The epiphany moment of 12 famous master teachers

Mondo Education Updated on 2024-01-30

In the generated classroom, teachers will inevitably encounter "extraneous branches", which challenge teachers' educational resourcefulness, consider teachers' educational heritage, and call on teachers to constantly update their ideas.

Hua Yinglong:encountered "extraneous branches" in the classroomIn one lesson, I asked students to make a Mobius circle out of rectangular strips of paper. Most of the students cut out a two-sided surface twice as long and 1 2 times as wide, but one boy cut in not from the middle, but from the edge, and cut a long strip of paper. He picked up the slip of paper and performed a magic trick with a paper and a pen. Not long ago, I found out in a book that the boy was performing a magic trick, which turned out to be a copy of a topology game, and I regretted it for a while. In that class, I wanted to let students appreciate the strange beauty of mathematics through the Möbius circle, get involved in topological geometry, and broaden their mathematical horizons. If I could see through the math behind the magic on the spot and point it out at the end of the lesson, I can imagine how lively the classroom atmosphere would have been. This incident made me realize that the students were unintentional and I was ignorant. In the generated classroom, teachers will inevitably encounter "extraneous branches", which challenge teachers' educational resourcefulness, consider teachers' educational heritage, and call on teachers to constantly update their ideas. Yu Zhengqiang:The problem of students with academic difficulties is often not a problem of intelligenceOnce, I asked a child to do a question: XX brand 52 tractor ploughs 150 hectares a day, and asks how many hectares of plough in 12 daysShe didn't know how to do it, and multiplied "52" by the other two numbers. I said, "Suppose you eat two flatbreads a day, how many in five days?"The child said, "I only eat zongzi." "So if you eat two zongzi a day, how many do you eat in 5 days?"She said, "I can't eat two, I'll only eat half of it." "I don't think this topic can be done anymore, 05 I haven't learned this knowledge point yet, but I still don't give up and ask: "What about eating half a day and how many in 5 days?"She said, "Eat two and a half." "How did you figure it out?"One in two days, not two and a half in five days!.""This kid isn't stupid, why can't he do it?I began to realize that when students have difficulty thinking, it must be a problem with their Xi preparation, not their intelligence. So I told her the problem: eating two flatbreads is just an analogy, two rice dumplings are fine, and two fritters are fine!You have to "brush" and bring out this "2" all at once, which is mathematics. I patiently gave her a make-up lesson, and after understanding this thing, the rest gradually became clear. Xue Fagen:In imitation grows the sprout of innovationLooking back on his growth experience, he found that he has been following the path of "imitation-integration-innovation". Start from imitation, learn from the successful experience of others, experience their teaching concepts and teaching rules in imitation and application, and complete the "immersion". For the classic examples of famous masters, I carefully figured out and imitated them with my heart. I once bought a complete set of videotapes of "Teacher Jia Teaches Composition", and every night**, I carefully recorded every sentence of his classic guidance, figured out the rationale for such guidance, and imitated it during the day. It was very blunt at first, but after a lot of imitation, it was easy. Three tapes, two full years of imitation. I learned to take composition classes, and the students loved them. Therefore, I gradually studied life composition and practical composition, and started experimental research such as circular diary and communicative composition, and finally formed my own composition teaching characteristics. Secretly imitate and quietly grow, imitate what is suitable, discard what is not suitable, and naturally integrate personal strengths, and the sprouts of innovation begin to appear. Zhang Zuqing:From "I'm laughing in the bush" to "pretty and not fighting for spring".In 2010, I had just been rated as a special teacher, and I was invited by a friend to teach "Five Heroes of Langya Mountain". After the board book, the soundtrack fan reading. Generally speaking, students will be greatly moved after reading the article. This time, however, the children's expressions were blank. Q: What shook you?No one raised their hand, and the air froze. Continuing to move forward, no one raised their hand throughout the class. So I talked to myself, asked and answered myself, directed and acted by myself, and laughed at myself. The two classes lasted 80 minutes, and I ran away after 42 minutes. Later, I read a case in Mr. Yu Yongzheng's "Jiaohai Manji". Faced with the same problem, he decided to take the students to read the text, and at the same time go among the students and touch their little heads, one by one. After reading it twice, Mr. asked, whose little brain was touched just now?Students raise their hands in unison. Congratulations!Next, a simpler question to ask. "What's the topic of today's text?"Brush, the student raised his hand. Congratulations!Not only will you raise your hand, but you will also answer!Slowly, more people raised their hands, and the class was bright. Sir, this class was like a beam of light illuminating my heart. In his class, he has students in mind, and in the end, the students are getting better, and the class is getting better. In my class, I only had myself in mind, which overwhelmed the students, and the class entered a deadlock. Later, I no longer regarded "performing the wonderful class" as my only pursuit, but "helping students learn Xi" as my top priority. As a result, there are fewer humorous words, no wonderful introductions, and more and more brilliant links, becoming quieter and simpler.

