Reflections on Reading Education

Reading Education has a feeling that education is like a charming flower, emitting its fragrance and infecting every corner of our lives with its extraordinary fragrance. This charming fragrance is beating, pulling our every move, and then drawing beautiful notes like a staff.

Gently, it came to the disaster area, shaking its beauty and jumping happily, leading groups of caring and beautiful people to donate money, donate blood and volunteer ... calling on people to send a warm and fragrant education to the people in the disaster area.

Then a breeze brought it to school again. With a smile, it led a group of young students to face the morning sun and set out to help clean up the city. As soon as the wind blows, its fragrance seems to be stronger.

It floated into the playground more briskly, attracted by the high cheers, so it dragged its long tail around the playground. Oh, it was a decisive football match. It used its little magic. Then, we see that the winner gives encouragement to the loser, and the loser pays tribute to the winner. Under its leadership, they have a broad mind of friendship first and competition second.

A gust of wind blew and sent it to the class. It dances in every corner scattered by the sun. So we saw the students help each other, care for each other, and sincerely show their inner beating upbringing.

At night, in the dead of night, suddenly we can't see it and its long tail, nor can we smell its charming fragrance. Is it resting? Oh, no, it quietly entered everyone's dream again, still dragging its long tail with charming fragrance, which made everyone have a long and sweet dream in the same way. In the dream, a group of white doves flew up, and the whole world declared peace ... The sun rose again, and the fragrance of education began to drag its long tail again, beating in everyone's heart with its charming fragrance and singing.

Its fragrance covers every corner of the whole world, making the world full of laughter and harmony.

Reflections on Reading Education 2 I recently read a book, Gao Qian's Suggested Education Law, which agrees with the suggested education law mentioned in it and is worth reading. In fact, it is the same as an article I read.

I remember a magazine I read, reader. There is an article written by an American veteran about his experience in the Vietnam War. He said that more than a dozen soldiers like him took part in the Vietnam War. They are all famous for fighting, making trouble and drinking. Later, I participated in the Vietnam War and felt empty after combat training. What they want to do most is to write a letter to their families every week, to report their safety and to pour out their thoughts about their families.

After the letter is written, the officer will check and add comments and show them to the soldiers themselves before sending them. What the officer finally added was nothing more than "he is an honest and trustworthy person" or "your child is really brave and I am proud of it" or "he is really a good soldier as he said".

At first, the soldiers didn't appreciate it, thinking that the officers were trying to please them, but later, every time they wrote letters, these words accumulated, making them have to believe: "I am very popular, maybe the officers are right, I am a person with a sense of justice" and so on. So the soldiers gradually corrected themselves, making themselves closer to the direction of the chief evaluation, and finally became a soldier who obeyed orders and had a sense of justice. I think we can also use hints to educate students, which can achieve unexpected results.

As the name implies, hint education is to give children some hints, stimulate their potential "ability" and achieve the expected effect expected by teachers. When we discipline students, if we directly remind them to pay attention or criticize them severely, children will often be more disgusted and want to do something that teachers forbid, but if we can let them know through hints, the effect will be better.

So how can we cultivate students' interest in learning and let them take the initiative to learn in various teaching activities? I think we should first cultivate students' sense of responsibility, success, self-confidence and self-management ability, and let them form the habit of active learning. Suggestive education can be carried out from the following aspects.

1. Let children have clear goals.

1 Let children announce their goals in front of parents and teachers.

World champion Ali always announced before the game: "I can beat each other in three rounds." Whenever he really does it, it always surprises people! Because even a talented boxer can't have 100% confidence in winning, and Ali is no exception. His declaration in front of the audience is a means to overcome anxiety and motivate himself. We can let the child announce his goal of learning music in front of the whole family or the whole class, so that he can no longer have an escape way and enhance his sense of responsibility, so as to study hard and explore to achieve the goal.

2 design "self-image" and define the goal.

Try to guide students to design "self-image" and determine feasible goals by using their own thinking under the condition of objectively analyzing and evaluating external factors. For example, we will carry out activities such as "I will sing tomorrow" and "Let's supervise what music we learn today", so that students can speak freely and communicate freely and look forward to a bright future together.

2. Enhance children's discipline.

Many teachers and parents always like obedient and obedient students, because they won't "oppose" teachers and cause trouble. For some students with strong personalities, we should either "treat them coldly" or "severely suppress them" and let them become "obedient" students according to the wishes of some parents and teachers. In fact, students with different personalities should have different educational emphases and methods.

For children with strong personality and poor discipline, 1 can give him a chance to show his best side, so that he can be accepted collectively and recognized by teachers and classmates.

A good personality should be the unity of independence and discipline. Some students have strong independence, but poor discipline. We should guide them to understand through education that in school, family and society, everyone must abide by discipline and norms and strengthen their sense of discipline, instead of replacing independence with discipline.

