Publisher: Culture and Art Publishing House Word count: 320,000 words

Edition: 2nd edition, August 2012, 9th printing, February 2014

Preface

P1 From Comrade Li Zhenxi’s notes, the most important inspiration we can get is that first of all, we must clearly understand the goals of our own educational activities, not a list of report cards, not a pile of Scores are not admission notices from higher-level schools, but real people, talents who can gain a foothold in the future society and start a career. Such talents not only need to study in school and acquire certain solid knowledge through reading, but also need to have a lifelong interest in reading, a desire for knowledge, and the ability to learn by themselves, to find the knowledge they need, and to absorb it. this knowledge. Such talents must also be able to correctly handle various complex interpersonal relationships in society and experience smooth and difficult, successful and setback tests. They need to have knowledge, but also need to have ideals, strong will, and good qualities. All this needs to be laid in schools. (Yu Xinyan’s original name is Xu Weicheng, former executive deputy director of the Central Propaganda Department of the Communist Party of China, and now editor-in-chief of the Encyclopedia of China)

Introduction

P1 The banner of "quality education" There is a capital word "人" on it: it is an education with "people" in mind, an education full of humanity, humanity and humanity, and an education for the all-round development of all people.

P6 Never follow what others say, and be an educator who has the courage to think independently; never follow the beaten path, and be an educator who is good at innovation - this was my conscious pursuit of education at that time.

The fundamental purpose of P7 education is to focus on the development of every "person" rather than to cultivate "exam machines"; therefore, the so-called "education" that only puts scores first has no regard for "people" Pseudo-education!

P9 Tao Xingzhi said: "The education we have here is the education of life, the education that supplies the needs of life, not the education of fraud. We will teach what life needs."

< p> P9 Suhomlinsky said: "The so-called harmonious education is how to combine the two functions of human activities to balance them: one function is to know and understand the objective world, and the other function is to know and understand the objective world. It is a person's self-expression, the expression of his own inner nature, the expression and display of his own world view, viewpoints, beliefs, willpower, and character in active labor and creation, as well as in the mutual relationships of collective members. On this point, that is, on human performance, we should think deeply and reform education in this direction."

Note 1: Love and childlike innocence

p11 Quality education. , first of all, education full of emotions. A teacher who is loved by children must be the most humane person. Only childlike innocence can awaken love, and only love can nourish childlike innocence. Without emotion, all education is impossible.

P12 But this kind of emotion is not a pretentious "approachability", nor is it an "emotional gift" condescending to students by teachers, or even an "emotional investment" to achieve a certain educational purpose (I am This kind of commercial atmosphere has always been very objectionable), but it is an equal and sincere feeling like friends. Of course, feelings cannot replace education, but education must be full of feelings. However, sometimes the mutual feelings between teachers and students do not necessarily have an obvious and direct "educational utility" purpose. If a virtuous cycle of affection is established between teachers and students - teachers often think: "How can I not teach such good students well?" Students often think: "How can I not teach them well with such a good teacher?" Should we listen to his education well?" - Then, our education will show the dawn of success!

P13 If you love students, you must be good at getting into the students’ emotional world. To enter the emotional world of students, you must first treat yourself as a friend of the students and feel their joys, sorrows, and joys. "Every child arouses my interest. I always want to know what he focuses his energy on, what he is most concerned about and interested in, what joys and pains he has, etc. My circle of children is expanding day by day. , and as I realized later, even the children I had never taught have become my friends and educated by me.”

P13 True dignity is respect, not awe. . Teachers and students should be absolutely equal in terms of personality, and teachers should not regard themselves as "superior" to students. Therefore, our love for students should not be condescending and "approachable", but should be a heartfelt love for friends.

The true dignity of teachers, in a sense, is not our personal subjective feelings, but the moral affirmation, intellectual admiration and emotional attachment of students to us. When we pretend to be dignified, or even sacrifice the dignity of students in exchange for our own dignity, students will not buy our account at all, and will only cast an indifferent look at us; when we "ignore" our dignity and strive to pursue When we have noble moral character, excellent education, sincere feelings, and pay attention to maintaining and respecting the dignity of students at all times, students will dedicate all their love and respect to us.

Love and childlike innocence are the last line of defense that will never give up in my educational career.

Note 2: Dealing with naughty boys - "Transformation of underachieving students"

P54 said bluntly that without paying attention to and researching "underachieving students", "quality Education” is not only false, but hypocritical.

There are of course many ways and methods to transform "underachieving students", but their basic educational ideas should be full of the spirit of "democracy, science and individuality".

