There's a story here, a story that makes people curious.
In Jiangyan District Experimental Primary School in Taizhou, Jiangsu Province, there is a teacher named Gao Jinfeng, who uses a "question mark wall" to stimulate the curiosity of students. Each floor has a wall covered with children's questions, where they gather for 10 minutes to ask each other questions, answer questions, and explore the mysteries of science.
This year, Ms. Gao Jinfeng walked into the two sessions with this passion, and her focus was on how to do a good job in the addition of science education under the background of "double reduction" in education. She asks many thought-provoking questions, such as why do cows chew when they don't eat grass? Why do volcanoes erupt? These questions, seemingly mundane, have sparked infinite exploration among students.
This mode of students asking questions and students answering was named the "Little Question Mark" project by member Gao Jinfeng. Here, students are not just proposers of questions, but also answerers, and they let scientific knowledge flow between them through **.
In this project, students can find new surprises on the "question mark wall" every day, just like opening a blind box. Sometimes they post their own questions, and sometimes they help others answer them, and this interaction makes their learning more lively and interesting.
In such an educational atmosphere, children are not only the proposers of questions, they can also become little teachers, to judge and guide others, and this transformation of identity plays a great role in stimulating their interest.
Committee member Gao Jinfeng believes that the future classroom should be an open and interactive way for teachers to lead students, so that they can find problems, refine problems, and finally solve problems. This teaching mode not only stimulates students' curiosity, but also cultivates their spirit of exploration and problem-solving skills.
However, in the context of the "double reduction" of education, the shortage of professional science teachers cannot be ignored. In a primary school in Jiangyan District, Taizhou City, although there is a shortage of full-time science teachers, part-time teachers use their own methods to make science teaching come alive. During the winter break, the school organized an experiment on science, allowing students to practice and try to solve problems, even if they failed, it was a growing experience.
In order to gain a broader understanding of the situation in the field of education, member Gao Jinfeng visited science teachers in Xinjiang, Jiangsu, Zhejiang, and other places, and collected questions through online questionnaires. She brought these issues to the two sessions, shared them with other committee members, and put forward a series of suggestions to accelerate the development of science education.
Therefore, she suggested the establishment of a scientific and effective incentive mechanism to make more teachers willing to devote themselves to science education. Establish a scientific evaluation system to encourage and support students to dare to innovate and explore the unknown.
Behind these questions is the reflection on education and the exploration of the future. Member Gao Jinfeng has contributed his strength to the cause of education with his own practical actions. And each of us can also learn a lot from her and make our own contribution to the development of education.
It's a little question mark that brings endless possibilities.