For children who are not strong in character but often make mistakes, they should always be reminded of their own small mistakes, so that their tension will last.

Teachers should first suppress their feelings of wanting to say it all at once, and slowly use various opportunities to let children know their shortcomings bit by bit, so that children will always pay attention to the teacher's face and words. At the same time, let children know that it is not feasible to pretend to be obedient on the surface, so that they can safely correct their learning attitude and gradually become active.

3. Set an example.

Students are good at imitation, so we should set an example for them in educational activities, mobilize students to participate in collecting stories of famous musicians or artists at all times and in all countries, especially those with high independence around students, carry out newspaper clipping activities, collect proverbs as mottoes to encourage themselves, motivate students to make progress and cultivate the spirit of independence.

3. Let children choose, and children will have a sense of participation.

In primary and secondary schools in the United States and Britain, an education law called "open teaching" once prevailed. It is to let each student arrange his own learning progress. The teacher designs some plans first, and then lets the children choose for themselves. Because they participate in the final decision, they have a sense of responsibility rooted in their hearts, which relieves students' injustice and dissatisfaction and makes them actively study and explore.

4. Create opportunities for children to experience "the taste of success".

1 Know your own advantages and strengths and firmly believe that "I can do it".

Guide students to overcome the inferiority complex and negative self-evaluation of "I can't do it" and cultivate them to discover and appreciate their own strengths and advantages as much as possible, so as to increase their positive self-evaluation consciousness and enhance their self-confidence of "I can do it". For example, the activity of "talking about advantages" helps students find advantages through teachers and classmates, so that they feel that teachers and classmates have been paying attention to and appreciating them. Another example: regular selection: "music star", "rhythm messenger" and "most beautiful singer" to promote students' progress.

Find a breakthrough and display your talents, so as to correctly evaluate inferiority and establish self-confidence.

This is a cliche topic, but I think it is still worth using. Qian, editor of Hint Education, thinks that "success is the first secret of self-confidence", which I agree with, because self-confidence is not what you want, and success can be experienced immediately. Therefore, sometimes it is advisable to deliberately give children some easy-to-answer topics, so that children can experience the taste and pleasure of success. After this kind of "successful experience" is accumulated many times unconsciously, children will regain their self-confidence, enjoy learning, and then actively learn and explore.

For children who lack self-confidence, we might as well raise the requirements by two levels.

"I have no ability at all. It would be nice to get a B! " This is what candidates often hear. For these children, if teachers or parents say, "You should at least get an A negative!" " If so, the child will think, "I can only get a B negative at most." However, if the teacher or parents say in a firm tone, "I only allow you a!" " "Children will have the resistance of" that's impossible, I can only get a C no matter how hard I try ". However, this challenging method may raise the requirements of the unconfident child by two levels, and may actually promote his potential ability to improve by one level. They must study hard and get the best b+. If you lower your requirements, you may really only be able to take C. I often use this trick in music exams and the results are much better. After they form the habit of hard work, they can actively study and explore.

5. Deeply believe in children's ability and use the "Bimalong effect".

Psychologist Jesulu once did an experiment. He asked the teacher to select some students and announced to them that their grades would improve this semester. The teacher himself not only expects but also believes. By the end of the semester, as the teacher expected, these students' grades were much better than those of other students.

6. Let students do it by themselves, so that they have the interest and ideas of autonomous learning.

Let the children organize their desks and books by themselves. There are some interesting books and periodicals about music on the desk and drawer, so that he can read those music books unconsciously in the process of sorting them out and automatically produce the idea of reading.

First, tidy up the desk, change the position, feel fresh, interest the child and attract him to learn.

Second, in the process of sorting out books, you can flip through books you like but haven't read carefully before to attract him to read again.

Third, using Bruner's "discovery learning method" can provide some materials for students to complete tasks or find problems, explore independently, find solutions to problems, solve problems by themselves, and of course sometimes need the guidance of teachers.

All the above points show that educating students with hints can get twice the result with half the effort. Sometimes, we can make students achieve the expected effect without swearing and forcing them to study: develop the habit of active and conscious learning, and then actively explore.

Thoughts on Reading Education 3 There are several jokes in the book Education, which I will share with you:

1 After watching the movie, a couple will communicate as usual. The man asked, "What do you think of the film?" The woman replied, "well, not so good!" " Pure fabrication. Such a movie is too fake. Alas, that villain is so cunning that people hate him. The worst part is his date. It's a pity that the girl is so excellent. There is also a garbage collector. You said he would go back to his hometown ... "

For someone's birthday, he invited four to eight friends to his home. When the appointed time is too long, but two people still disappear. The host was impatient and said, "What's the matter? Have you come? " Two of the six guests didn't listen carefully and whispered, "So maybe we shouldn't come?" He slipped away quietly. The host set the meal and saw that two people had left, and then said anxiously and discontentedly; "Why, I shouldn't have gone, but I went!" Two more guests muttered, "then, we must go." Why should we stay here? " So, two people also slipped away. The host was very angry when he saw two more people leaving, but he didn't say anything, for fear of making another slip of the tongue. But the other two said to the host, "since you don't say them, it means us!" " "The two men also left angrily.

