The classroom revolution in fact "leather" whose life

The classroom teaching reform is a new education revolution. We are now implementing the efficient classroom, is a subversive reform of the traditional classroom, the reason why we say it is a subversive reform, is that the classroom to realize the traditional classroom three subversion. First, the subversion of the educational position. Our traditional classroom is the so-called elite education for the one-sided development of a few students, but also a kind of utilitarian education. And our classroom is for the comprehensive development of all students, from the last student, so that each student becomes the best self merit education. The second is the reversal of the concept of education. The education concept followed by traditional education is, teacher-oriented, teaching-oriented, knowledge-based. But now we advocate the concept of education is student-oriented, learning-oriented, quality-oriented. Third, the subversion of the classroom model. The basic model of the traditional classroom is that teachers speak and students listen. The efficient classroom is to see students as the largest resource of classroom teaching, the use of students as the most important means of efficient classroom, the pre-study, display, feedback as the basic process of the classroom. Therefore, we say that classroom teaching reform is a new educational revolution. It is a revolution of the mind, a revolution of concepts, a revolution of technology and a revolution of action. Reform is a revolution, and revolution is the realignment of interests. Classroom teaching reform, on the surface, is a change in the mode of talent cultivation and seems to be a profound change within education. But in essence, it is a realignment of interests. The real purpose of the classroom teaching reform is to enable every student to enjoy the same right to education and to maximize the right of every student to education. Instead, it is a utilitarian education that serves the advancement of a few students. This reform will cause profound changes in educational evaluation, will cause the reconstruction of educational culture, will mention the classroom as a fulcrum to cause changes in educational management mechanisms, and even to cause gradual changes in the entire education system. The essence of the reform is to return the students' right to education to the students. Then, the process of returning the right to hurt some people's vested interests. These vested interests will be from different perspectives, take different ways to object to our reform. Or even oppose the reform. Then ours? This question is a problem that we must seriously think about. Clearly this problem has, in our work in the classroom reform to continue to crack the contradiction. --The classroom revolution "revolutionized" the life of the lazy. Focus on a small number of students on the promotion and focus on all students, of course, is not the same, the latter have to do a lot of hard and meticulous work, especially nowadays, to increase the intensity of the work of principals, teachers, but not to increase the treatment, if there is no sense of responsibility for the overall development of all students with a high degree of responsibility, who is willing to go to the reform it? --The classroom revolution has "revolutionized" the lives of the weak. Since reform is a readjustment of interests, it will be subject to a lot of pressure, and sometimes to some unwarranted blows, some people do not want to do things for the children, but they do not have the courage to withstand all kinds of pressure and blows, so they will be in the reform of the resistance and difficulties in the cowering, or even opposed to the reform. --The classroom revolution has "revolutionized" the lives of teachers without conscience. There are some very few teachers who are driven by interests, not to engage in education and teaching in the classroom with all their heart and soul, but to put their main efforts on remedial lessons for students after school. These teachers, though a very small minority, but the impact is quite bad, they don't have a wholeheartedly for the development of the students to serve their consciences, and they are always trying to make personal gains, and they are opposed to the implementation of the high efficiency of our classroom attitude. The reason is very simple, one is that this way of teaching will spend a lot of time to prepare the guide, to use a lot of energy to study the situation, so that they do not have the time and energy to make up the class, in addition, if the students in the classroom to learn, who is going to spend money to make up the class? --The classroom revolution has "revolutionized" the life of the traditional master teacher. The traditional classroom evaluation of the classroom is to evaluate how teachers teach, or simply say that the evaluation of how teachers perform, some teachers with high quality performance ability is very strong, many times won a variety of teaching honors. And now the efficient classroom is mainly to learn to evaluate teaching, to see how students learn, so that these teachers have to re-adjust their own form of teaching, they turned from the original masters and other people like the students, so they are out of balance, it is difficult to change their minds, change behavior. --The classroom revolution has "revolutionized" the life of the old-fashioned. Some teachers are affected by the traditional concept of too deep, the concept is difficult to change, they are comfortable in the traditional classroom, and we implement the efficient classroom, to re-construct the relationship between teaching and learning, teachers are required to speak and point of view, they have been accustomed to speak, and always