The motto of foreign elementary education philosophy 1 1, don't abuse and punish children.
Don't insult and punish children.
2. Help children to modify their homework.
Help to revise his homework.
3. Forgiving others is tantamount to blessing yourself.
Forgiving others is tantamount to blessing yourself.
4. Encourage children to make up stories and fantasize.
Encourage children to make up stories and fantasize.
5. Teachers' personality is the cornerstone of education.
Teachers' personality is the foundation of education.
6. The communication of mind is better than the transmission of knowledge.
This kind of communication is not only the transfer of knowledge.
7. Take children's personal requirements seriously.
Take children's individual requirements seriously.
8. Learn to be a man first, and then learn knowledge.
Study life, and then learn knowledge.
9. Carry forward the ox spirit and do ordinary work.
Young cow spirit, doing ordinary work.
10, which undoubtedly means being unlearned.
No doubt it's not knowledge.
1 1, so that children can develop the habit of reading at an early age.
Let children form the habit of reading.
12, educating people is to form people's character.
Education is to form a person's character.
13, the most glorious occupation under the sun is a teacher.
Teachers are the most glorious profession in the world.
14. If you don't respect students, you don't respect yourself.
If you don't respect students, you don't respect yourself.
15, learning has no foundation and teaching has no foundation.
No learning and no skill, no teaching and no skill.
16. If you want to make your life brilliant, don't waste your youth.
Let life be wonderful, don't waste your youth.
17, it is the teacher who teaches others tirelessly.
Coax, teaching is the teacher.
18, don't tease a child just because he made a mistake.
Don't laugh at the child for his mistakes.
19. Teach children to communicate freely with all kinds of adults.
Teach your children all kinds of free communication with adults.
20. Be practical and do things seriously.
Down-to-earth and earnest work.
2 1. Take the child to the place he is interested in.
Take the child to play where he is interested.
22. Let children do what they can.
Let the children do what you can.
23. Teacher Shi Aiyi is between strict love and great love.
Teacher Shi Aiyi hovers between strict love and generous love.
24. Be an honest person and teach seriously.
Be honest and be conscientious in teaching.
25. Teachers should be integrated into the mutual understanding between teachers and students.
Teachers want to blend in with teachers and students and understand each other.
26. What kind of teachers make what kind of students.
What kind of teachers make what kind of students.
27. Practice in the green grass and have no regrets in this life.
Cultivate in the green grass and have no regrets in this life.
Love is education. Without love, there is no education.
Love is education. Without love, there is no education.
29. Professional ethics is the foundation of being a man and being a teacher.
Professional ethics is human nature and the foundation of teachers.
30. Bow your head and be a sweet cow, swing your hoof and be a swift horse.
Bow your head as a willing ox and swing your hoof as a swift horse.
3 1, never tell a child that he is worse than other children.
Never tell a child that he is worse than other children.
32, peaches and plums compete for the garden, and loyal ministers write about the future!
Meiyuan Fangfei, write the future faithfully and attentively!
33. Praise children for reciting poems, telling stories and singing.
Praise children for reciting poems, telling stories and singing.
34, the road is long, Xiu Yuan Xi, Xiu Yuan Xi, I will search up and down.
I see the road, and I will look up and down.
35, Na Baichuan, Rong Xue, De, good character.
A hundred rivers of ability, knowledge, Khalid, good character.
36, with 1000 times of efforts, in exchange for peaches and plums full of fragrance.
Exchange a thousand times for the sweetness of the Peach Blossom Garden.
37. Ordinary steps can also complete a great journey.
Ordinary steps can also go through a great journey.
38. Be a child's teacher and be a child's friend first.
To be a child's teacher, be a child's friend first.
39. The more you appreciate it, the more you have the hope of success.
More appreciation means more hope for success.
40. Spend some time alone with your children every day.
Time alone with children every day.
Concept 2 of foreign primary education Education begins with a gentleman, keeping his word and carrying out his deed.
A gentleman begins with education and ends with communication.
2. Birth is important, but education is more important.
Natural sincerity and strength, higher education.
3. This barrel tastes the first filling.
The influence of childhood is the most difficult to eliminate.