Zheng Ying:Jump from "narrow lesson preparation" to "broad lesson preparation".From the beginning of teaching, I saw the textbook as the only yardstick. I have repeatedly studied the textbook, I can memorize important sentences and paragraphs proficiently, and the classroom language is very clean, but the problem is also obvious, I have become a mouthpiece, and the class is dull and boring, and it is difficult to activate the students' thinking and emotions. In my third year of work, I happened to hear a demonstration class, and I was amazed by the warm atmosphere of some of the materials cited by the instructor all from outside the classroom. I also decided to "pioneer". Subsequently, a large number of vivid examples did make the class lively, but the students said that it was just a moment of excitement, and they had no impression, and the books were empty. For I have cultivated the fields outside, but I have wasted my own garden. It wasn't until 2009 that I listened to a lecture by Tang Shaohua on the study of historical graphics. He used 4 pictures from the textbook to make 4 slides, and the simple process is like drawing a circle—first gather the dots, throw a question and concentrate the fire;Then carry the thread, through the advancement of the problem chain, it is like "drawing up and stopping, all the hairs are smooth";Finally, the circle is connected, the ring is fused, and the end echoes. The whole process is a typical "whole-part-detail" reading method. At this time, I had a new understanding of the saying that "textbooks are nothing more than examples": teachers cannot rely solely on textbooks, nor can they put aside textbooks, but integrate them into them. As a result, I learned to choose materials "less but fine", and use materials to "simple and abundant". Pay attention to the accumulation of materials as a resource for lesson preparation on weekdays, and improve the density and quality of classes. At this point, I have jumped from "narrow lesson preparation" to "broad lesson preparation". Xu Bin:Pursue a magical classroom languageWhen I participated in the first National Primary School Mathematics Classroom Teaching Observation Competition, the 24-year-old was under a lot of pressure. Sheng Daqi, Sun Ligu, Zhang Xinghua, Wang Lin and other seniors have "consulted" for me several times. They think that my language is too written, too logical, and even praise is hard. In those days, I found tapes of Sister Ju Ping, Teacher Chen Yanhua and Grandpa Sun Jingxiu, the "King of Stories", and listened to them for two hours every night, and slowly found the trick - these languages are full of short sentences, descriptive, vivid and vivid, like homely words. I also got the videos of the lessons of the master teachers and was convinced that my language could be as powerful as theirs. Later, I began to hone the teaching language and pursue scientificity to make it conform to the characteristics of the subjectStrive for brevity and avoid mantras;Pursue logic, ask clear and understandable questions, and let students understandPursue imagery, use humor to enhance appeal;The pursuit of induction, guide students to explore the unknown realm of thinking, and obtain the joy of perception and the interest of righteousness. Wu Zhengxian:A psychology lecture made me pauseOn a snowy afternoon, I listened to Professor Zhang Meiling's report on child psychology from the Institute of Psychology of the Chinese Academy of Sciences. That was the first time I heard the terms "mental health", "psychological experience", "new teacher-student relationship", and "humanistic spirit". I was moved by her eloquent and humane speech, and I unconsciously blended into it—didn't the teaching examples in the report happen around me, and I didn't expect that the children's joys, sorrows, and sorrows would be connected with the learning of Xi mathematics?I began to reflect: why should teachers read the book Adolescent Psychology?What is the effect of a teenager's psychological state on his or her life?With these questions, I listened to a series of lectures on child psychology and was overwhelmed. This special experience has changed my educational philosophy and teaching behavior. I realized that classroom teaching is no longer a mere cognitive process, but also a process of students experiencing the formation and development of mathematical knowledge, the process of collaborating, practicing and