How to understand classroom productivity?

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The first question has three minor problems: first, what is classroom culture, which I think is very worth discussing and thinking deeply; Second, classroom culture has a great influence on students, which also has its own three ideas; Third, the change of classroom culture is the last bastion that needs to be conquered in the modernization of education.

The second question, because I think there are too many things involved, I can't say all of them, but I want to say a few things that I think are more important. First, people's outlook on development, which is related to teachers' basic philosophical literacy; second, the great charm of developing knowledge, and the subject knowledge has a long way to go; Third, can curriculum reform really bring progress? Fourth, talk with real people to restore the real state of life; 5. Science and teaching law; Sixth, the individualization of school culture and the backward classroom and classroom culture.

The first question is why we should pay attention to classroom culture. Before answering this question, let me review my interview experience as an education reporter for ten years. I don't have this consciousness. Later, the star principal called me to mention it. In the process of combing, I feel that I was sensitive to this question ten years ago, but it was a forgotten state, and this sensitivity was reflected in my interview. I'll share three cases with you. About eleven years ago, at the beginning of the curriculum reform, I went to some places to interview. There are three classes here, and finally two articles were written and published. Looking back, there are actually many cultural things in it.

The first case is Chinese class. At that time, in Ningxia, when I first started writing, I thought about this class and our original class, that is, when I was educated, the Chinese class first talked about the content, then recited the content, then learned new words, wonderful fragments in the text and assigned homework. Teachers are listless and students are on pins and needles. Not much has changed today. The teacher has another problem, because it is very important to connect with the reality of life after the curriculum reform began at that time. The teacher added a question, that is, do you have similar experiences in your life? Then the children began to stand up and say that I didn't do well in the exam and felt depressed. Just because there was no music class that day, my depressed mood was relieved at once. Another student stood up and said that the teacher didn't have any comments or responses, that is to say, he was in a bad mood, so he was fine after listening to music, and then asked other students if they had any. No? How about playing the piano with my uncle and aunt on weekends? The teacher is a little anxious, and everyone feels a little strange about playing the piano. Talk to a classmate. My grandmother is in the country. When she heard the music, she thought of her grandmother in the country. At this time, the classmates smiled. When the child said it, it was full of emotion and sadness. The teacher's answer is "yes, it's very hard, and it's the same reaction." It's very cold. Some students laughed at the scene. The teacher's reaction is like this. In a word, this is a response.

Who will describe it? A female student sitting in the back was called over. She stammered a few words. The teacher said that she didn't answer well because she didn't preview. If she previewed it, she would say it. If she doesn't preview, it will be even worse. Sit down. When the bell rang, the teacher assigned an assignment and went back to listen to "Three Lane of Plum Blossoms". At that time, in a school in the urban-rural fringe of Ningxia, the children were all faced with rural children. Why did they arrange such a task? A very strange and contrasting scene appeared. The moment the teacher walked out of the classroom, I heard the students suddenly exult. At that time, we were actually like children. I think when we end our student career and go to school to attend classes, we are very impressed by the influence of our past educational life, so when we turn to adulthood. At the same time, I will not stand from the teacher's point of view, but from another student's point of view to experience the influence of a class.

I also wrote an article at that time. I think this class is a very real class in daily classes, and the school has not specially arranged any teachers to give us classes.

In the second case, I went to a primary school in Wuhan at 200 11,which was a very good primary school at that time. So-and-so experimental primary school recommended this teacher as excellent. Let's listen to a lesson. His characteristic is that there is not a smile from beginning to end, and there is not a conversation with students that pays attention to his heart. This lesson is oral arithmetic training in math class. He drove the train, divided into groups, and counted from beginning to end. The students did not change from beginning to end.