think that they do not speak, the students will not be, so these teachers into the new classroom model will require an arduous process. --The classroom revolution has "revolutionized" the life of traditional experts. Some traditional education experts, they only around the "teaching" conducted a lot of research, has formed its own complete theoretical framework and action model framework and evaluation system framework, it should be said, they have a great influence in the education sector, they go around doing reports, lectures and publicity, to promote their own educational thinking and educational action strategies. The efficient classroom we are currently promoting is a learning-centered conceptual system and action model system and evaluation system. If there is no certain educational mindset, how can some people give up the foundation of their own life? --The classroom revolution has "revolutionized" the lives of confused parents. You want to put forward the reform, some parents of good students that teachers from the original take into account, including their own children, a small number of children into the attention of all the children, their children's learning will certainly be affected, especially the group learning mode, good students have to help students with poor learning, will certainly affect their children's learning, so they oppose the reform, in fact, they do not understand that the process of helping others to learn is the process of improving their own. In fact, they do not understand that the process of helping others to learn is the process of improving themselves. There are even some selfish parents who are afraid that other children will learn to surpass their own children. Some parents with poorer grades also say that we didn't know what the teachers were talking about, and now that the teachers are talking less, our children don't know what they are talking about, so they also oppose the reform. --The classroom revolution has "revolted" the life of traditional prestigious schools. We can not deny that some famous schools have a deep, heavy cultural connotation, have a high quality of education and teaching, for the country to train some outstanding talents. However, there are quite a few schools that have become famous by relying on their favorable geographical location, the quality of educational resources formed by the government's massive investment in hardware, and the plundering of good students from outside their own school districts. Such a school dedication to society's promotion rate, it should be said and other general schools are not in a starting line, on the one hand, they are not reform, in a period of time can also be famous, on the other hand, the reform will have to bear the risk, and then, the also have to pay the painstaking efforts, so these schools, the reform of the incentive is very low. --The classroom revolution "revolutionized" the life of educational research. Many of our past educational research, often in the office, in the library, not really face the rich and colorful educational practice of education. More rarely lock the problem, direct education to the core of the classroom. Some scientific research has become a matter of experts, and front-line teachers have nothing to do with the first-line teachers high education research is only used to assess the title or evaluation of excellence. Educational science is rarely or hardly transformed into educational productivity. And our current classroom teaching reform, we must lock the problem, directly to the classroom, is a kind of action research under the guidance of scientific theory. Such a reform is a challenge and impact on the previous educational research, so some people engaged in educational research are reluctant to engage in these real scientific research. --The classroom revolution has "revolutionized" the utilitarians. Utilitarians are concerned about the education of a few students, they are not willing to devote themselves to the exploration and practice for the comprehensive development of all students. This is because utilitarian education is the simplest, the least laborious and the most socially stable. So much so that whether the vast majority of students develop or not seems to have little to do with them. They then think that it is not our education's responsibility that those students do not develop. Their greatest fear is that the reform will affect the rate of advancement. Do you think that students will be able to learn and not get any grades? He would say, "Can you be held responsible for the lack of results? They are most afraid of the views of confused parents. If you say that any reform will be misunderstood by some people and that it is normal, he will say that if the wind is calm without reform, why should we look for that trouble? Therefore, utilitarians are unwilling to take responsibility and risk and oppose reform. Our classroom teaching reform is not only a simple change in teaching methods, but also an attempt to mention the classroom as a pivot point to pry the whole of education into change. The essence of the reform is that we want to let every student enjoy the right to receive education equally, and return to the students the right to learn that every student should have, and in the process of returning the right to the students, some people's interests will be harmed. Therefore, to a certain extent, reform is a struggle and revolution, but due to the different nature of the struggle, the strategy and attitude of our struggle should also be different, if it belongs to the education position of the struggle we should be clear and not let it go at all. If it belongs to the debate on the concept of education, we must do hard and meticulous work to influence them with the correct concept.