Confucius was a great thinker and educator in ancient China. In the long-term educational practice, he has accumulated rich educational and teaching experience and theory. Confucius' educational thought is a treasure in the treasure house of China's educational thought.

From the teaching practice, Confucius summed up the principles and methods of education and teaching, such as "learning while learning", "reviewing the old and learning the new", "paying equal attention to learning and thinking" and "teaching students in accordance with their aptitude", which are worthy of our serious study, inheritance, reference and innovation in combination with the reality of today's teaching reform.

First, the principle of learning from each other

Learning notes clearly put forward that "teaching and learning learn from each other", which originated from Confucius. Confucius' understanding of teaching and learning and the relationship between teachers and students is profound and dialectical. He thinks that only by becoming a good student can he become 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. He said, "I can't be holy. I am never tired of learning and teaching. "

Modern teaching theory holds that teaching is an educational law, which reflects a causal relationship arising from the interaction between teaching subjects. There is a saying in the Book of Learning: "It is difficult to know after learning, but it is difficult after teaching. If you don't know enough, you can introspect, if you know enough, you can improve yourself. So: teaching and learning are also good. " It means: only by studying can we know our own shortcomings, and only by teaching can we really feel confused. If you don't know enough, you can turn around and spur yourself; If you are confused, you can continue to study hard. So teaching and learning complement each other. The requirement of "learning from each other's strengths" for teachers should be clear that teaching is also learning, and teaching is also a kind of learning. This is a wise saying. Only by studying hard, including learning from one's own educational objects, can we have a deeper understanding of the teaching rules, accurately grasp and skillfully use them; For students, we should study hard, encourage "self-reaction" from "lack of knowledge", learn to draw inferences from teachers' "teaching", realize learning transfer and cultivate self-study ability.

Second, the heuristic principle

Kong Yu is the first educator who put forward heuristic teaching in the world. He believes that teaching should focus on inspiration and induction, step by step, which is decades earlier than Socrates' (469-399 BC) teaching idea of guiding students to learn to think and draw their own conclusions.

Confucius believes that both cultivating moral quality and learning and mastering knowledge must be based on students' conscious needs. In the present words, learning requires learning motivation; It is effective and reliable to enable students to think deeply about problems and gain practical experience and feelings. In order to guide students to cultivate the ability and habit of independent thinking, Confucius opposed injection teaching and advocated heuristic teaching.

Confucius expressed heuristic teaching in this way: "Don't be angry, don't be angry, don't be unhappy. For example, if you don't turn three times, there will be no more. " This sentence means that for students, let him think hard first, and then enlighten him when he still doesn't understand; When the student thinks about it and has some experience, but can't say it, then enlighten him. For example, a square thing, the teacher has pointed out the appearance of a corner. If the student can't compare the other three corners, the teacher doesn't have to tell him any more, because he refuses to think. "Anger" and "frustration" are the manifestations of students' learning psychological state in appearance and speech. Zhu, a famous educator and philosopher in the Southern Song Dynasty, explained this in the Annotation to the Analects of Confucius: "Those who are angry seek clarity but cannot; Those who are anxious can talk, but they will fail. You mean what you say, and you mean what you say. If something has four horns, one can tell the third, and those who return it will prove it. Reply and tell. "This passage means that when students still can't figure it out after a long time, they can enlighten them; Although the student has thought and experienced something, he can't express it in proper language. You can enlighten him at this time. After enlightenment, let students think deeply, achieve mastery through a comprehensive study and avoid analogy. Nowadays, heuristic has become an important teaching method for teachers to "teach people to fish" and teach students to "learn". Heuristic teaching must pay attention to the creation of angry learning situations, stimulate students' sense of self-satisfaction, acquire knowledge through their own thinking, and form their abilities through repeated training. In Xue Ji's words, teachers can only "lead by Tao", "restrain by strength" and "achieve success by opening up" to encourage and inspire students to seek difference and innovation in questioning. Students not only learned knowledge, but also realized that using their brains to explore knowledge is a kind of happy labor and realized the joy of success.

Third, review the past and learn new principles.

Confucius Day: "Review the past and learn new things, and you can be a teacher" (The Analects of Confucius Zheng Er). This sentence means that reviewing old knowledge (learned knowledge) can produce new experiences or discoveries, so that you can become a teacher. This is the law that Confucius summed up from his own practice of teaching and educating people, and it still has guiding significance for today's teaching work.