4. The instruction doesn't know the branch.
Teaching without Class —— The Analects of Confucius
The purpose of education is to mold character.
The purpose of education lies in the cultivation of moral quality. Spencer
6. People who have never been scholars can't become masters.
A person who has never been a student can't be a good teacher.
7. To teach others is to teach yourself.
Teaching and learning learn from each other.
8. It is better not to teach than not to teach well.
No education is better than a bad education.
9. The best variety has the best share.
The best education is the best dowry.
10. A teacher affects eternity; He never knows where his influence will end. (Adams, American historian)
The influence of teachers is eternal; It is impossible to estimate how far-reaching his influence will be. (Adams ·H·B, American historian)
1 1. It is better not to be born than not to be educated, because ignorance is the root of misfortune. (Plato, ancient Greek philosopher)
It is not so much illiteracy as ignorance, because ignorance is the root of misfortune. (Plato, ancient Greek philosopher)
12. All forms of dance cannot be excluded from all courses of noble education: dancing with feet, dancing with thoughts and dancing with works. Do I need to add that one must be able to dance with a pen? (Nietzsche, German philosopher)
Various dances are indispensable in the curriculum of aristocratic education: dancing with feet, dancing with thoughts, dancing with words, needless to say, dancing with pens. Nietzsche, German philosopher.
Education begins at the mother's knee, and every word a child hears contributes to the formation of character. (John Baruch, British educator)
Education begins at the mother's knee, and every word a child hears affects the formation of his character. (baruch, British educator)
14. Education is a process of gradually discovering our ignorance. (Durant, American historian)
Education is a process of gradually discovering one's ignorance. (Durant, American historian)
15. Education doesn't mean teaching people what they don't know; This means teaching them to behave like they don't. (Ruskin, British art critic)
Education is not about letting people know what they don't know, but about doing what they don't do. (Winston J, British art critic)
16. Education is an admirable thing, but it should always be remembered that there is nothing worth knowing to teach. (Oscar Wilde, British dramatist)
Education is an enviable thing, but we should always remember that there is nothing worth knowing to teach. (Oscar Wilde, British dramatist)
17. The purpose of education is to shape character. (William Spencer, British philosopher) The purpose of education is to cultivate people's quality. (Spencer H, British philosopher)
18. Education has created a large number of people who can read, but can't distinguish what is worth reading. (George Macaulay Humphrey Trevelyan, British historian)
Education has created a large number of people who can read, but can't tell what books are worth reading. (British historian trevelyan ·G·M)
19. Education is not to fill a bucket of water, but to light a fire. (Irish poet William Butler Yeats)
Education is not to fill a bucket of water, but to light a fire. (Irish poet Ye Zhi)
20. Education is the main defense of the country. (Brook, British statesman)
Education is the main defense force of the country. (Burke, British statesman)
2 1. Education is the transmission of civilization. (Will Delente, American historian and essayist)
Education spreads civilization. (Durant W, American historian and essayist)
22. Education makes a nation easy to lead, but difficult to drive; Easy to manage but difficult to enslave. (Brougham, British statesman)
Education makes a country easy to lead, but difficult to promote; Easy to manage, but impossible to enslave. (John Bromaham, British statesman)
23. Everyone receives two kinds of education, one from others and the other, more importantly, from himself. (edward gibbon, British historian)
Everyone receives two kinds of education, one from others, and the other, more importantly, from himself. (Gibbon E, British historian)
24. Teaching by example is always more effective than teaching by example. (John Johnson, British writer and critic)
Practice speaks louder than words. (Johnson S, British writer and critic)
It is inconvenient for an educated person not to know a foreign language. (Chekhov, Russian dramatist)
It is extremely inconvenient for an educated person not to know a foreign language. (Russian playwright Chekhov)
Genius without education is like silver in the mine. (Franklin, American President)
Genius without education is like silver in a mine. (Franklin, American President)
27. After receiving a simple basic education, how beneficial it is for an independent mind to walk around the library at will and take down books according to the advice of a wise mother! (British Cardinal Newman john henry)
After receiving the initial basic education, people who are willing to think independently will take a book in the library and read it at will according to their personal talents. What a great advantage it will be! (Henry J, British Cardinal Newman)
I have long given up the idea that higher education is crucial to success or happiness. The greenhouse of knowledge does not always produce edible things. (US state government official Robert Moses)
I have long given up the idea that higher education is the only way to success or happiness. The "greenhouse" of knowledge does not always grow food for food's sake. (American government official Moses R.)