1. The education of "underachieving students" must be democratic: win the soul with the heart

Love is the prerequisite of education; and this "love" should be sincere. In other words, the educator's love for "underachieving students" should never be a pretentious "approachability" in order to pursue a certain educational effect, but a natural expression of the educator's sincere humanitarian feelings. When we naturally regard "underachievers" as friends, these naughty "underachievers" will also unknowingly regard us as "buddies."

P55’s long-term experience of dealing with naughty children tells me that even students who are “good for nothing” and “incorrigible” in the minds of some educators have more or less good morals deep in their hearts. bud. To transform "underachieving students", instead of "indoctrinating" them (even if it is a very clever "indoctrination"), it is better to guide them to discover the kindness and nobleness in themselves, and help them establish the "I am a person with shortcomings" The moral self-confidence of a good person.

P55 Of course, compared to other students, "underachieving students" make mistakes more often, and it is difficult for educators not to be angry with them, but as Suhomlinsky said: "A A good teacher means that when he blames students, expresses his dissatisfaction with students, and vents his anger (teachers also have the right to vent their anger, it is inevitable for any cultivated and educated person). Remember: Don’t let the spark of a child’s desire to ‘be a good person’ go out.”

2. The education of "underachieving students" must be scientific: give the initiative in education to students

P56 The sprouts of beautiful morals deep in the students' hearts mentioned earlier are the result of students' self-education. internal basis. However, for "underachievers", these "buds" are often covered up by the "weeds" of various shortcomings. The wisdom and tact of educators lies in guiding "underachieving students" to often engage in "soul fighting" - not only good at discovering their own value, but also having the courage to use "noble self" to defeat "lowly self".

It is obviously impossible to require "underachieving students" to eradicate all bad habits in one morning, but we can allow them to gradually reduce the number of mistakes through self-control.

Guiding students to educate themselves also includes using the healthy public opinion of the student collective to exert a positive influence on one or some "underachieving students" in the group. In this case, teachers should be good at turning their praise or criticism of students into praise and criticism of collective public opinion, so that every member of the group (not just "underachieving students") can realize that they have made progress and are The glory of the whole class; if you make a mistake, it is the shame of the whole class.

P57 It must be pointed out that the "self-education" of "underachieving students" is difficult to achieve once and for all. On the contrary, it is a long-term education process full of iterations. Educators hope that through a heart-to-heart talk, a home visit, a class meeting or listening to a report by a hero or model, a "underachieving student" will become an outstanding student from now on. This is undoubtedly an oversimplification of education. "Make mistakes - admit mistakes - correct mistakes - make mistakes again - admit mistakes again..." This is a common rule among "underachieving students". Therefore, it is extremely unfair for teachers to rebuke students for "not changing despite repeated teachings", "all talk but no action", "nature is hard to change", etc. Educators should tolerate the "relapses" of "underachieving students" again and again, continue to encourage students with enthusiasm and confidence to defeat themselves again and again, and guide students to gradually extend their "error cycle" or gradually reduce the degree of their mistakes. See your progress bit by bit, experience the joy of progress, and then enhance your confidence in continuing to make progress.

3. The education of "underachieving students" requires individuality: do not judge heroes by scores

P57 Suhomlinsky told educators: "Don't let class and grading become the human spirit. The only, all-engulfing field of activity in life. If a person only expresses himself in scores, then it is no exaggeration to say that he has not expressed himself at all, and our educators, in this one-sided expression of people. In this case, we are not considered educators at all - we only see one petal, but not the whole flower. "Therefore, we should not regard "underachieving students" as a group with bad ideological and moral character and poor academic performance. Rather, they should be regarded as “individuals” with their own rich and unique spiritual world.

P58 “Dear educators, please never forget: there is one thing that is not stipulated in any syllabus, textbook, or teaching method, and this is children’s happiness and fulfilling spiritual life. ” (Suhomlinsky) requires that all students must reach unified standards of ideological, moral, and cultural learning at the same time. This is one of the main reasons why many “underachieving students” do not have a “happy and fulfilling spiritual life” at all. one.

Transforming "underachieving students", in a sense, is to give them the "happy and fulfilling spiritual life" they should have - this must start from the unique spiritual needs of each "underachieving student".