Cognitive learning theory holds that the acquisition of new knowledge must be based on old knowledge. Let students participate in "reviewing the past and learning the new", and under the guidance of the teacher, through thinking, connect the old and new knowledge and automatically "learn the new". Why "review the past and learn the new"? This is because there is a direct and inevitable logical connection between "new" and "old" knowledge, which constitutes a continuous and uninterrupted knowledge sequence. Therefore, the result of "reviewing the past and learning the new" is to automatically "learn the new". If the gap between "new" and "old" is too big, and there is no connection with students' original knowledge, then it is impossible to "review the old and learn the new". Reviewing the past and learning the new is a very important way of thinking and cognitive strategy. For example, when learning "calculating the area of parallelogram", first cut the parallelogram into rectangles (calculating the area of rectangles is what students have learned), and then derive the formula for calculating the area of parallelogram. For another example, learn "the divisor is the division of decimal", first turn it into the division of the divisor is the integer (as the students have learned), and then calculate.

Four, pay equal attention to learning and thinking, the principle of combining learning and thinking.

Confucius has a famous saying about learning methods, which is called "learning without thinking is useless, and thinking without learning is dangerous" (The Analects of Confucius, Second Politics). This sentence means that if you study without thinking, you will feel confused; Thinking without studying will make you tired and get nothing. The dialectical relationship between learning and thinking is brilliantly expounded: "learning" is the basis of "thinking" and "thinking" is the deepening and expansion of "learning", which complement each other and cannot be neglected.

In learning activities, learning and thinking are the unity of mutual conditions, mutual promotion, thinking in learning and thinking in learning, and it is one of the correct ways to master knowledge and develop thinking. For example, in Luo Shengjiao, a primary school Chinese class, the story of Luo Shengjiao, a volunteer soldier, diving into the water for three times to save Korean children is described through three verbs, which vividly and movingly shows Luo Shengjiao's noble character and internationalist spirit of self-sacrifice to save others. Students' understanding of the content is obtained by studying the text. But why did the author choose these three verbs? Only under the guidance of the teacher can students grasp the words tightly, contact the content of the text and think deeply.

The above teaching examples show that through the process of learning and thinking, students carefully taste and ponder the profound connotation expressed by the three verbs, understand the content of the text, and experience their own thoughts and feelings. They not only learned Luo Shengjiao's noble character of sacrificing oneself to save others, but also learned how to choose words accurately, describe characters' behaviors and actions concretely and vividly, and reveal their internal reasons and methods. These are inseparable from students' positive thinking.

Five, the principle of teaching students in accordance with their aptitude

Confucius was the first educator who paid attention to "teaching students in accordance with their aptitude" in ancient China. His experience was very rich. He believes that the premise of teaching students in accordance with their aptitude is to know people, that is, to know students. "You can't help but know people." How to understand students? Confucius believes that we should "listen to what he says and do what he does" and "see what it is, what it is for, and what it is for." Through observation and conversation, we can understand and analyze students' political attitude, ideological morality, intelligence level, learning foundation, age characteristics and personality characteristics, so as to have a comprehensive, accurate and profound understanding of students. This is an important reason why Confucius succeeded in teaching students in accordance with their aptitude.

Confucius set an example for future generations to teach 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 in accordance with their aptitude so that each student's personality can be fully developed. This is precisely an important principle of quality education that we advocate: to develop students' personality and cultivate their specialties, we must pay attention to respecting students' differences and teaching 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 such a basic problem, that is, there are obvious differences in interest and intellectual development level between people. In reality, there are countless examples of early wisdom and late success. There is an interesting statistic abroad. Among the scientists and inventors who have made great achievements, only 5% were particularly excellent in research when they were young, while 55% were not. Although some students are temporarily behind in their studies, they actually have great intellectual potential, just because they have not been given proper opportunities to show their talents, or because they are unwilling to study because they have no objects that meet their interests, or because they have no good educational opportunities to develop their intelligence. If we ignore the objective existence of individual differences and blindly adopt a single teaching content and unified teaching methods, it will be difficult to achieve the success of education.

Practice has proved that only by aiming at the individual differences of students can we achieve good teaching results.

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 to education and teaching practice. The experiment of stratified teaching in Beijing No.11 Middle School is essentially an education for all students, which is conducive to the all-round development of students and the development of students' personality. It is to respect students' individual differences, teach students in accordance with their aptitude and cultivate students' specialties. According to reports, the hierarchical teaching in this school is implemented on the basis of fully respecting students' independent choice. It is not allowed to grade according to grades, but to introduce students to ABC's three levels of teaching content, requirements, methods, progress and instructors, so that students can choose independently. The teaching objectives are guaranteed, students are managed in different levels and classes, so as to face all, choose without elimination, and strive to create a teaching model that is as suitable as possible for all students. This is an innovation in applying the principle of teaching students in accordance with their aptitude.

According to the newspaper, Nobel Prize winners from all over the world issued a declaration at 198 1, saying that "if human beings want to survive in the 2 1 century, they must look back at 2500 years and learn from the wisdom of Confucius." What is the wisdom of Confucius? This is difficult to express clearly in a few paragraphs. However, from the perspective of teaching, many aspects of Confucius' education and teaching thought are very enlightening for us to think about and implement quality education today.