219824 read a book and go deeper into the classroom!

read a book and go deeper into the classroom!

—— Thoughts on the Silent Revolution (1)

In this issue, I chose 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 thought. I should have some foundation in choosing this course. Second, because the teacher who teaches this course is Mr. Hao Xiaodong, the executive dean of New Network Teachers College, he is the advocate of gnawing at readers (his WeChat WeChat official account is called "gnawing at readers"), I think I usually read too few books on educational theory, and it would be a big gain if I could seriously gnaw at a book on educational theory with Dean Hao. The third reason is to see that the course leader of Silent Revolution is Teacher Fang Jiaoyan. I met her in an article "Learning to Be Like Fang Jiao Yan" by Teacher Hao Xiaodong. From this article, I read out Teacher Fang's persistence, his precious time, and his correct learning attitude of carefully writing a clock-in diary and drawing a mind map. I want to be close to her and learn from her. When I took this course, I found that several new teachers' learning partners in our county also took this course. How nice! What puzzles we encounter, we can also discuss them in groups!

Life in summer vacation is rambling, and reading is intermittent. Today, I just read 14-18 pages of this book, which is the chapter "A hotbed of subjective illusion-formalism in teaching".

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

first, gestures. The so-called "gesture" teaching means that teachers let students express their opinions with the gestures of "stone, scissors and cloth" commonly used in games. If you agree with the students who spoke before, give "cloth", show "stone" if you disagree, and raise "scissors" if you want to ask questions. When I first saw this, I didn't realize how such a gesture could be labeled as "false subjectivity". I even thought that such a gesture was quite novel, better than my common gesture of "Raise your hand if you will" and more attractive to students.

after reading professor sato's analysis, I suddenly realized that "gesture" teaching regards students as the manipulated objects who can only gesture to teachers in the teaching process. This kind of teaching separates the dialogue in the classroom from the daily dialogue, making it an artificial game.

the second is what binds thinking. "Gesture" restricts students in operation, and students who are forced to use "gesture" give up the ambiguity and complexity of thinking and emotion. If you can only agree or disagree, you will rule out the opinion that you don't agree or disagree from the beginning. It is precisely this vague and polysemous opinion that is of the highest value in teaching. Only by respecting these vague and polysemous opinions can we establish the awareness of personality diversity in the classroom, so that everyone's understanding can reach a richer and deeper level in mutual communication.

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

I have been teaching for more than 2 years. It seems that I am still vulgar, and I mistakenly think that lively and lively teaching activities one after another are the "subjectivity" myth of good teaching. Thanks to Professor Sato, his words woke me up-all creative behaviors are exploratory behaviors from uncertain languages. Uncertain words can go deep into the hearts of other students and have real persuasiveness.

the third is the illusion of subjectivity. In this respect, the book mentions the formalism of teachers and students saying hello in class. Such as class from "stand up! Salute! " Here we go, to "Stand up! Salute! " End. Although it is euphemistic for me to say hello to teachers and students in class, I didn't know that my current greeting to teachers and students is still formalism 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, in this summer vacation, Mr. Yu from Xixia County shared with us the opening of his two Chinese classes: 1. Shouting slogans. After class, the teacher shouted "Chinese class" and the students docked "Joy is flowing!" . There is no rigid greeting, and it also gives students a positive psychological hint: Chinese class is happy. In this way, an active classroom atmosphere is created. 2. The verses touch each other. As soon as class begins, the teacher stands on the podium and casually says an ancient poem (seemingly casually, but actually attentively: 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, etc.), and the students can comment on the next sentence. If the teacher says "mountains cover the white sun", the students answer "and oceans drain the golden river"; The teacher said "the spring breeze is green in Jiang Nanan", and the students answered "When will the bright moon shine on me?" ... Using this opening instead of saying hello to teachers and students has a strong cultural atmosphere, and it also allows students to review ancient poems. What is important is that students like this form.

After reading the contents of this chapter today, I realized that I am also a teacher who pursues false 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 idea that I just want to achieve happy goals and accommodate students in teaching, allowing the progress to be slower and allowing students to speak vaguely. I know that I am standing in the classroom and having a "happy time" with the students, not my one-man show. What I should pursue is not a classroom with lively speeches, but a classroom that listens to each other attentively. Only in the "classroom of listening attentively to each other" 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'll end up with nothing. As a teacher, we should devote more time to strengthen the training of basic skills, such as listening ability, expressing ability, writing ability and so on.

I like this poem in Xu Zhimo's Farewell to Cambridge: Looking for a dream? Hold a bamboo pole and wander back to the greener grass! Today, I want to say: dream! Chew on a book and wander deeper into the classroom!