato. At the end of June, I just shared another book "Educational Methodology" by Manabu Sato at the Henan Teachers' Reading Club. I feel that I know a little about Manabu Sato's educational thoughts, so I should have a certain foundation in taking this course. Second, because the teacher who teaches this course is Mr. Hao Xiaodong, Executive Dean of Xinwang Teachers College, who is an advocate of gnawing at readers (his official account on WeChat is called "gnawing at readers"), I think I usually read too few books on educational theory. If I can seriously gnaw at a book on educational theory with Dean Hao, it will be a great gain. The third reason is to see that the course leader of Silent Revolution is Mr. Fang. I met Miss Hao Xiaodong in an article "Learn to look like a girl". From this article, I read out Mr. Fang's persistence, his precious time and his correct learning attitude of carefully writing a diary and drawing a mind map. I want to get close to her and learn from her. When I took this course, I found that the study partners of several new teachers in our county also took this course. How nice! If you encounter any confusion, you can also discuss it in groups!

Life in summer vacation is boundless, and reading is intermittent. I just read this book 14- 18 today, which is the chapter "formalism in teaching, a hotbed of subjective illusions".

After reading the contents of this chapter and all kinds of teaching formalism in Japanese primary schools listed by Professor Sato, I began to feel uneasy about my teaching behavior in the classroom: Ah? It turns out that these teaching behaviors that I think are commonplace and have long been accustomed to are formalism!

The first is posture. The so-called "gesture" teaching means that teachers let students express their views with the gestures of "stone, scissors and cloth" commonly used in games. Students who agree to speak before will be given "cloth", those who disagree will be given "stone" and those who want to ask questions will be given "scissors". When I first saw this, I didn't realize how such a gesture could be labeled as "pseudo-subjective". I even think this gesture is quite novel, which is better than my common gesture of "willing to raise your hand" and more attractive to students.

After reading Professor Sato's analysis, I suddenly realized that in the process of "gesture" teaching, students are regarded as manipulated objects who can only make gestures to teachers. This kind of teaching separates classroom dialogue from daily dialogue, making it an artificial game.

The second is what binds the mind. "Gesture" restricts students in operation, and students who are forced to use "gesture" give up the fuzziness and complexity of thinking and emotion. If you can only agree or disagree, you will rule out the opinions that you disagree or disagree from the beginning. It is precisely this vague and polysemous view that has the highest value in teaching. Only by respecting these vague and ambiguous opinions can we establish a sense of diversity in the classroom and let everyone's understanding reach a richer and deeper level in mutual communication.

Professor Sato said: "Teachers who use' gestures' seem to have a firm belief that ideas or opinions should be clearly expressed. Because of this, students are required to express their thoughts and feelings clearly from the beginning. Speak louder! "Be clearer!" Is the most commonly used word in the classroom. "Indeed, I was once again he said! I am such a teacher, I don't understand the value of students' hesitant speech, and I don't understand the value of complex emotions breeding subtle, uncertain and ambiguous thinking, contradictions and conflicts. In my class, those students who are slow in thinking or describe themselves and think in unclear language will also be labeled as "slow in understanding" and "not active in speaking", ignored by me and snubbed by me in good faith.

After teaching for more than 20 years, it still seems vulgar, mistakenly thinking that one lively teaching activity after another is the myth of "subjectivity" of good teaching. Thanks to Professor Sato, his words woke me up-all creative behaviors are exploratory behaviors from uncertain languages. If you are not sure, you can go deep into the hearts of other students and have real persuasiveness.

The third is subjective illusion. In this regard, the book mentions the formalism of greeting teachers and students in class. For example, from the class, "Stand up! Salute! " Here we go, to "Stand up! Salute! " End. Although I greet my teachers and classmates politely in class, I didn't know whether it was a formality until I read the contents in the book. Is there a better way for teachers and students to say hello? Of course there is. For example, this summer vacation, Teacher Yu of Xixia County shared with us two Chinese courses he offered: 1. Shout slogans. After class, the teacher shouted "Chinese class" and the students docked "Happy Flowing!" . There is no rigid greeting, which also gives students a positive psychological hint: Chinese class is happy. This creates an active classroom atmosphere. 2. Poems touch each other. As soon as class begins, the teacher will stand on the podium and casually say an ancient poem (seemingly casual, but actually with heart: you can review the ancient poems you have learned recently, what poems you can learn in what season, what poems you can integrate into the 24 solar terms, and so on. Students can comment on the next sentence. If the teacher says "the mountains cover the day", the students answer "all rivers run into the sea"; The teacher said "the spring breeze in Jiang Nanan is green", and the students answered "When will the bright moon shine on me?" ... using this opening instead of greeting teachers and students has a strong cultural atmosphere and allows students to review ancient poems. It is important that students like this form.

After reading this chapter today, I realized that I am also a teacher who pursues pseudo-subjectivity. In my deep consciousness, I have a desire to control the classroom and maintain order easily and conveniently, which has nothing to do with students' activities or contents. It is necessary for me to have a serious self-reflection: I want to get rid of the goal of happiness in teaching, accommodate students' ideas, allow the progress to be slower and allow students to be vague. I know that I am standing in the classroom and spending "happy time" with the students, not my one-man show. What I should pursue is not a lively lecture class, but a class that listens attentively. Only in the "classroom of mutual listening" can all kinds of thoughts and emotions communicate with each other through speeches, otherwise communication is impossible. If you don't practice martial arts, you will end up with nothing. As a teacher, we should devote more time to strengthening the training of basic skills, such as listening ability, expression ability and writing ability.

I really like this poem in Xu Zhimo's Farewell to Cambridge: Seeking Dreams? Take a bamboo pole and stroll back to the greener grass! Today, I want to say: dream! Chew a book and wander deeper in the classroom!