The third case, which I often quoted in my previous articles, is a class in Grade One of Dongta Middle School in Ningxia, which was on September 26th, 20001year. After reading this class, everyone will have a strong psychological contrast. When we went to this school, it was impromptu. Can you give us a lesson? He said, listen to math class, well, it's late. The teacher was stunned after listening to the class. How can such a teacher exist in a simple rural school building? Just took a short shot, and the calculation question is 3 1+(-28)+69. Some students use 3 1+69 plus -28 to get the answer. The teacher didn't comment, so he asked the students if they had any comments. Wow, the students raised their hands. He didn't answer immediately, but he was thinking about the wording. You can do it. It should be 3 1+69 and then put a bracket after it. As soon as this was said, the students opposed it. The teacher called another student. His language is fluent and generous, and he speaks without brackets. This is a personal habit of writing questions. Xu teacher took the message with or without brackets, but it was not easy to make mistakes at first. When I turned my head, I found another classmate in the corner, hands in the air. The teacher stopped and smiled. What's XXX's opinion? Please say, this is his pet phrase. The child stood up and said, I agree with XXX, we want democracy. This question can be put in brackets or not. We can't impose our ideas on others. It seems a little off topic, but the teacher smiled kindly. He finally looked at the classmates who really didn't raise their hands. He made a public comment. He said XXX was right. Everyone should speak his mind before entering other content. The atmosphere of the class is very active, and it is a very contrasting class.

A few years later, a teacher from Beijing Institute of Education sent me a seminar. He said it was good to attend a research class, and he gave me a record. I said, can you show me the video? I said this teacher is not the teacher I interviewed. This teacher is from that class and thinks very thoroughly. I said that I knew this teacher and had attended his class.

I have been thinking about a question, how did he create such a classroom atmosphere? This question has been in my mind for a long time. I think everyone just feels that there is an air in this classroom atmosphere. As a principal or director, you can breathe this air immediately in any class.

What is classroom culture? It has been mentioned in some of my works over the years, but I have also checked the relevant literature recently. There are not many documents devoted to the study of classroom culture. Scholars have various definitions. One is the sum of all kinds of material wealth and spiritual wealth created by teachers and students in classroom teaching, and the other includes spiritual, material and institutional culture, including some spiritual cultures, teaching activities in specific times and regions, and the way of thinking enjoyed by teachers. I don't think these can express my understanding of classroom culture, so I gave it a definition myself, which I think is more in line with my own understanding. I'll share it with you, too. It may not be right. Everyone is welcome to criticize and correct me.

I think classroom culture is all the values conveyed by teachers and students in classroom activities, including the environment. I think this can better express my understanding. Does it also include the way of thinking? This involves the relationship between values and ways of thinking. Later, I felt that values can affect the way of thinking, and the way of thinking can also affect values. The two influence each other, but if a person has more scientific values, his way of thinking will not make big mistakes. I'm talking about all the teacher-student environments. In the whole classroom system, the values conveyed by any activity, any words and deeds, including implicit and explicit, grasp this point and grasp the core of classroom culture.

A very important issue is that details convey values. This detail is very important. We don't think the details matter now. Actually, let me analyze it for you. Details often convey important values. Many slogans will be posted on the wall of our classroom, some are "striving for the first place" and some are "striving for self-improvement". This slogan is an environmental suggestion. There is also the arrangement of seats according to which row, according to height or myopia, or according to the learning level of students, including some naughty children in each class. Do you put these children alone next to the podium or among the students for education? This is a kind of classroom culture that conveys a lot. Later, I learned that some schools in our country have gone too far, taking exams once a month, and rearranging seats according to rankings after the exams. This is a very, very excessive practice and a retrogression in history. Height is an order, and myopia is also an order. This order embodies the concern of modern civil society for people. What angles should we cut in? The arrangement of a classroom seat is related to the equal rights and interests of children's development. Although this problem seems small, it has a huge psychological impact on children. If children sit at the end of this month, they will be very depressed, and they will have to bear the consequences of sitting, which will have a great impact on their culture.

There is also the teacher's culture, including how to criticize students, whether students can question them, how teachers treat students' mistakes in learning, how teachers praise students, and whether it is empty talk or I think your reasoning is very reasonable. I think your thinking is very characteristic, which is a very real and objective evaluation at the disciplinary level.

Teacher culture We can also list many values reflected by his behavior, which is teacher culture.

There is also the main culture. I think the main culture is the breadth and narrowness, depth and shallowness of the spiritual world. Teachers only talk about knowledge and topics in class, and pay attention to training or thinking mode, thinking, beauty, values and people's problems, which is a broader vision. Therefore, classroom culture is the ubiquitous air in the classroom, that is, we can analyze its value presupposition, its value hypothesis and its view on people from any action and words and deeds. This is the first question, what is classroom culture.

