1. Teacher - a kind of moved rational person Einstein said: It is not enough to educate people with professional knowledge. Through professional education, he can become a useful machine, but he cannot become a harmoniously developed person. In order for the student to have an understanding of values ??and to develop warm emotions, he must acquire a clear sense of beauty and morality. Otherwise, he - along with his professional training - will look more like a well-educated dog than a harmoniously developed human being.

Without love, there is no education. Loving students is a teacher's bounden duty, and loving students is the source of teachers' joy and creation; without teachers' happiness, there will be no student happiness. Only truly successful teachers can bring real success to students. Only when the feelings of teachers and students resonate, the collision of souls will burst out the spark of wisdom.

Students welcome communication without educational traces and dialogue without psychological distance. Therefore, teachers must not only have the emotion and behavior of love, but also have the ability to love and the art of love, know how to cultivate love with love, educate people with a personality that pursues perfection, inspire people with a spirit of continuous improvement, and use a high degree of The sense of responsibility inspires people and inspires them with praise, encouragement, praise, recognition, etc.; teachers should "squat down" and talk to children "from the heart", cultivate children's patience through details, and calm down children's hearts. Teachers should not let students be afraid of themselves, let alone let students hate themselves; they should work hard to make students respect themselves, and let students be close to themselves. Teachers should not look down on students easily, nor should they passively wait for students to like you: blindly asking students to like you may not necessarily wait for them to like you; expressing your liking for students first will often cause students to like you. This is the law of "like begets like".

Teachers should not try to make all students like you. If you hope to have a good relationship with every student, and you end up spending a lot of time helping students, those who don't appreciate you will still not appreciate you. There is even a student like this. If you help him ten times, he will succeed nine times. If you fail to help him once, he will hate you once. In the end, you still offend him. On the contrary, if you work hard, achieve certain results, and are not arrogant, you will naturally win the respect of students.

2. Teachers - farmers of agricultural production

Education is like agricultural production. It not only allows for differences in crops in the same field, but also allows sesame seeds to be planted in the gaps between soybeans. ; When the sunlight, air and moisture are not ideal

, artificial greenhouses, artificial irrigation, and even soil monitoring can be used to fertilize accordingly. When there is a problem with the crops, we should not point fingers and scold the crops, but should look for the reasons and countermeasures from ourselves. Teachers do not need to blame students, but should first ask about their own abilities and attitudes. If you reflect more on your own teaching, you will be able to find solutions to the problems of students not learning well.

Students don’t care about your self-esteem, just like crops don’t care about your existence, unless you give them a reason to respect you; students accept your leadership for two reasons: First, you can make them admire you , the second is that I can get benefits from you. If you can't impress him, let what you provide become a precious gift in the eyes of the child - just like sunlight, air and moisture to crops.

Students taking the time to listen to your class are the greatest support for you, so you must do your best to repay them - in teaching activities, you should not always stand "on top" and "on top" of the students. Opposite", stand more "next to" and "middle" of students, just like farmers going deep into the fields; know what they want most and what they want least, and let them know what you are doing and why you are doing it. .

3. Teacher - the terminator of "problem students"

Hu Shi once said: "Problems are the ancestors of knowledge; the generation and accumulation of all knowledge throughout the ages are due to To solve the problem." And "The day there are no problems in your mind is the day your intellectual life comes to an end."

Problems are the heart of teachers’ teaching and the heart of students’ learning. Students without problems are slow to respond to external information and turn a blind eye to many meaningful phenomena. They will not know how to use books if they are locked in the library, and will not do anything if they are locked in the laboratory. Discovery, let alone invention and creation. So who is responsible for students’ “no problem”? It's a teacher! The exercises provided by teachers to students neither stimulate thinking nor help in setting up questions. They have neither reflective value nor "dialogue" function. Students only need to "learn to answer" rather than "learn", so "questions (thinking) stop". on the problem”.

In addition, there is a more direct fact: "The problem stops with the teacher." Because teachers are experienced, have extensive knowledge, and are good at expressing themselves, sometimes when answering students' questions, they often resolve students' doubts very "tactfully" and "appropriately" without actually solving the problem. Out of admiration for the teacher, the students stopped further thinking and exploration in the face of this specious answer, and some valuable questions were stillborn.

The process of education is not only a process of transmitting knowledge, but also a process of enlightening wisdom. Education requires students' independent observation, feeling, experience, discovery and understanding. In order not to let the "problems" stop with themselves, teachers should not only guide students to think about new and deeper issues on the basis of understanding old doubts, stimulate students to maintain a sensitivity and curiosity about issues and phenomena, but also be frank. Admit your own shortcomings, never cover up your oversight or even ignorance on certain issues, and adopt an equal, honest, and open attitude to discuss and grow together with students. As long as there is an environment for free and relaxed exploration of problems, there will be many "problem" students.