creating with partners. In classroom teaching, the three levels of "cognition, experience, and practice" penetrate each other and integrate into a dynamic teaching process. Wang Songzhou:"Read extensively" and "Listen to a lot of lectures".As soon as I went to work, I developed the Xi of reading theory. The first chapter I read was written by Mr. Zhou Yiyi, and the title was "Teaching Wang Erxiao with the "Outline Method". Later, I read a set of his essays on reading pedagogy, which I photocopied and bound into a book, and I couldn't put it down. In the second year, he participated in the rookie evaluation of the teaching world, and he used the "straight to the center method" to coach "My Uncle Mr. Lu Xun", which was a great success. This made me realize that growth can transcend the accumulation of time and experience, and the power of this transcendence comes from theory and Xi. After that, the scope of reading expanded, and began to read religion, philosophy, literature, aesthetics, books on the "Old Three Treatises and New Three Treatises", biographies of characters, red studies, Zhou Yi divination, Qimen Dunjia ......insisted on making reading notes, and copied some wonderful passages one by one, and copied seven thick books. I also listen to a large number of lectures, no less than 200 lessons per year, with records and reflections. I listen to lectures, love to ponder, love to drill the horns, including listening to the lessons of famous teachers, do not follow the trend, respect my inner feelings, no matter how immature I am, I will write them down. Slowly, I began to conduct micro-grid research on classroom teaching, studying the introduction, pointing, expression, training, and closing of classes. At that stage of diving, the stomach was filled with hundreds of books and thousands of lessons, slowly fermented, and integrated into every cell.

Zhang Hongwei:Mathematics is the study of culture and the study of children's Xi lawsIn 2003, I participated in the compilation of the Qingdao version of primary school mathematics textbooks together with my teacher, Mr. Shen De'an. During that period, he conducted systematic research on the major editions of mathematics textbooks across the country, including Hong Kong, Macao and foreign courses, began to integrate mathematics with life, paid attention to the cultivation of students' ability to discover and raise questions, and tried to leverage the transformation of learning and Xi through the power of the curriculum. After this round of exploration, I summarized my education and teaching characteristics as "five reduction teaching methods". Zhang Zhiyong, then deputy director of the Shandong Provincial Department of Education, encouraged this. In 2013, I started experimenting with the dramatization of math curriculum and teaching. Re-read books on curriculum, brain science, child psychology, process philosophy, and creative drama, and sorted out past practices under the guidance of experts such as Li Zhencun and Chen Hongjie, and named this experiment "panoramic mathematics education", aiming to let students understand the world of mathematics without dead ends, and then understand themselves without dead ends. The experiments over the years have inspired me: as a mathematics teacher, the important thing is not to study mathematics textbooks, but to study mathematics, mathematics history, mathematics culture, and children's learning Xi laws and cognitive characteristics. Even beginner teachers have the right to make partial adjustments, create and recreate the teaching materials. Ge Xianghong:Refining teaching ideas through continuous reflectionI have been exploring the essence of primary school English teaching, from studying students' explicit "physical movements" in the classroom to implicit "thinking movements" and "emotional movements", gradually maturing my grasp of the classroom, and putting forward the teaching idea of "interesting English". This idea is the result of my progressive research on "activity teaching". In the early stage, I presided over the research on "Primary School English Activity Teaching", and put forward the concept of English teaching, which is context-oriented, language communication as the main line, and develops students' English literacy in the "activity teaching" mode. I introduced the lines and colors of the art class, the singing and dancing of the ** class, and the queue grouping method