The second problem is the great influence of classroom culture on students. I think classroom culture is an education that people can really accept. In the past, many people thought that the classroom was a microscopic field that was not worthy of attention, including many principals and directors. They must master many macro problems. Of course, education now has a development order. We have moved from the expansion of scale and the development of quantity to the development of educational connotation. At this time, our classroom has become the core field of education. As we all know, in 1999, the State Council issued the decision to promote quality education in an all-round way, and in 20001year, it issued the outline of basic education curriculum reform, which opened the largest curriculum reform since the founding of New China. On July 20 10, the Outline of Education Planning once again proposed to establish an educational development concept with improving quality as the core and pay attention to the development of educational connotation. It regards people-oriented and comprehensive implementation of quality education as the strategic theme of educational reform and development. It is important to pay attention to this. China has deeply realized that classroom teaching has become the theme of today's times.

Is class important? In fact, we all know, because this is the core of educational influence. I made a rough calculation. A student spends 70% of his time in school, even if he stays for one minute, he can feel the values. What may affect a person's life is not knowledge, but values, including the way of thinking under its influence. ?

The value system is the classroom culture we just talked about. It is something that affects people's hearts, and it is an education that can be felt as a real person, not an education in ideas and slogans.

Ten-year curriculum reform is such a reform initiated by the Ministry of Education. I have a comment myself. I said that its greatest contribution is its cultural influence. In fact, the curriculum reform came from the beginning with profound cultural demands, which are reflected in two aspects: one is very beautiful, advocating independent cooperation and exploration, which I think represents cultural liberation; There is also a comprehensive concern for human development. Curriculum reform is a cultural enlightenment movement. In this sense, we must affirm the ideological influence of curriculum reform on basic education, which is undeniable.

The second question is about classroom culture. I have always had a view that classroom culture determines the quality of life of students, and the quality of life determines the height of education. Why do you say that? Because in the process of interview and writing, we also came into contact with some schools that are not very good. I'm impressed by this. In 2009, I went to Nanjing Binjiang Middle School for an interview. I don't know if there are any Jiangsu students in this school, but there must be some in Nanjing. Binjiang middle school is not even a third-rate school. It is a merger of several shipyards and children's schools of several enterprises. They are all children in shanty towns. What single-parent families are there? At that time, the principal told me a few things, which made me feel horrible. He said that a child came to school two or three years after graduation, not to see the teacher and thank you, but to smash windows and tables and chairs, just because he was still angry with the school two or three years later, he would come back and do something. The bad boy was not born. We must admit that family has a lot to do with it, but so does our school. The principal's name is Deng Keqing. He took over the school at the age of 52, and he transformed it very well in four years. He summed up one, saying that the important source of bad children is unfair treatment. In this way, he had the theory from brazier to warm kang. In the past, teachers and students were braziers in a circle. The outstanding students in front saw the light and felt the warmth. The students in the outermost circle did not get good grades and did not feel warm. We will turn the brazier in the south into a kang in the north. The kang is the principle of heating, and the room is hot. If third-rate schools are distinguished by grades, it will lead to children's sense of injustice. He is at the bottom of society and feels unfair. If he is measured by this value scale in class, he will only be rebellious, and he has no other choice.

What is the final output? Many losers and rebels. Indeed, there are many reasons for family, but our school can provide some new paths and new lives for children to some extent, which will change children's life. This energy will be mentioned later.

The second aspect is what do we encourage? Sometimes you can't figure it out in class, but when you think about a lot of things, you figure it out. I listened to a class in 2006, which was just a few simple conversations, but if you think about it, there is something wrong. How to get these prizes? Students say to listen carefully; Some say to sit up straight; The other answered the question. Teachers are very active. I wonder, isn't there anything more worthy of praise in our classroom? For example, I can ask questions, question, learn and learn some methods. I think there are many things worthy of praise. Why do our teachers regard these things as the most respected things in our class? Who and what kind of people will be rewarded with prizes? This is encouraging a culture.

In fact, I think this kind of good-boy culture is very common in daily teaching, because it may bring a lot of convenience to teachers and teaching management, but it has produced a large number of mediocre children. Many promising children showed disrespect for rules, his mischief and his derailment when they were young. Such a culture will exclude these children from the formal education system, which is the sad place.

