First of all, the word "good" is an abstract word with many ambiguities. We must define it first. Skeptics' understanding of "goodness" in famous sayings is too one-sided. What kind of students are "good"? What does "good" mean? Academic performance or moral behavior? Mr. Chen Heqin didn't make it clear here, but what is certain is that it will never be what skeptics call the test score level. If only measured by test scores, famous aphorisms will immediately show its limitations. As many skeptics say, students are complex individuals, and there are differences between them, some of which cannot be changed. It is obviously unrealistic to simply deny this difference and think that every student must reach a certain unified standard through the teacher's "teaching". The question is how do we view these differences? Is it to admit the differences, or to try to narrow the differences and finally achieve a "unified" situation? This is the key to understanding this sentence. In our opinion, it is precisely because of these differences that students' life world will be colorful and their personality will fly. This requires us to treat students differently, teach students in accordance with their aptitude and "evaluate" students in accordance with their aptitude. It is not uncommon for us to measure with only one ruler, and the result must be one-sided and unreasonable. The standard of "goodness" should be various, which can be moral quality, such as establishing correct moral concepts and developing good behavior habits; It can also be related to knowledge and skills, such as giving full play to learning potential and achieving the goals that should and may be achieved. Especially in terms of moral quality! At the same time, the standard of "good" should be relative. It should be that students have achieved what they should and can achieve on the basis of exerting their potential, and they have become the "best self". In this sense, it is not only possible but also necessary to fully tap students' potential, teach students in accordance with their aptitude and teach every student well. As far as students' academic performance is concerned, if "good" is regarded as a relative standard, as Suhomlinski said, "For one student, five points is a sign of achievement, while for another student, three points is a great achievement", how can there be students who can't teach well? The standard of "good" is alienated into today's test scores, which is probably unexpected by Mr. Chen Heqin.
Secondly, the growth of students is a dynamic and long development process, and we can't talk about heroes for a while. Many students who have achieved something after graduation are unknown during their school days, and even were once considered "bad" by teachers. As educators, we should get rid of impetuous psychology, learn to wait, and don't "kill with one stick". "At any time, we can't rush to the final conclusion: this child is hopeless, and his life should be like this" (Suhomlinski). "There are no students who can't teach well." Mr. Chen Heqin put forward such a slogan that year. I think in the process of education, it is to remind educators not to lose confidence in students easily and advocate a spirit of "never giving up". This sentence is an encouraging sentence and cannot be understood from pure logic. As we all know, Edison was abandoned by his teacher, but was Edison a loser? Chen Heqin's infinite love for children will naturally say words of encouragement to the teacher.
Therefore, taking this famous saying as our educational belief, emphasizing our responsibility and mission, advocating a spirit of "never giving up", believing and trying to "teach" every student well may be our proper attitude towards this famous saying. I think this should be in line with Mr. Chen Heqin's original intention of making this statement.
Correct the ambiguity of nouns and many arguments can be shelved.
My opinion on "there are no students who can't teach well, only teachers who can't teach well"
In this edition, many people argue that there are no students who can't teach well, only teachers who can't teach well, but I find that some arguments are based on the lack of corresponding knowledge. Therefore, I wrote this article)
"There are no students who can't teach well, only teachers who can't teach well" comes from the mouth of China educator Chen Heqin. Who is Chen Heqin? Considering that some readers are not familiar with this person, let me introduce you first:
Chen Heqin, a modern educator in China. 1892 was born on March 5th. People from Guanbai Town, Shangyu County, Zhejiang Province. He lost his father at the age of six and entered a private school at the age of eight. 15 years old, was sponsored by her brother-in-law to enter Hangzhou Huilan Middle School. 19 1 1 He entered Shanghai St. John's University in February of the third year and transferred to Beijing Tsinghua School in the autumn of the same year (1928 was renamed Tsinghua). 19 14 (3 years of the Republic of China) graduated in August. In the same year, he was admitted to the United States to study abroad at public expense ("Geng Kuan"), went with Tao Xingzhi and studied at John? Master's degree in education from Hopkins University, Columbia University and Teachers College of Columbia University,
1965438+returned to China in August 2009. After returning to China, he became a professor at Nanjing Normal University. 192 1 published the method of intelligence test edited by Chen Heqin and Liao Shicheng, and introduced the intelligence test in detail. Chen Heqin is a scholar who knows, acts, writes and speaks, that is, combines research, practice or publication with each other. At the same time, study children, run kindergartens, implement early childhood education in their own homes, and preach child psychology and early childhood education. 1922 published "Stylistic and Applied Vocabulary", which was the first Chinese character frequency search material and initiated the scientific research on the number of Chinese characters in China. It promoted the compilation of primary school textbooks and the popularization of education, and also provided a written basis for Tao Xingzhi and Zhu Jingnong to compile the textbook A Thousand Words for Shu Ren. From 65438 to 0923, he served as professor and dean of educational affairs of Southeast University, and founded Nanjing Gulou Kindergarten. From 65438 to 0925, based on the materials accumulated in teaching, research, observation and experiment, he wrote Research on Children's Psychology (Volume I and Volume II), which was published by the Commercial Press. The first chapter "Looking at a Child's Development with Photography" published 86 photos of his son Chen Yiming from one and a half months to two years and seven months, which showed the baby's development process and aroused great interest of readers. This was an advanced research method at that time. The test research of children's psychology was introduced to China earlier. During his teaching in Southeast University from 65438 to 0927, he was concurrently the dean of the Second Hospital of Xiaozhuang Experimental Rural Normal School founded by Tao Xingzhi and the head of the school education department of Nanjing Special City Education Bureau, and established the system of Nanjing Education Experimental Zone. Together with Tao Xingzhi, he founded Sakura Village Kindergarten and opened up a rural naive education base. Co-published the article "Our Proposition" with Zhang Zonglin, and put forward the suggestion of 15 on establishing kindergartens suitable for China's national conditions and children's characteristics. He also initiated the establishment of the China Early Childhood Education Research Association, and founded the monthly magazine "Early Childhood Education" which specializes in early childhood education.