29. Make early education an entertainment; In this way, you can better discover the hobbies of nature. (Plato, ancient Greek philosopher)
Early education should be a kind of entertainment, so it is easier to find a natural hobby. (Plato, ancient Greek philosopher)
Extension extension
Martin Luther King said: "Wisdom plus character is the real purpose of education." The school is not only responsible for teaching students cultural knowledge, but also for promoting students' character development. Schools can influence children's self-concept; Social skills, especially among peers; Values; The development of moral reasoning; Prosocial tendencies and behaviors; Moral sense and so on. In the past ten years, foreign educators have developed many character education projects to cultivate children and adolescents' good character development.
I. Definition of Character Education
Personality involves personal attitude, behavior, motivation and skills. Individuals with good personality will show the attitude of hard work and caring for others; Critical thinking and moral reasoning ability; Honest, responsible and fair behavior; Social skills to get along well with others.
Different researchers and institutions have put forward different views on the definition of character education. The partnership of character education holds that character education has formed the social core moral values for schools, regions and countries to cultivate students, including caring for others, honesty, fairness, responsibility and respect for themselves and others. The Association for Supervision and Curriculum Development believes that character education is to teach children basic human values, including honesty, kindness, generosity, courage, freedom, equality and respect, so that children can become responsible and self-disciplined. The National Character Education Committee believes that character education is to help children and adolescents become more caring, principled and responsible through various means.
Rikner, the main advocate of character education, believes that character education is to cultivate children and teenagers' good character in line with social core values and make them become individuals who are beneficial to society. Battistich (2005) believes that character education is a process of promoting the best character development of children and adolescents by using all resources of the school. Berkowitz and Bier(2005) put forward a conceptual model of character education, which assumes that character is a psychological concept, that is, the effect of effective character education is reflected in students' psychological development; The goal of character education is to develop a series of children's psychological characteristics and influence children's sense of responsibility, morality and self-management ability to society and themselves; Character education is very effective because it is based on social, educational and situational factors, which play an important role in the development of children's psychological characteristics.
Although different institutions and scholars have put forward different definitions, in a word, character education is to cultivate children and adolescents' positive psychological quality and eventually make them become sound personalities.
Second, the implementation and evaluation principles of quality education
Lickona has formulated the principle of 1 1 character education, which schools and social institutions that implement character education must abide by and can evaluate character education through this principle. This 1 1 principle basically embodies the main idea of character education.
1. Enhance core moral values and supportive performance values as the basis of ideal character. Core moral values such as care, honesty, justice, responsibility, respect for others and oneself, and supporting performance values such as diligence and perseverance are the basis for forming good character. Schools should base themselves on these values when implementing character education, and strive to promote children to form behaviors that conform to these core values.
2. "Character" must be defined from three aspects: thinking, emotion and behavior. Ideal personality involves the understanding, concern and practice of core values. Therefore, the study of personality development is to seek the development of children's cognition, emotion and behavior in moral life. The task of character education is to help students understand core values through learning and observing role models, to help students develop empathy and form intimate relationships to pay attention to core values, and to help students establish prosocial behaviors to practice core values.
3. Use comprehensive, systematic and positive methods to conduct character education. Schools should actively carry out character education and not wait for opportunities. We should make use of all the resources of school education. The "independent" character education course may be beneficial at first, and there may be some beneficial factors in the process of running, but it must be recognized that it cannot replace the comprehensive method of combining character development with school life.
4. Create a caring school community. To carry out character education is to strive to make the school a civilized, caring and fair social system, and to form close relationships between students, students and teachers, and teachers and teachers. In a caring school, the daily life of the class and the school environment will be full of care and respect.
