On July 8, 20 19, I went to Chongqing to attend the national composition teaching summit forum organized by Mr. Guo and became an out-and-out student. The teacher who gave us a composition class kept talking and analyzing in class. I remember a link where he said, "How do you think we can write clearly?" At some point he walked up to a "classmate":
"Please tell me."
There was silence for three seconds, and suddenly a sentence popped up.
"Teacher, can you give me some time to think?"
The whole teacher laughed.
"Oh, ok."
"Classmate" thought for a while and stood up to answer the teacher's question.
When the teacher asked other students again, it was the more active students in the class who raised their hands. To sum up with our experience, it is the students who react faster in class.
? On the third day of this activity training, I became a student for the second time. When Mr. Guo told us the case of textbook 12 compiled by the Ministry, there was a link to let us go deep into the scene and feel the content of the "first question" in the lower grades. Teacher Guo gave us three minutes to ask a question on a piece of paper and write it down with relevant pictures. Each of us thought, wrote and drew nervously in these three minutes. Three minutes have passed, and one fifth of the teachers have not finished. I was thinking. If the first-grade children are given this task, can they finish this exercise in the shortest time?
After class, one of our colleagues' teachers said with deep feelings, "Those students who often talk in class are really not simple. Each of their classes is the pillar of the whole class and persists for several years. "
After listening to the teacher, I thought, do we really have to thank those pillars? Maybe I really want to thank you. Otherwise we can't thank you. It is more important to reflect on our own classroom teaching. Is our classroom teaching design reasonable? Is there any special time for students to think and practice in class?
When a student doesn't want to study, do I walk into his mind and understand the reason why he is tired of studying? When students face a problem, I will still make mistakes after speaking it many times. Have I ever wondered whether my explanation is vivid and easy for students to understand quickly? When a student is motionless in class, do I notice whether her family life is normal?
This reminds me of a story:
Two years before the fall of the Berlin Wall in Germany, Inge Henrich, a wall guard, shot and killed Chris, a teenager who tried to climb the wall and escape to West Germany. After the reunification of Germany, he was tried in1February 1992. Henrik argued during the trial: "It is the first duty of a soldier to obey orders. I have no choice but to carry out the orders of my superiors. " His lawyer also defended him for this.
? "The judge said," As a soldier, it is guilty to disobey the orders of superiors, but it is not certain that he is innocent. As a rational person, at this moment, you have the sovereign right to raise the muzzle one centimeter, which is your conscience obligation. In this world, in addition to the law, there is also a' conscience'. When there is a conflict between law and conscience, conscience is the highest code of conduct, not the law. Respect for life is a universally applicable principle. "Finally, guard Henrich was sentenced to three and a half years' imprisonment without parole for intentionally shooting. I have read this story three times. From the story itself, it tells us that when law conflicts with conscience, conscience is the highest code of conduct, not the law. Respect for life is the most important and highest standard. Isn't it the same in our teaching?
In the future teaching, can I insist on the one-centimeter sovereignty of education? To tell the truth, if I am not a student myself, I really can't understand the difficulties of students in class and study. Can't understand the true meaning of respecting life.