From 1928 to 1939, he served as the director of Chinese Education Department of Shanghai Public Concession Ministry (1928.9) and founded many primary schools, kindergartens and middle schools. 1939 president of Ren Zhonghua children's education society. 1940, Jiangxi Provincial Preschool Normal School was established as the principal. At the beginning of the Anti-Japanese War, under the call of the China Producers' Party's Anti-Japanese National United Front, he devoted himself to progressive cultural activities and the work of resisting Japan and saving the country, served as the director of the Shanghai Refugee Education Committee and the director of the Refugee Education Unit of the National Defense Relief Society, and founded the Relief Society Middle School, the Children's Nursery and the Newsboy School. The following year, the monthly magazine Life Education was published. After the victory of the Anti-Japanese War, he served as the director of the Education Bureau of Shanghai Supervision Office. 1945 returned to Shanghai as the director of the supervision office of the Education Bureau, took over the primary and secondary schools run by foreigners, founded Shanghai Naive Normal School, and later renamed Shanghai Women's Normal School). 1946 concurrently serves as the president of National Naive Teachers College and the chairman of Shanghai Branch of Life Education Society. He has served as the principal and chairman of the board of directors of Shanghai Wuzhong Middle School, Huamo Middle School and Newsboy Primary School founded by Zhong * * *. /kloc-0 went to the Philippines in April, 1948 to give a lecture at the Manila Summer School Teachers' Seminar. In August, I went to the Czech Republic to attend the World Conference on Children's Education. On the eve of liberation, he was arrested twice by Kuomintang agents. In the 38th year of the Republic of China (1949), he was arrested twice by the national government authorities and released by the presidents of five universities in Shanghai. In August, he served as Dean of Teachers College of Central University. In September, he attended the first plenary meeting in Chinese People's Political Consultative Conference.
After the founding of People's Republic of China (PRC), he served as a member of the Culture and Education Committee of the State Council of the Central People's Government, the Culture and Education Committee of East China Military and Political Committee, and the Character Reform Committee. In the early days of liberation (1949— 1952), Chen Heqin was a principal in chunhui middle school. 195 1 year to join the Jiu San Society. He was elected member and vice-chairman of Chinese People's Political Consultative Conference for one to five sessions, member and deputy director of Jiangsu Provincial Political Consultative Conference, member and deputy director of Jiangsu Provincial People's Congress, member of the Central Committee of Jiu San Society, director of Nanjing Branch, honorary president of China Education Society and honorary president of National Early Childhood Education Research Association. President of Nanjing Normal University. Member of the 1st, 2nd, 3rd, 4th and 5th Chinese People's Political Consultative Conference, and the 1st, 2nd and 3rd Vice-Chairman of Jiangsu Province.
In 1982, he wrote the heartfelt words of "I love children, and children love me", even when it is very difficult to say. It can be seen that Mr. Chen Heqin devoted his whole life to the cause of children's education in the motherland and is worthy of being a famous early childhood educator. After 1979, he served as deputy director of the Standing Committee of Jiangsu Provincial People's Congress, honorary president of China Education Association and honorary chairman of the National Early Childhood Education Research Association. Chen Heqin died in Nanjing. 9 1 year. Some people claim that "there are no students who can't teach well, only teachers who can't teach well" is not said by teachers, but by bureaucrats and should be corrected.