Recently, a book has attracted the attention of many educators. The name of this book is "I don't forgive", which is published by Sanlian Publishing House. The writer is a junior in Renmin University of China. The child was born in 1990. He wrote a book about education, which is a criticism of education in China. And the cover of the book is black and white, which is very exciting to hold in your hand. I have read half of this book. I think there are many extremes in his views, including his worship of American education, but there are also many things that are very reasonable. I think we as educators must take a look. As a student, after graduating from basic education, it is very worthy of attention to look back and reflect on what kind of vision I used when I first said education and what kind of mentality I had in the whole growth process.

Here I quote a less extreme sentence. Let's have a look. For example, "you are asked to take your hands away in class, but why?" I don't know. I only know that the teacher is standing on the platform and the students look at themselves as insignificant. After the teacher ordered the hand to be taken away, he saw who was bared his teeth and pulled it out at once. A fierce look scared the child to incontinence, and then she walked up to a classmate as stiff as handcuffs, touched her head and said, how cute. She is an example for you to learn. The children were immediately envious and ashamed, and they followed suit and put them away, expecting the teacher to praise themselves next time.

He described it in three sentences: primary school took away values, middle school took away independent thoughts, and university took away ideals and dreams. This is the result of your 65,438+06 education in China. Besides the production results, what else has our classroom produced? What are the two types of people who have produced extraordinary people? One is a good student, which is what we call a good student. What else is there? Are our good students really excellent talents?

Let's take another look. Two distinct classes.

In 2005, a middle school in Changsha was a local third-rate school. Before entering the door, I chatted with the stall owner of the fruit stand at the door. He said that the school spirit is very poor, students don't like reading and often play truant. Not only that, some boys get mixed up with hooligans in society, and vicious fights happen from time to time. I contacted two teachers, one is a biology teacher and the head teacher. In the process of curriculum reform, the teacher reviewed his classroom culture, mainly teaching methods, which was very different.

I listened to the teacher's lecture, and I used a description of his lecture. He teaches biology. If the teacher tells the ecological balance as soon as he enters the door, the students may understand, but they are definitely not impressed. There are many such examples in newspapers, TV and magazines, so as soon as he entered, he said, "Teacher Sun will tell you a story today, instead of directly moving out the word" ecology ". Have you ever kept animals at home? Have you seen any interesting stories in TV magazines? " He introduced the topic of environmental protection through some things in his life. Others read it a bit irrelevant, and finally came to the conclusion that it is completely environmentally friendly.

He made a profound reflection on his teaching. This teacher is relatively young. In the past, if someone spoke in class, I couldn't stand it in class. In my mind, it seems that the teacher's dignity and face have been hurt, so you will strongly demand silence. Now you can accept it. You will find that students will feel depressed if they are not allowed to speak in class. We changed the teacher's dignity into normal communication, instead of remembering my words as good words. I don't want them to do this.

This teacher is very successful. I have seen his classes. It is very difficult for you to give lectures to such schools and such children. It is difficult for him to have that kind of behavior habit, control each other and talk. Although his class is also very noisy, the children follow him and the children laugh, but basically the mainstream follows him to understand biological things.

Then I watched another class and accidentally broke in. It was a physics class. The class has already started. I sat directly in the last row of the classroom when I went. After sitting down, I found that the classroom was like a stage. What drama is being staged by each student? Some students are pulling their classmates' clothes, others are squeezing mineral water bottles, and the long water column hits from one column to another. Some students push the students in front with desks. They pushed too hard, the desk fell down, and the books in the drawer spilled all over the floor, and the students next to them laughed. What is the teacher saying? The teacher is talking about electromagnetic induction. My thought at that time was that I had never heard such a class. Here, the children are performing here, and a teacher is talking about abstract electromagnetic induction. I have an experiment in front of me. I looked at it carefully, and it seemed that only a few children in the front row were listening.

Then I thought, can I still take this class? I can't stand sitting there. In fact, I really want to talk to this teacher after class. He may be a little embarrassed to see me after class. He said that the students couldn't help but turn around and leave. Actually, I really want to talk to him.

