Some time ago, I read a book "School Experience-The Practice of Learning * * * (translated by Zhong Qiquan, East China Normal University Press)" by Manabu Sato, a professor in the Literature Department of Japanese Learning Institute, which made me understand the importance of learning * * * in students' learning. This book is some records of Professor Sato's personal visit to schools that advocate "peer-to-peer learning" during the three years from 20xx to 20xx. This book faithfully conveys the current school reform in Japan, and the school classroom practice records under the school reform in various countries around the world.
In this book, Professor Sato provides us with some real scenes to practice the reform of the avant-garde school. There are 300 schools in Japan, which hold about 1000 public seminars every year. This book also records in detail some experiences of Professor Sato 15' s visit to China, covering many primary and secondary schools in Shanghai, Beijing, Xianyang, Xi 'an, Harbin, Changzhou, Chongqing and Chengdu. He observed the vigorous school reform and classroom reform, as well as the emergence of such reformed schools and classrooms in China, just like the world and Japan mentioned in this book. The scope of "peer-to-peer learning" advocated by him has been expanding in different schools around the world. The following is my feeling after reading this book to share with you:
First, the classroom under "peer-to-peer learning" is a collaborative learning classroom and an important way to realize each child's high-quality "learning right".
In this book, Professor Sato mentioned the classroom examples of all the schools he visited in kindergarten, primary school, junior high school and senior high school, which fully reflected that the cooperative learning relationship is the longest and most effective learning relationship established between students under the guidance of teaching teachers. Professor Sato emphasized: "Teachers must pay attention to the implementation of students' right to study. The more students encounter difficulties, the more teachers should pay attention to the realization of each student's learning and create a classroom where no students are ignored. "
No matter which school's study classes are the same, all teachers above grade three in primary school arrange U-shaped desks and chairs, and four boys and girls form a cooperative learning group to start learning (primary school 1, grade two pairs learning). This kind of cooperative learning of four-person group is based on meticulous care and mutual assistance among students and high-level cooperative learning. Mutual assistance and cooperation, every student is caring and considerate, and the homework is effective. Through this kind of collaborative learning, students with learning difficulties can cooperate with teachers to realize collaborative learning between high-quality teaching and students' inefficient learning. Teachers' high-quality teaching and students' high-quality learning are realized through the cooperation and care between children and teachers. In this way, with the cooperation of teachers and students, the teaching level of teachers has improved, and the learning level of students has also improved. Only in this way can we realize creative and exploratory cooperative learning and improve students' learning quality to the maximum extent.
The first half of a class is a learning activity based on a solid study of basic knowledge, which promotes the participation of every student; The second half of teaching is sprint learning, ensuring basic learning and realizing advanced inquiry learning. Manabu Sato also specifically mentioned the importance of deep learning. In fact, I think deep learning and sprint learning complement each other. He said: "In today's class, there are many small hands, and students want to speak, all of which are' I want to say, I want to say'. However, if I don't replace' I want to say' with' I want to hear', I may not be able to achieve real inquiry. Our cooperative learning should not be explored. Now some classroom scenes are a kind of competition for publication and display. " Yes, I think if cooperative learning must have this kind of dialogue, then we must pay attention to listening, find out the students' learning obstacles, and finally solve the students' confusion through mutual discussion between teachers and students, so as to complete the learning goals. Only when both of them can be truly implemented in one class can we call it a successful learning class and truly realize the right of every child to learn with high quality.
Manabu Sato also pointed out in his book that "learning" includes three kinds of dialogues: dialogue with objective things, dialogue with others and dialogue with oneself. I think learning can only be formed by these three dialogues. Talking with textbooks can help us understand the world, talking with peers can form interpersonal relationships, and talking with ourselves is actually cultivating ourselves. It is precisely because of these three dialogues that our knowledge has been formed. Therefore, I think that learning should be a dialogue between teachers and students and textbooks, and between students and their own life experiences. This puts forward higher requirements for teachers' own cultural and theoretical cultivation and classroom adaptability. Therefore, as front-line teachers, our continuous learning is particularly important.
Second, the implementation of "learning with the same body" cannot be achieved overnight, and it is the long-term vision, concept and activity system of school reform.
Sato said: "Changing the consciousness of schools and teachers cannot change the classroom. On the contrary, if the classroom changes, the teachers will change, and if the teachers change, the schools will change. This road is by no means smooth and requires great energy, energy and wisdom. Schools must change from within. Once this internal change loses external support, it cannot be sustained. No matter how hard the headmaster and teachers try, the school will not succeed if children, parents and citizens do not work together to implement the reform. "Yes, take Bangzhi Township Primary School, the birthplace of this revolution, for example. It is a vibrant school supported by a lineup of young teachers with an average age of only 3 1. Their success lasted nearly 15 years, and was founded by Mao Qi Municipal Education Commission. The secret of young teachers' high-level learning lies in the high-level teaching research and high-level colleagues built by means of in-school research. More than 100 teaching case studies should be conducted in schools, schools and academic years. Despite the frequent teaching and research meetings, Bangzhi Township Primary School is not a so-called "crazy school". Teachers usually finish their work at five o'clock, which is orderly and relaxed. There is only one teacher meeting every month, and there is no meeting about the division of school affairs. Miscellaneous affairs are limited to a minimum, forming a system focusing on teaching creation and teaching research. This tradition has not changed since its establishment.
In fact, that is to say, the implementation of "learning * * * with the same body" cannot be separated from the consistent policy support of the higher education authorities. The reform of "learning * * * with the same body" cannot be changed at will because of the change of the director and principal, nor can it be interrupted because the school teachers encounter some resistance or the teaching effect is not obviously improved. Because the long-term goal of this reform is to realize every student's right to quality study, and every child is a special individual. They come from different families, different regions and have different study habits and ways of thinking. Some students may be able to bloom brilliant flowers after a short period of study, others will take a long time to bloom their initial brilliance, and some children need your patience to "walk with snails" and let them pick successful fruits. Of course, there are still some trees that can't blossom, so the implementation of "peer-to-peer learning" is a reform that needs the long-term cooperation of our families, schools and society, and requires perseverance and courage to do things.
Yes, schools are "educational places". All the answers to education reform really lie in schools. I think the purpose of Professor Sato's "whole-body learning" is to better explain that the responsibility of schools and teachers lies in realizing every student's right to enjoy high-quality learning and providing every student with challenging and high-level learning opportunities. Indeed, only the cooperative learning of "sprint and challenge" is the classroom that nourishes children's hearts. Therefore, it is more necessary for every teacher to sincerely love education and stick to the essential conscience of education.