The Challenge of School after reading

When reading a famous book, I believe we all have a lot of things worth sharing, can not just will read oh, write a post reading. So how to write after reading to be more infectious? The following is my collection of "The Challenge of School" after reading essay (selected 3), welcome to learn and reference, I hope to help you. It was only after reading it that I realized it referred to the challenges of reform. Changing from the traditional classroom to the "cooperative classroom", the school is facing challenges from many aspects, students and teachers need to face **** together.

The book includes many of the challenges that schools face, but it feels like there is only so much space available, with more than a dozen schools in the book, and only one or two pages per school, or three or four pages per school, which I think is a book. In this book, I learned about the challenge process of most schools: the school wants to reform - encountering difficulties - the school's solution - the reform is beginning to see results. But as for the school's solutions, each school had different difficulties, and the details in it were not described in too much detail for me to know. But after reading it this way I was able to summarize some of the key points, which may be useful in my future teaching.

The following is an excerpt from some of my reading notes: At the beginning of cooperative learning, it is appropriate to start with a group of three, and later on, a group of four, and must be mixed groups of men and women, and a combination of three men and one woman than a combination of three women and one man can form a more cooperative learning. Not all the problems using group cooperative learning, challenging problems, anticipate students may produce confusion, the use of cooperative learning; in the classroom to introduce the "three elements" - homework; group work; based on the performance of each other to share. Learning as one" is an educational world of "harmony and difference" that embraces and respects differences, rather than a world of "harmony without harmony" that does not tolerate "differences" and seeks superficial consistency. "It is not a world of education that tolerates differences and demands superficial consistency, but a world of education that is the same but not the same.

As a teacher should pay attention to is to let every student to participate in, respect the right of every student to learn, sincerely listen to every student's speech, the student's answer to the series of organization; teachers of poor students how to seek help from others to guide; teachers can not ignore the "those subtle, uncertain, ambiguous thinking, and contradictions, conflicts and complex emotional value. The teacher cannot ignore "the value of subtle, uncertain, ambiguous thinking, and conflicting, complex emotions" because, "uncertain thinking and expression are often more fully realized in creative thinking and expression" and so on.

Learning as one is an educational world of "harmony and difference" that embraces and respects difference, not one that tolerates "difference" and seeks superficial agreement. It is not a world of education that tolerates and respects differences, but rather a world of education that is "same but not in harmony". The book describes the experimental situation in Japan, but there are also lessons for schools and some guidance for individual teachers. The book collects a large number of cases of school reforms and depicts the changes in schools before and after the reforms. It can be said that these are exciting images and show us the efforts and determination of the Japanese schools in the reforms. The book mainly shows the results of school reforms at the macro level, which come from the efforts of teachers. Although the book also describes some of the methods and opinions of individual teachers, which is instructive to me, I still have many questions after reading the book. I generally understand the idea of reforms, and I also understand that these reforms have been practiced and proved to be effective, but it is difficult for me to really apply them in the classroom. Of course, I haven't actually implemented these reforms yet, and I don't know what difficulties I'll encounter until I try them out. In the meantime, I'm going to read another book by the same author, The Teacher's Challenge. Hopefully, I'll get what I need out of it.

The Challenge of School 2

When I read this "boring" book, I was confused by the jargon in the first few pages. Who knows, quietly read dozens of pages, as if for me to open a new door on teaching, the original, we are familiar with the "learning", "cooperation", "learning power" is actually so explained! I'm not sure how to explain it, but I think it's a good idea to do so!

I used to think of learning as sitting in a classroom, listening to the teacher, listening to my classmates, and using my own brain to gain knowledge. After watching The School Challenge, I realized that in a class, only the middle class is learning. Learning is a dynamic process. Learning is a journey from the known world to the unknown; it is a challenge to overload established experiences and abilities and form new ones. The content of textbooks is written according to the medium level of "upper" among the three levels of "upper, middle and lower", and the teaching set by the teacher is also organized according to this level.

