Dear parents and teachers: Hello everyone! Recently, I wrote an article about my primary school life in an education, in which a teacher hurt my heart mercilessly. I criticized the teacher's practice in the past with a relatively peaceful attitude. A netizen told the post, don't care about the teacher's attitude, but understand the teacher's difficulties, because they also "hate iron and not produce"! We don't know how many times we have heard the phrase "hate iron and not produce steel". "A fallacy becomes truth after being told a hundred times." Since ancient times, people never seem to doubt the rationality of this sentence. But I have three questions about this-steel has the value of steel, and iron also has the function of iron. Just as "iron" can't replace "steel", "steel" can't ignore and deprive the existence space of "iron" because of the so-called "high quality". Not long ago, I heard an educational expert say something intriguing: "Chen Jingrun-style figures are indispensable, but not too many, because if everyone becomes' Chen Jingrun', then our nation and country will definitely be' hopeless'." Yes, in addition to conquering the Gothic conjecture and taking high technology, more people should engage in general jobs and occupations, and some people should farm, cook and be cleaners. People should be at different levels, and their actions and contributions to society should have different directions. Only in this way can the social machine keep dynamic balance and operate normally. What we should be alert to is that the work we are engaged in has become the iron bed of Bolu Kloster, the evil god in ancient Greek mythology-he caught people and put them on the bed, shortening the long and lengthening the short. In short, no matter who it is, it can only keep the same length as the iron bed in the end; We should also guard against it becoming a model in Feng Zikai's cartoon education-a craftsman pours the mixed mud into a "humanoid" model to create a clay sculpture that respects thousands of people. It is not necessary and impossible for us to make every student an "elite". What we have to do is "midwifery" to cultivate their healthy personality; Let them "jump and pick apples" and make progress in the "nearest development zone" of knowledge and ability. In short, we should establish the concept of growing up! As educators, we, including parents, are not all "steel", let alone "fine steel", but we must have the spirit of steel and persistent pursuit of the quality of "fine steel". This is what people often say, "You have to rely on yourself to strike the iron." Cao Zhi put it well: "If you have the capacity of the Southern Wei Dynasty, you can talk about Yu Shuyuan;" With the benefit of Longquan, it can be said that it can be cut. "If you are just a pile of rubbish, a rotten wood can't be carved, and a wall of dirt can't be carved, or even sulfuric acid, which is extremely corrosive to iron, there is no reason to tell students or children to turn into steel, or slap them in the face of' hating iron and not turning it into steel'. When I saw a parent who was obsessed with "building the Great Wall" and kicked out the children who failed the exam, when I heard a teacher who was so drunk, but "indignantly" picked up his book and threw it on the ground because the students were sleepy in class, and then stepped on a few feet hard, my feeling was that "hating iron and not turning it into steel" was simply a farce of education, a farce of parents or teachers. Maybe it's not extreme. I always think that "hate" is synonymous with "guilty conscience", a "symptom" of lack of self-confidence, and itself is a manifestation of failure. Some people may retort that there are many parents or teachers who have such emotions and feelings with good moral character and knowledge. Yes, but I still stubbornly believe that they are not really "fine steel" because they just haven't formed, mastered or become familiar with an equally important thing in educational life-an indispensable part of "fine steel", that is, the art of educating people. What's the difference between "ridicule", "contempt" and "pointer" and "hate"? When parents and teachers hate students, they may even give them a "statement" and a "beautiful reason": "Hate iron does not produce steel". I am reading "Teaching the Sea" by Mr. Yu Yongzheng. In the book, a student named Han Song in the class wrote a poor composition. From grade one to grade four, he "never wrote a decent article", but Mr. Yu tried his best to tap even a little advantage in his composition, gave him full encouragement, gave him extracurricular reading materials, made a reading list, and asked his parents to write for Han Song ... By grade six, Han Song's writing level had improved obviously, and the teacher asked him to introduce his experience. He said, "It was the teacher who made me like writing. "Imagine, if Mr. Yu admonished him with harsh words, looked