Confucius was a great thinker and educator in ancient my country. In the long-term practice of educating people, he accumulated rich experience and theories in education and teaching. Confucius’ educational thoughts are a treasure in the treasure house of educational thoughts in my country.

Confucius summarized from teaching practice the principles and methods of education and teaching such as "learning and learning", "reviewing the past and learning the new", "paying equal attention to learning and thinking", and "teaching students in accordance with their aptitude". These are all worthy of our integration The reality of today's teaching reform requires serious study, inheritance, reference and innovation.

1. The Principle of Teaching and Learning

"Xue Ji" clearly states that "teaching and teaching complement each other", which originated from Confucius. Confucius' understanding of the relationship between teaching and learning, teacher and student is profound and dialectical. He believes that only by being a good student can one be a better teacher. He not only advocates that students should learn from teachers, but also advocates that teachers should learn from students and learn from each other through teaching. He said: "If you are a saint, I can't do it. I will never tire of learning and never tire of teaching."

Modern teaching theory believes that mutual learning in teaching is an educational law, which reflects a cause and effect caused by the interaction between the two subjects of teaching. Necessary contact. There is a saying in "Xue Ji": "After learning, you will know your shortcomings; after teaching, you will know your difficulties. After you know your shortcomings, you can reflect on yourself; if you know your difficulties, you can become self-improving. Therefore, it is said: Teaching and learning will lead to mutual development." This means: Only through learning can we learn. Knowing that you are not enough can only be truly confusing if you have a teaching job. Only when you don't know enough can you push yourself back; only when you feel confused can you keep studying hard. Therefore, teaching and learning complement each other. "Teaching and mutual learning" requires teachers to make it clear that teaching also requires learning, and teaching is also a kind of learning. This is a wise saying. Only by studying diligently and hard, including learning from your own education objects, can you have a deeper understanding of the teaching rules and accurately Mastery and proficiency in application; for students, they should study hard, encourage "reflection" from "insufficient knowledge", learn to draw inferences from the teacher's "teaching", draw inferences from analogies, realize learning transfer, and cultivate self-learning ability.

2. Heuristic Principle

Kong Su was the first educator in the world to propose heuristic teaching. He believed that teaching should focus on enlightenment and induction, and proceed step by step. This was decades earlier than the ancient Greek Socrates (469 BC to 399 BC) who proposed guiding students to learn to think and draw their own conclusions.

Confucius believed that whether it is cultivating moral character, or learning and mastering knowledge, it must be based on students' conscious needs. In today's terms, it is called learning needs to have learning motivation; students must make themselves It is effective and reliable to think deeply about the problem and gain practical experience and feelings. In order to guide students to develop the ability and habit of independent thinking, Kong Yu opposed injective teaching and advocated heuristic teaching.

Confucius said this about heuristic teaching: "If you are not angry, you will not be enlightened; if you are not angry, you will not be inspired. If you take one corner and do not turn it back with three corners, you will never recover." The meaning of this sentence is, For students, let them think hard first, and then enlighten them when they still can't understand; when students think about it and understand it, but can't express it, then enlighten them. For example, for a square object, the teacher has pointed out the appearance of one corner. If the student cannot deduce the appearance of the other three corners from this, the teacher does not need to tell him anymore, because he is unwilling to use his brain to think. "Anger" and "anger" are the manifestations of students' psychological state in their appearance and speech. Zhu Xi, a famous educator and Neo-Confucian scholar in the Southern Song Dynasty, explained it this way in "Collected Commentary on the Analects of Confucius": "An angry person means that the heart seeks to communicate but does not get the meaning; a frustrated person means that the mouth wants to speak but cannot. The meaning is revealed. It is said that there are four aspects of things, and three of them can be understood by citing one, and the meaning can be explained again. "The meaning of this passage is that when students still can't figure it out after a long time. When the student has thought about it and experienced it, but cannot express it in appropriate words, then you can enlighten him. After enlightenment, let students think deeply in order to understand and draw parallels. Nowadays, heuristics have become an important teaching method for teachers to "teach people to fish" and teach students to "learn".

Confucius set an example for future generations of teaching students in accordance with their aptitude more than two thousand years ago. He attaches great importance to the individual differences of students, and then teaches students according to their individual differences so that each student's personality can be fully developed. This is exactly an important principle of the quality education we advocate: developing students' personality and cultivating their specialties will lead to Pay attention to respecting students' differences and teach students in accordance with their aptitude. Confucius’ educational principle of teaching students in accordance with their aptitude should be inherited and innovated.

Many teachers and parents often ignore the most basic issue, that is, there are obvious differences between people in terms of interests, intellectual development levels, etc. In reality, there are numerous examples of early wisdom and late blooming. An interesting foreign statistic found that among promising scientists and inventors, only 5% were outstanding in learning when they were young, while 55% were not outstanding. Although some students are temporarily lagging behind academically, they actually have great potential in intelligence. They are just not willing to study because they have not been given appropriate opportunities to express their talents, or they do not have objects that match their interests, or they do not have good educational opportunities. Just to develop their intelligence. If we ignore the objective existence of individual differences and blindly adopt a single teaching content and uniform teaching methods, it will be difficult to achieve educational success.

Practice has proved that good teaching results can only be achieved when teaching is targeted at the individual differences of students.

With the comprehensive promotion and in-depth implementation of quality education, the principle of teaching students in accordance with their aptitude is being creatively applied in education and teaching practice. The experiment of implementing hierarchical teaching on a large scale in Beijing No. 1 School is essentially an education that is open to all students and is conducive to the all-round development of students and the development of students' personalities. It respects the individual differences of students and cultivates students' talents in accordance with their aptitude. According to reports, the school’s hierarchical teaching is implemented on the basis of fully respecting students’ independent choices. Classification according to grades is not allowed. Instead, the teaching content, requirements, methods, progress and teaching teachers of the three levels of ABC are introduced to students, allowing students to make their own choices. The teaching objectives are guaranteed to be bottom-line and not capped, and student management is stratified and not divided into classes. It is oriented to all, with selection but no elimination, and strives to create a teaching model that is as suitable for all students as possible. This is an innovation in applying the principle of teaching students in accordance with their aptitude.

According to reports, a declaration issued by Nobel Prize winners around the world in 1981 included this sentence: "If mankind wants to survive in the 21st century, it must look back 2,500 years to absorb the teachings of Confucius. Wisdom. “What is Confucius’ wisdom? This is difficult to express clearly in a few paragraphs. However, from a teaching perspective, many aspects of Confucius’ educational and teaching thoughts are very instructive for us to think about and implement today’s quality education.