of the physical education class into the classroom ......However, new problems have also emerged: teaching activities are presented in the form of scattered games, lacking connection with the content of the textbook, and there is more "fun" than "meaning". In the middle of the year, I began to think about the meaning of holistic teaching, and tried to connect the classroom teaching with a complete set of activity situations so that students could understand, Xi learn and use language. However, there are still new problems: due to the emphasis on the content design of textbooks, there are few factors that consider students, the given situation cannot be adjusted immediately according to the actual level of students, and the one-way output is greater than the two-way interaction. How to effectively complete the teaching task and improve the charm index of the English classroom?In the later stage, I began to devote myself to the research of "pragmatic communication in primary school English", focusing on students' life experience, creating a situation for the language by finding life materials that are connected with students' knowledge structure, and designing activities that can reflect the pragmatic value of their age, so that students can say meaningful words, reflecting the concept of "classroom life and language communication". Sun Shuangjin:Find your own sentencesIn 2003, I invited Mr. Cheng Shangrong and Mr. Zhu Xiangyang from Wuxi to listen to my lecture "Two Springs Reflecting the Moon". After that, I talked about "emotional language" and why I mentioned "emotional language". This is also the first time that I have put forward the teaching idea of "emotional language". Mr. Cheng Shangrong highly recognized this teaching proposition. Later, I moved from "emotional language" to "emotional teaching", from "emotional teaching" to "emotional education", and built "emotional education" such as "emotional management", "emotional classroom", "emotional curriculum" and "emotional campus". In 2009, the Jiangsu Provincial Department of Education created the "People's Educator Training Project", and I was fortunate to be selected for the first batch. Mr. Yeung Jiu Chun, the mentor of our Primary School Principals, encouraged us to "find our own sentences". He said: "Sun Shuangjin's 'emotional language' is his own sentence, which is a personalized teaching proposition. In the following 5 years, Mr. Yang Jiujun guided us Xi to learn, research, collide, and sharpen. After graduating from the first batch of "People's Educator Training Project", I Xi studied with Mr. Yang Jiujun for another 5 years to learn his feelings, thoughts and research methods. Principal Yuan Hao of Beijing East Road Primary School was also my mentor and gave me support and help. Ben Youlin:Teaching design, the basic skills to practice with a lifetimeWhen I first stepped onto the podium, I didn't know how to prepare for a lesson, let alone design a lesson. Copy the lesson plan every day before class and follow the lesson. In the process of copying, I slowly understood the teaching process of "introducing new lessons, teaching new lessons, consolidating Xi practice, summarizing classes, and classwork". In 2001, he participated in the 5th National Primary School Mathematics Observation Course Evaluation and won the first prize. I thought that it was not that class that made me win the award, but that I had the experience of preparing lessons independently. Every Sunday, I read the textbook first, then do the teaching design independently, handwritten the lesson plan, and there were various reference materials at that time, but I never plagiarized, so I prepared the math class for the week. Independent lesson preparation has allowed me to develop the Xi of independent thinking. Since 2002, I have insisted on writing classroom teaching notes every day, recording the process, recording thinking, recording how students learn, how they teach, and the ideas behind their teaching behaviors, and talking to themselves and themselves. I have taken teaching design as a basic skill, and I have also developed the Xi of living an inner life, so that I can get rid of my restlessness, have no distractions, and maintain freedom, calmness, and quiet concentration. This article is on the Internet, the copyright and copyright belong to the original author, if there is any infringement, please contact to delete.

Related Pages