at him with dirty eyes, sneered at him, and" hated "him with" no production ",then, can Han Song still succeed? The philosopher Tagore said, "It's not the beating of the wooden stick, but the dancing of the water that makes the pebbles so bright. "For this sentence of Tai Weng, I am convinced! But I don't know if everyone here believes it or not. (The audience replied in unison: "Letter!" Well, since you believe me, please stop "hating iron and not turning into steel" and stop hitting your children or students with wooden sticks. But to use "dancing with water" to make your "pebbles" bright and beautiful! (The audience applauded warmly.) Jilin Zhang delivered a warm speech 1. A speech with novel ideas that directly hit the shortcomings of the times. It is necessary to strike a chord in the hearts of the audience, express people's concerns and paint people's ideal picture, so as to attract the audience and seize the pulse of the audience's thoughts. In addition to the above characteristics, this speech also has the characteristics of novel conception and hitting the point directly. Lead to topics worthy of discussion or even denied by netizens' posts, and question "hate iron and not produce steel" with famous sayings and reasonable ideas. This kind of anti-tone argument has a clear point of view and a sharp turn, giving people a feeling of being unconventional. The speaker analyzed the irrationality of "common sayings" and the fallacy of "axioms" to cool down those who hold the old tune and shout for teaching students in accordance with their aptitude and quality education. It's really a good speech that pays attention to reality and goes straight to the disadvantages. Second, the structure is rigorous, and it is natural to talk about the speech from a different point of view from netizens. After the introduction of the speech center, the sentence "but I have three questions about it" was taken as a transition, which inherited the idea that "people don't seem to doubt its rationality" and opened the three questions of "hate iron and not produce steel", which not only showed the context of the speech, but also revealed the central content. This can ask questions, determine the center, outline the main points, and facilitate multi-angle questions and elaborate theoretical matters. The speaker's discussion about whether iron should be made into steel, the questioning about whether you are real steel, and the speculation about how iron is made into steel are all well-founded. After uncovering the sentimental veil of "hating iron and not producing steel" and restoring its false true colors, the speaker interacted with Tagore's famous sentence, reached an understanding, raised hope with great appeal and ended his speech. This not only follows the general idea of "asking questions, asking questions and solving problems", but also makes the speech orderly, well-founded, well-founded, convincing and warning, and achieves the expected purpose of highlighting key points, being detailed and appropriate, intervening in reality and serving the society. Third, thorough argumentation and extensive selection of materials. It is often said that it is difficult to make a statement, and it is even more difficult to make a new statement. It seems that "hate iron not to produce" has become a * * * knowledge. To refute it and question it, we must have solid arguments, full justice and Zhou Yan's arguments. To this end, the speaker launched a wealth of associations, quoted classics, learned from others, and fully demonstrated the center of "hating iron and not producing steel". In the "Question", the speaker first quoted the words of education experts: whether scientists or ordinary workers, their social functions and values are no different, just because of their different division of labor. Then choose myths and cartoons for negative argument: following the same pattern can only harm people; Rigid and stereotyped will only stifle talents and never produce "elites", but only "midwifery" can "unconventional degrade talents" and form a situation in which talents grow as well as possible in "recently developed areas". The speaker's appropriate association and clever metaphor make the explanation of truth simple and vivid, and make the audience at different levels hear the meaning, think of the phenomenon and realize the truth. Four. The language is vivid and literary. This speech is vivid, humorous and spicy, and tastes both refined and popular. There are not only solemn and elegant quotations such as "strike while the iron is hot", but also vivid images of common slang such as "there is no cure", "the tiger is old and waving his old fist" and "one by one", and there is also a scene. The use of these sentences is elegant in written language, vivid in spoken language, sometimes glib in tongue, and sometimes a lotus flower in mouth, which shows flying literary talent in outlining phenomena and events.