5. Provide students with opportunities for moral behavior. Like intellectual learning, students are the constructors of moral learning. In order to form a good character, students need many opportunities to apply the values of sympathy, responsibility and fairness in daily communication, so that students have the opportunity to carry out moral practice.
6. Including challenging academic courses that respect all children, so as to promote the good development of their character. A challenging course should include active teaching and learning methods, which can attract students' interest and provide them with opportunities for creative thinking, thus increasing their autonomy.
7. Strive to cultivate students' intrinsic motivation. The increase of intrinsic motivation is a development process. In the process of character education, schools should not overemphasize external rewards, but should let students actively want to be friendly to others. This requires the school to give appropriate recognition to students' prosocial behavior or provide specific rewards to appreciate it, so that students can concentrate on becoming people with good character.
8. All staff participate in education and jointly guide students' education. All teachers and staff are members of the school, and they all have the responsibility of character education. They must support, identify with and abide by the core values of educating students, make use of every opportunity to get along with students and cultivate their good character.
9. Strive for the long-term support of leaders and the active participation of students. The school management department must be responsible for the planning and implementation of character education and provide long-term support. In addition, students should also participate in character education through class meeting, student union, peer conflict mediation and cross-age guidance.
10. The principle of joint participation of parents and community members. Schools need to establish close ties with families to promote the effectiveness of character education, and at the same time, they need the participation of wider social groups to jointly promote the development of students' character.
1 1. Comprehensive evaluation principle. Effective character education must be evaluated by qualitative and quantitative methods, not only to evaluate the "character" of the school community and the growth and progress of teachers and staff as character educators, but also to evaluate the good character shown by students.
Third, effective character education programs.
Berkowitz and Bier pay attention to the personality education of children and adolescents (K-12) from kindergarten to grade, and think that personality education should include not only the items to promote children's personality development, but also the items to measure children's personality as a result variable. According to this definition and the principles and standards of character education discussed above, they selected 54 character education projects, further selected character education projects that meet the standard of "No Child Left Behind" and selected 39 projects. Finally, select those well-designed character education projects which are proved to be effective through empirical research and can effectively promote the character development of children and adolescents, and select 33 projects.
The effects of these 33 character education projects have been supported by a large number of empirical studies. For example, research shows that the path effectively improves the abilities of ordinary children and children with special needs (including deaf-mute students, students with behavioral disorders, students with learning disabilities and extraordinary students) in self-control, emotional awareness and understanding, and social problem solving; The project of promoting healthy children promotes the improvement of students' academic performance and social ability. In addition, empirical research also shows that these projects have lasting effects. For example, it is found that children's development projects and positive action projects still have significant effects until junior high school and senior high school.
Fourthly, the strategy of effective character education project.
Generally speaking, effective character education can produce many different results, including head, heart and hand. "Head" is mainly embodied in knowledge and thinking, "heart" is mainly embodied in emotion and motivation, and "hand" is mainly embodied in behavior and skills.
The researchers found that these character education programs were effective because they adopted some effective strategies, including:
1. Career development. Continuous professional training can ensure the effective implementation of character education, and finally make the character education project more professional;
2. Peer interaction. All effective character education projects include peer communication strategies, and active peer communication is needed in class or group role-playing or cooperative learning training;
3. Direct teaching. This strategy is more common. Rikner has long advocated that character education must "teach by example";
4. Skills training. Many strategies are used to realize social-emotional skills and abilities, which can be divided into individual skills training and inter-individual skills training, such as: self-management and conflict resolution;
5. Clear the theme. Most effective character education projects have clear educational goals, some focus on educating children and teenagers' moral sense, some focus on values and so on;
6. Family and social participation. Usually, character education projects include family members (especially parents), social members and institutions. Among them, some projects take parents as training objects, and some projects involve parents and social members in the design and implementation of character education;
7. Set an example. Many character education projects provide excellent representatives of peers or adults as examples to cultivate students' character development;
8. Integrate into subject education. It is very necessary to integrate character education into daily teaching. The study also found that character education effectively promoted students' studies and achievements.
9. Application of multiple strategies. Effective character education projects rarely use a single strategy, generally including a variety of educational strategies.