What I have learned by studying educational ethics

Though there is only one session per week in Education Ethics

Although there is only one session per week in Education Ethics, I still benefited a lot and learned a lot of things from the course "Education Ethics". I would like to thank my teacher for teaching us the course of Pedagogy, and I think the gains are really hard to describe. In fact, we began to study education last year, before always do not take it seriously, thinking that it is another boring theoretical course like the "Introduction to Mao". However, this year I completely changed my previous idea. For one thing, the teacher's lessons are very interesting and attractive. In the class, you not only gave us many examples of great philosophers, sages and educators, but also told us many cases in real life. Many of the examples you gave us not only helped us to learn pedagogy, but also inspired us. Secondly, you will also interact with us and use questions to guide us and inspire us. Through interaction and discussion among classmates, you make our class relaxed and democratic, and at the same time, you make us become active learners and active thinkers. Through your class, your explanation of education, pedagogy, and the many examples close to life, I realized that "education" is not a distant topic; pedagogy is not a boring theoretical subject.

I still clearly remember the first time I opened the book "Education" in this semester, when I found that the content of the book was particularly boring, and later I realized that I had misunderstood "Education". Now back to the gains I mentioned at the beginning but which are hard to describe. Because I did learn a lot of knowledge in this class of "Education", not only lifted my understanding of "Education" is a boring theory course, but also enriched my understanding of "education", "education".

It is also remembered that when the teacher taught us the section of "the essence of education", you gave us several different definitions. One of the most memorable was Albert Einstein's definition of education: education is what remains after all education has been forgotten. Learning about the nature of education has opened my mind to the idea that the word "education" is no longer empty and unfathomable.

Through the study of education, I also fell in love with education. There are many topics that I am interested in, such as the difference in the meaning of education between China and the West due to the difference in cultural traditions between China and the West. The teacher gave us some examples to illustrate their differences. The teacher compared the Chinese indoctrination to a barrel pouring water into a cup: the teacher is the barrel, the student is the cup, the teacher is actively indoctrinating the student, and the student is passively accepting it; and more interestingly, the teacher compared the Western guided education to "midwifery". The teacher is the midwife, the student is the pregnant woman, and the fetus that the pregnant woman gives birth to is the student's inner potential, through the teacher's "midwifery", so that the student takes the initiative to learn, think, and thus explore their own potential and talent. Through the teacher's analogy, I y understand the essential difference between Chinese and Western education.

It is also very beneficial to me from a historical point of view to attend the teacher's class. Through your introduction to the chapter of "The emergence and development of education", I have learned about the characteristics of education in each of the five phases of human society: primitive, slave, feudal, capitalist, and socialist, as well as the history of the slow development of education. The history of the slow development of education. When it comes to the history of education in agricultural society, I am proud of the "Six Arts" education in the Western Zhou Dynasty, as our sages had already put forward such excellent education concepts in that period. In addition to learning about the development of education in China, the teacher also introduced us to some typical education contents in foreign countries. One of them is the "Spartan Education" of ancient Greece, whose educational purpose was only to train qualified soldiers. It is this kind of education that is of progressive significance to our educational endeavors. Looking at the recent school freshmen's grueling military training, I can't help but think of the ancient Greek "Spartan education". I am also impressed by the Western secular and feudal "chivalric education". It is a very special education, which is divided into three stages, and the most curious one is the second stage: guarding. Not only did they have to fight for the master of the house and serve him, but they also had to treat the mistress of the house as an object of love! Through this special education to cultivate the knight's military qualities and gentlemanly demeanor. There is also the ancient Greek Athens "general education", and so on. Really different historical periods, different countries, different cultures, the purpose of education is different, the content is different, the method of education and the form of organization is also very different. The Pedagogy of Education has really opened my eyes to all kinds of education in history and enriched my knowledge and vision.

In the chapter "Teachers and Students", I gained a lot. Through the teacher's explanation and examples of the teaching profession, the role of teachers, the quality of teachers, the nature of students, and how to deal with the relationship between teachers and students, I realized that to be a teacher, to be a good teacher, to be a good classroom teacher is not easy, there is so much to learn in it. What impressed me y was that when the teacher talked about this chapter, he gave us some examples of how teachers deal with teacher-student relationships. Through these examples, I found that being a teacher is inseparable from the "mind", and in order to be a good teacher, one must be dedicated to being a good teacher, leader, counselor, and friend to the students. In the teacher's lecture "teacher-centered" and "student-centered", I also gained a great inspiration: I hope that in the future I will go out to become a teacher to try to deal with: students are the main body of education, but also the relationship of the object of education, give full play to I hope that in the future, when I become a teacher, I will try to deal with the relationship between students as the subject and object of education, and give full play to my identity as both a guide and a dependant.

At the same time, I was also inspired by the teacher's lecture on "Subject and Activity Classes" in the chapter on "Curriculum". The teacher introduced the advantages and disadvantages of these two types of lessons, and after listening to the lesson, I have never forgotten this issue. Each has its own advantages and disadvantages, so I wondered what I would do if I became a teacher in the future, how to balance the subject and activity classes, and how to keep up with the pace of the new curriculum. Although, I haven't stepped into the inaugural position yet, but through the course of Pedagogy, and through Mr. Liu's careful explanation, I started to think about these questions before I stepped into the position, and I think it will be very favorable to my future development.

When the teacher talked about the curriculum reform of China's basic education and the important transformation that took place in China's basic education, I also gained a deeper understanding of "test-based education" and "quality education". Through my understanding of these two concepts, I have become more determined to endorse and recognize quality education. I also firmly believe that if I want to be a teacher in the future, I must be a teacher who focuses on cultivating the majority of talents.