What are the examples these two lessons are trying to illustrate? In classroom culture, students' quality of life is entirely created by teachers. This space determines the quality of his life, and the cultural role of the third-rate school classroom can be more prominent. There are two classes in the same school, why can that teacher bring the class down? Because he has transformed his culture as a teacher, he tries to understand the students and what the children are interested in, so that he can analyze what I said. The physics teacher tried to use his knowledge and culture against the students' culture, and the result was absolutely failure. He is incapable of dealing with this kind of cultural conflict. In the end, he can only confine himself to a very small corner to talk about a little knowledge, and just a few children are listening. He felt that after I finished this class, I did my duty as a teacher. Did I really do my duty?

So I think classroom culture represents a value scale. Under this value scale, whether you will be praised, neglected or punished, how many things you like to do, including whether your spirit is happy, anxious or nervous, and whether your spiritual world has been expanded, this value scale determines the quality of life.

Thirdly, the present classroom culture in China should return to the level of people's needs. In the past two years, a person and a country have aroused great interest of our educators. One is Rafe, a fifth-grade primary school teacher who sent many bad children to American universities, and the other is Finland, which ranks first in education. At the beginning of his famous best-selling book "Teacher No.56", the first article actually said that "trust replaces fear". Even he himself sarcastically said that Teacher 56 was special, not because of what he had, but because he lacked such things. He is afraid, teachers are afraid, afraid of losing face, afraid of not being loved, afraid that no one will listen to what he said, teachers are even more afraid of being scolded and humiliated, and students are afraid that they will not get good grades in the exam. I feel very strange. Why did Teacher No.56 put this in the first item when summing up his reasons? I am thinking, because we have long been numb to the common sense of human beings, that is, human needs are hierarchical.

Later, I studied education in Finland. His educational achievements are the first. The secret of Finland's success is hard to sum up in one sentence. It is said that healthy countries have healthy schools. This sentence is very reasonable. It is difficult to summarize a country's educational achievements with a simple reason, including many practices. It is absolutely impossible to move from there to here. It is the product of standards. However, Finnish education has a very positive conclusion, that is, trust, which is very important. Coincidentally, Rafe and Finland have this conclusion.

Later I thought it was true. Under the guidance of culture, our classroom learning concept has lost its basic respect for people's needs. From the students' point of view, what do you think students come to class for? Of course, his direct pursuit is intellectual development and the need to explore the world. But his needs are not what we adults think. We want to make a living and enter the upper class. This achievement demand is the highest level of Maslow's demand hierarchy. There are also physiological needs, safety needs, social needs, respect needs, and finally achievement needs. In class, we rushed directly to hope that students would have a sense of accomplishment. The sense of accomplishment comes from the study and examination of knowledge, and we have never seen other needs, so we inadvertently crossed these and went straight to that step.

People first have a sense of dignity in class. Everyone is equal and his personality should be respected. This is the minimum. He should feel safe. That is, when I am learning something to express my views, I should consider whether it will bring other bad negative effects to my life after the lecture. I have to think about these things. These things are in our classroom. For a long time, I felt that these things were ignored.

To return to such a level of demand, in fact, that is to say, the students in the classroom should be treated as a complete person. This person is flesh and blood, emotional, respectful and has personality. His inner world is rich, not a container waiting to be instilled, nor a machine waiting for you to give me something. That was not the case. Why do we say that there are many preconditions in the teaching classroom, but we ignore them?

I have emphasized the needs of such a complete person in many different articles or occasions. I still have some fragmentary classroom culture I want to share with you. Maybe these cultures may bring us a lot of inspiration.

There are some slogans in American music or dance classrooms. If you can walk, you can dance; If you can talk, you can sing. The more you invest in music, the more you can feel life. No one will care if you dance badly. Stand up and dance. The implication is that everyone can and should express themselves. There is another sentence that impressed me particularly. Your expression is better than clothes, and confidence is more important than clothes. In this way, you will feel very considerate. Solving these problems can solve those problems, and solving psychological problems can solve knowledge learning problems. These problems are sequential and cannot be violated.

Finally, three words remind everyone:

First, the classroom culture is not empty;

Second, classroom culture can't change suddenly;

Third, classroom culture is individual.

Finally, I want to end my communication today with Engels' words. He said that every progress in culture makes us take a step towards freedom. This sentence inspired me. What I want to say is that every step forward in the kingdom of teaching freedom will make our culture develop forward.

The answer is not easy, hope to adopt!