Let children truly stand in the center of the classroom

Experimental Primary School in Jiangyan District, Taizhou City, Jiangsu Province? Shen Guirong

In the past few days, I participated in the research workshop on the open classroom of ***one body and was able to read "Teacher's Challenge——" carefully again. -The book "Quiet Classroom Revolution", supplemented by the impact of on-site classroom styles and quality, I feel more and more that the student-oriented concepts and feelings revealed in the learning *** united classroom, Quiet Classroom The goal of the revolution should always be to make children truly stand at the center of the classroom.

Dewey said: "The real center of the connection between school subjects is not science, not literature, not history, not geography, but the social activities of children themselves... What we require is that children carry their entire bodies with them. Come to school with your whole mind and leave school with a more fully developed mood and even healthier body.” In a word, school education and teaching should be child-centered. In Mr. Sato Manabu's theoretical explanations and case reviews, I have always seen the clear banner of "Children's Center": "Children's faces are fresh and natural"; "Children can't wait and are in their place"; "Let the problems Becoming a subject of inquiry for children, only by thinking that every student's thinking or frustration is great, and listening carefully to every child's whisper or silence can we gain a foothold in teaching"; "We are often for the 'children's future' To stipulate learning, or to stipulate learning 'for the development of students.' But if you cannot achieve current learning and learn to experience current life, then future learning will not be happy."

How to really let children stand in the center of the classroom?

The classroom space setting is child-centered

What is amazing is that Mr. Sato Manabu visited more than 10,000 classrooms across Japan and abroad and observed more than 10,000 classes. Sato Manabu's methods of observing the classroom are diverse, but his focus is unique. This is the state of the children in the classroom and the state of being paid attention to. From the many classroom teaching cases in the book, I often see classroom spaces like this: U-shaped desks and chairs; the teacher approaches a child, bends down (or sits on a chair), and looks at him at the same height Listen to what they have to say; even see a teacher named Harada prepare a flexible space made of patchwork rugs for the children.

I see that in such a classroom space, children become the masters, the classroom has a strong sense of life, the relationship between teachers and children is equal, and the teacher’s position and posture are conducive to listening to children and conducting Fully "connected". I can strongly feel that students in this space can calm down, their potential can be expressed, and the symphony of wisdom and the depth of the classroom can be achieved.

I think, if this kind of classroom space setting has some cultural genes of the new educational experiment perfect classroom, how lucky and happy it will be for the children!

Take "understanding" children as the center of attention in the classroom

Each class will have one or several special children. These children who study in the same class, in order to avoid taboos, They have been given many nice names - promising students, potential students, top students... But behind the scenes, everyone tacitly still labels them as "poor students". In actual classroom teaching, these special children have been marginalized. Become the first consciousness and first appearance. But in the book "Teacher's Challenge - The Quiet Classroom Revolution", I was particularly surprised when I first saw "teaching centered on marginalized children". Because according to our current experience in teaching practice, under the principle of "the minority obeys the majority", the focus of classroom teaching is nominally called "all students", but in fact it focuses on "the majority of students", focusing on those who are particularly outstanding and special. Lagging student attention is extremely inadequate.

In this book, I saw many teaching scenes in which children who “do not understand” were the center of attention in the classroom. For example, in the arithmetic class with the topic of “Proportion”, teacher Xiaolin Jiaozi faced When a student named Kenji said, "I don't understand it at all," he mobilized the entire class to explain to Kenji until Kenji had no more questions. Later, when a student came up with a more concise and concise solution but it was confusing, Kenji, who originally "didn't understand it at all", turned around and explained it clearly to everyone, reaching the climax of the whole class. Children who “don’t understand” activate the driving force for learning.

In his Chinese class, Teacher Shimura started calling the number 4 to speak, and "naturally" called No. 20 Toshiki, who was usually silent. When Toshiki shook his head to indicate not to answer, Teacher Shimura asked his classmate Masahiro. After reading Toshiki's poem, Toshiki guided Masahiro to get a satisfactory "answer", and Teacher Shimura promptly affirmed, "Toshiki nodded repeatedly and said 'um' loudly." Mr. Sato Manabu said: "Teacher Shimura found a connection between Takami Jun's poems and Toshiki's inner world." Yes, how can this kind of teaching based on children, arousing children, and developing children not make people's hearts beat. Compared with our daily teaching, although we have received a "short-term" average score, we have lost countless opportunities to discover and develop children.

Sato's theory: "The teacher's responsibility is not to carry out 'good teaching', but to realize the learning rights of all children and improve the quality of children's learning as much as possible. Only when every student's thinking or frustration is considered It is amazing to listen carefully to each child's whisper or silence to gain a foothold in teaching. Therefore, creative teachers can always accept the diversity of children and the development of teaching materials, so that every student can learn happily in the moment. , seems to be a luxury in our classroom, but it is actually a necessity.

This also reminds me of calling students to take dictation on the blackboard. When a student (maybe an excellent student or a lagging student) gets stuck writing a certain word or sentence, the podium Almost every student reminded him enthusiastically in various ways. This may seem like a joke, but perhaps it contains what Mr. Sato Manabu said "activates the driving force for learning."

Let us truly put children in the center of the classroom. Our classrooms will be peaceful and safe, our students will be in close contact with each other, and our education will definitely be happier and more comfortable.