Of these two stories, the film in the first one is indeed fabricated, but the woman's speech is not elegant, incoherent and ambiguous, which is a manifestation of illiteracy; The second is that the host's words are improper, his logic is uncultured and decent.

There are many interesting places in this book, which I recommend to you.

Reflections on reading education Chapter VI: Cultivating children's interpersonal skills

In the process of children's growth, there are always various contradictions and entanglements in parents' hearts. In the face of a child who is always self-centered, should we accept his independent self and love his true colors? Or guide him to identify with other people's feelings, desires and opinions?

What a seemingly contradictory choice, what should I do in real life? Is there really a way to encourage children to establish contact with family, friends and the world, while developing and maintaining their independent self-awareness?

This chapter reveals the answers for us one by one from a scientific point of view, and makes the questions rooted in the heart suddenly clear.

This chapter tells us that our brains are made for relationships and "us".

The integration of self and others enables us not only to develop contact with others, but also to respect and cherish the differences between us and them. Therefore, we can help children understand their contact with family, friends and others and make them establish deeper and more meaningful interpersonal relationships.

For the simplest example, the different things we see, hear, smell, touch and taste in the world around us will make us reflect on other people's behavior intentions and our own emotional state and resonate with others. This is the role of mirror neurons.

The brain is reshaped by experience, that is to say, every time others discuss, argue, joke and hug, they are actually changing our own and others' brains. After spending good time with important people in our lives, our brains are different.

What does all this mean for us and the children?

This means that the relationships they have experienced will lay the foundation for how to establish contact with others in the future.

The quality of their attachment to their parents, grandparents, including teachers, classmates, and any important person who has influence in their lives determines to what extent they can establish good ties with others in the future.

Do you know how important it is for children to be with the most important person in their lives?

This is the most important source of experience for children to develop important interpersonal skills, such as communication, listening, understanding, sharing, forgiveness and sacrifice.

These experiences will be implanted in children's brains and form corresponding patterns for natural use in the future. So it is no exaggeration to say that the influence we bring to children's interpersonal relationships will affect their future.

Since it is so important, what can we do?

First, create a good interpersonal experience for children.

Of course, the best interpersonal experience begins with the family. The more they enjoy their time with us, the more they will attach importance to interpersonal relationships and have positive and healthy expectations for future interpersonal relationships.

Now, children are busy with various activities and don't have enough time to enjoy the good time with their families. Do we often ignore such opportunities and focus only on various talents and skills?

A happy family is actually very simple. Let's play games, tell jokes, play fun things and pay attention to what children care about. Let's play and explore together. In this process, children can improve their interpersonal skills and encourage them to establish contacts.

When a family is together, every happy parent-child time enjoyed by children is a positive reinforcement of their love for others.

In this process, we created many positive emotions and memories for them, and we established strong ties with them. This unbreakable relationship is likely to accompany them for life.

The second is to help children learn to accept in relationships.

Even for us adults, acceptance is not an easy thing. In order for children to practice acceptance, we should first let them see the world from the perspective of others and exercise the ability of empathy.

When encountering problems, you can try to ask others' feelings, so as to understand why others react in this way, which can promote the cultivation of children's empathy ability.

Many times, understanding is not an easy task. What others say is only a small part, and there is still a lot of nonverbal information that needs to be felt with your heart. Only by careful observation and careful experience can we really understand the meaning.

Children are very observant, but without our guidance, they may turn a blind eye to many details and miss the opportunity to understand and feel others.

Understanding, feeling and accepting all sound like a kind of practice. If we consciously practice them, they will become an ability to benefit children for life.

Finally, it is important that we also integrate ourselves.

Only by sorting out our past can we solve how we look at ourselves, how we look at our mental journey and how we tell our stories.

Only by truly understanding your own experience can you break the cycle of transmitting pain, convey warmth to your child and establish a strong attachment relationship with your child.

Everyone has pain and insecurity in their hearts. Unfortunately, they are contagious. None of us wants to pass on the negative experience to the children.

This chapter also gives many concrete examples to help us understand and tell us how to try, which is not only conducive to our own self-understanding, but also points out the direction for children to have a high-quality life.

I believe that trying all these methods will lay a solid foundation for us to strengthen parent-child relationship, and will really promote children's integration into others and cultivate good interpersonal skills, thus creating a better family life and a happy future for children.