From this, I think of our usual classroom, especially the open class, in order to show a perfect teaching effect, in the teaching guide given on the basis of the teaching objectives, our teachers also tend to set a higher level of teaching objectives, if it is really as the "school's challenge" said in the teaching objectives of the original intention of the organization, so the classroom learning protagonist will be shifted from the original "middle level" to "middle level", and the main character will be the "middle level". Would the protagonist of learning in the classroom be shifted from the original "middle level" to the "upper level" and the "middle level" and "lower level" be abandoned? We are in the usual classroom, often see "cooperative learning", the most common is the group discussion, which a few years ago when the new curriculum was just implemented, is a measure of the classroom whether there is a sense of openness and sense of cooperation, whether the students as masters of learning an important standard, but when the classroom reform gradually tends to calm down, we found that cooperative learning efficiency seems not to be high, and the formality of the classroom. It seems that the efficiency of cooperative learning is not high, the formality and desertion of students abound. So many teachers will decisively give up this "waste of time" classroom teaching methods, after watching the "School Challenge", I have a new understanding of "cooperative learning": cooperation, not simply four or five people get together to discuss a problem, "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning", "cooperative learning" and "cooperative learning". The meaning of "cooperative learning" is that through cooperation with classmates, a student can challenge the standard that he or she cannot reach. But our dilemma is that the more uninitiated a student is, the more he or she has a tendency to try to overcome the problem on his or her own without seeking the help of classmates, to try to get out of the situation by his or her own efforts. As a result, they are always isolated, failing, experiencing setbacks, and eventually becoming poor students. However, it is paradoxical that the students who need cooperative learning the most are the ones who are repeatedly frustrated and defeated by their own efforts. This is why it is important to provide guidance to poor students on how to ask their classmates for help. Guidance is easy to say, but it is never easy to guide successfully. These students are accustomed to listening to the teacher, listening to their classmates, and occasionally their own brain, and cooperative learning will completely subvert their attitude to learning, to change from passive acceptance of the initiative to attack, which requires the teacher's 'guidance, but also with the help of the child's personality and learning perspective change.

In the past, we were used to a mix of good and poor learners, and chose a good learner to be the leader of the group, responsible for the integration of information reporting and so on. After watching The School Challenge, I realized that learning cooperation does not need to deliberately mix and match group members, nor does it need to choose a leader as in the case of a living classroom group, so that each member can have the motivation of "sprinting and challenging". However, this type of cooperative learning is not suitable for students in the lower elementary grades. It is also a challenge to get students to move from the first and second grades to the cooperative learning that is tried and tested in the third grade.

When we think about our classrooms, maybe we're not doing what we should be doing to improve student learning. We are a bit meddlesome, too busy to tell students the answer, too busy to help students correct mistakes. If we can change the way of "cooperative learning" to help students, maybe our 20% number will be reduced, and students' learning will be improved. Our quest for "education with a normal distribution curve as the base axis, slightly shifted to the high side, narrowing the range of the distribution curve" would be realized. Time is very short, I only read a few dozen pages of this book, so I can not write a more in-depth and more detailed after-reading, but the overall feeling that this book will open up a new teaching situation for me. However, there is a gap between the reality and the ideal. To realize this wonderful concept of education, we must first change the teaching outlook of front-line teachers and then conduct professional training, which will be a long process. However, we can take the lead in their own classroom practice, even if the whole class can not be designed as a "cooperative learning", you can take part of the teaching content, even if only spend ten minutes, five minutes, can be in practice to accumulate experience and compare the effect.

The Challenge of Schools 3

The school launched a reading festival, and each teacher was given a copy of the book The Challenge of Schools, and I was most impressed by the content of the book, which is about cooperative learning.

Mr. Satoh describes "cooperative learning" not as a model of strong collaboration, but as a gesture of support for the weak and the weak. This makes me feel that in fact, each child has his "strengths", how to play in the group cooperative learning of each group member's strengths, so as to form a "strengths" complementary to the teacher should begin to think about the problem. Only in this way, "cooperative learning" can be called "reciprocal learning".

So how can we ignite the children's enthusiasm for learning and stimulate the interest of group members in cooperative learning? Here, Mr. Sato says, "The content must be set at a higher level than the usual level of instruction, but at the same time the instruction must be organized to address the problems of the lowest level of students. Only by bridging the gap between the higher-than-average classroom and the level of the problems of the worst students in the class will children's learning be stimulating and challenging." I think it is only when children explore and investigate that cooperative group learning can take place.

Our school is in full swing to carry out the "student-oriented" model of research, and actively advocate for students to move, advocate for students to learn on their own. After reading this book, I have a deeper understanding of cooperative group learning, reflecting on their own classroom, sometimes the cooperative group learning in the form, after the end of the students often do not get what benefits. After reading this book, I realized that even if the students are temporarily in the low learning ability, the teacher should ensure that he has the opportunity to challenge the learning, in order to stimulate the children's learning initiative, which is also the essence of cooperative learning.

There is also a passage in the book that gives me great insight: "Wonderful" does not mean that the teacher's "lessons" are good or bad, but that every child participates freely and individually in teaching, forming a "listening relationship" with the teacher. It is the free and individualized participation of each child in the teaching, the formation of an orchestral symphony based on the "listening relationship", and especially the ability of each teacher to sincerely face the teaching materials and the children. What a fascinating classroom!

For more than a decade, Prof. Satoh has devoted himself to classroom reform, and his philosophy of education has borne fruit in the fertile soil of practice. In Mr. Satoh's book, I see such wonderful classrooms and picturesque landscapes that inspire me to practice and pursue!