P60 To transform "underachievers", you must pay attention to the following points:

First, pay attention to emotional tilt. Teachers' sincere love for "underachieving students" is the first good medicine to transform them. "Backward students" have been scolded, ridiculed, insulted and even corporally punished almost since they were educated. Therefore, teachers should give them spiritual care with strong love and help them establish human dignity. What needs to be emphasized is that first of all, this kind of "love" is not a special "preference", but a natural and equal love with other students. Otherwise, the "underachieving student" will still feel that the teacher is treating him in a different way. Secondly, this kind of "love" should not only come from the teacher, but also from the student collective. It should make the "underachieving student" feel that not only the teacher does not discriminate against him, but also the classmates also sincerely respect him, thus arousing his love for the collective. Love, and turn this feeling into self-motivation.

P61 Second, arouse upward confidence. Suhomlinsky has a famous saying: "Real education is self-education." I think this is also applicable to "underachieving students". Whenever I feel that a student does not listen to me, I ask myself: "Have these words of mine ignited his desire and confidence to improve deep in his heart?" Numerous facts have proved that only when the students themselves have a strong desire and confidence to make progress, Only then will his progress appear and last. Therefore, in a sense, the so-called "transformation of underachievers" is more often about constantly arousing his confidence to make progress.

Third, guide collective public opinion. Whenever I read or hear how a certain class teacher has cared for and helped a certain "underachieving student" meticulously for a long time, I always wonder: How can helping "underachieving students" become the teacher's lone struggle? Where is the collective power? In fact, the collective healthy public opinion of students is more conducive to the transformation of "underachieving students" than the worries of teachers alone. Teachers should be good at turning their own criticism, praise, encouragement, care and help for a certain student into collective criticism, praise, encouragement, care and help for this student.

Fourth, pay attention to effective methods. I did not say "scientific method" here but "effective method". Of course, it does not mean that I do not talk about "science", but I emphasize more on "effectiveness": "effective" methods often contain "scientific" factors, but sometimes "scientific" It may not be "effective" (for example: lack of operability, lack of specific pertinence, etc.); in addition, "effective" here also includes the meaning of "art" (the method is more novel and easier for students to accept)

P61 In the long-term process of working with "underachieving students", the more effective specific methods I have adopted are:

Writing a "Home-School Contact Book". Let the "underachieving student" identify a "helper" for himself, and let this "helper" write down the "underachieving student"'s performance (discipline, homework, progress, problems, etc.) in the "Home-School Contact Book" every day, and then let him The "underachieving students" are taken back to show to their parents.

P62 Fill out the "Good News Form". Whenever a new semester begins, I print a stack of "Student Progress Reports" and send them to "underachieving students" who have made significant progress every weekend, so that they can take them back to report the good news to their parents.

Play. I often use holidays to invite "underachieving students" in the class and their "helpers" to go to the park or outdoors to play. Sometimes such activities are used as rewards for progressive students. When students forget that I am their teacher and struggle with me, my education is half successful.

Group review. From time to time, all students in the class will select the "students who need the most help", and the monitor will announce the results on the spot and express hope for the students concerned; after a period of time, the class will select the "students who have made the most progress recently", and the monitor will still announce the results on the spot. As a result, prizes or "good news slips" will be given to students who have made great progress. According to my experience, the winner of the two selection activities is often the same student.

Write "Nine Questions of the Day." Guide "underachieving students" to develop the habit of "self-reflection" every day: Ask if today has affected the students' learning? The second question is, are you absent from class today? Third question, did you raise any questions during your study today? Fourth question: Do you have any previews for today’s homework review? 5. Have you done anything uncivilized today? Sixth question: Have you said any bad words today? 7. Have you overcome your weaknesses today? 8. Have you made any progress today? Question 9: Do you have any regrets today?

Write "The Battle of the Soul". Guide "underachieving students" to defeat themselves and experience the fun. After a certain "underachieving student" did something he could not easily do before, he was asked to write "The Battle of the Soul" to describe the process of "defeating himself", and then read it aloud in the class to inspire more students.

Arrange to be a cadre. In order to give "underachieving students" the opportunity to reflect their dignity and talents, I sometimes encourage my classmates to elect them as class cadres, or assign them a "position" such as "assistant" or "officer". Once they have good work performance, let the whole class give them praise and encouragement.

Rival competition.

Let each "underachieving student" find a classmate who is close to himself in all aspects as a competitor to compete in discipline, study, etc., and regularly let the whole class evaluate the competition.

Praise students for their essays. Assign students to write a composition titled "Classmate XX has made great progress" and read it aloud or post it in the class to form an encouraging atmosphere of collective public opinion.

Recommend good books.

Recommend useful reading materials to students in a targeted manner, and regularly discuss their reading experiences with them to guide them to form a healthy spiritual life