4. Teachers - practitioners of "pragmatism"

"Practice what you learn", the fundamental purpose of learning knowledge is to apply it. Not everything you learn is useful. What is the value of some knowledge that you will never use in your lifetime?

With the rapid development of science and technology in contemporary society, the cycle of knowledge update is getting shorter and shorter, from the past 100, 50, and 20 years to 5 and 3 years. Some people predict that by the end of this century, the existing knowledge of mankind will only account for 5% of the total knowledge at that time, and the remaining 95% has not yet been created. This shows that the long-lasting "one-time learning era" has come to an end, and academic education has been replaced by academic education. Only by continuously improving learning ability can life remain vital. Therefore, we must pay special attention to teaching students some useful things and teaching students how to choose useful knowledge. Teachers should not only sow "usefulness" in the hearts of students, but also implement "usefulness" in their own actions! Don't let many students spend a lot of time and energy to learn a bunch of knowledge garbage, and you still complain that they are stupid and have low IQ.

5. Teacher - an embarrassing person who "loves to be a teacher"

Nowadays, children are becoming more and more difficult to manage and teach. Of course, there are objective factors such as social environment and other factors. , it’s more of a problem for educators. As early as thousands of years ago, Mencius said, "The trouble for people is to be a teacher." It is appropriate to use it to analyze the current educational situation. Because once you become a teacher, you will inevitably play an omniscient and omnipotent role in teaching students and even everyone. You will regard yourself as a guide and become a "representative and incarnation of knowledge". This is dangerous for a modern person. Ridiculous again. In today's world, knowledge is developing at an alarming rate. It is impossible to master all knowledge based solely on one's intelligence and wisdom. When facing children, our knowledge will always be stretched. We should not win the admiration of students with our extensive knowledge. , but to gain the respect of children with a studious and thoughtful spirit. The teacher just read a few more books than the children and read a few days earlier, that's all.

6. Teacher - a "thankless" enemy

There is a story about a fan who went out and failed to see the live broadcast of the European Championship semi-finals. So he rushed home to watch the video of the game that his wife had recorded for him. I met fan B on the way, and when he saw fan A, he opened his mouth and said: The Greek team lost. When A heard this, he was furious and punched B. B was confused and asked why he hit him? A: Who asked you to tell me the ending? I want to see the process myself.

There are words and things that people don’t want to know at all, but you keep talking about them in their ears. Isn’t this intentional to tease others and ruin their mood? Think about those teachers who teach self-study classes, provide large-scale tutoring, and comprehensively evaluate test papers without being beaten. What a fluke.

In fact, teachers should know more about "doing things and not doing them", and should reflect on their professional habits of being a teacher. They should not wait to educate students anytime and anywhere, nor simply force the storage location of knowledge. Transfer, let alone turn the classroom into your lecture venue. There is a story about "268=?". When I was studying in Beijing, I got a call from home saying that my daughter’s grades had declined. I was very anxious, but because I couldn’t be separated from work for a while, I wrote a long paragraph about how to adjust my mentality, correct my habits, and find mistakes. Send it to your wife via mobile phone if it will help improve your academic performance. When I sent out the manuscript I had worked so hard to write for half an hour, I received the question "What do you mean by sending so many question marks?" What happened? What I sent was not a question mark, but an "exclamation mark" - an effective way to solve the problem! I told my colleagues about this the next day at work, and one of them asked me: Does your wife use a PHS? I said yes. My colleague said: "That's right, you must have posted too much content, and the PHS cannot accommodate it!" Yes, my mobile phone can hold 268 characters. I only tried my best to load it, but I forgot about the capacity limit of the PHS. I see! ―As a high-volume teacher, do you often make this mistake? While giving students a lot of "?" input, you also blame them for being "ignorant"?

Marx said that education is by no means a simple cultural transmission. Education is education precisely because it is an "awakening" of the personality soul. In the teaching process, the teacher's task is to lead students to knowledge, not to lead knowledge to students. Teachers should always ask "Where are you going?" "How to get there?" "Are you there yet?" If too much emphasis is placed on memorizing knowledge points and technical solutions, and neglecting the process of analytical thinking and the penetration of thinking methods, then what students have learned will The knowledge of students is scattered and isolated, and teachers are bound to be often busy filling in gaps; if there is too much intensive training, there is a lack of specific guidance on students' learning strategies and learning methods, and there is a lack of students' interest in learning, attitudes, and confidence in learning. Without attention to emotional factors such as development potential, independent thinking habits, and awareness of cooperation and communication, students' learning will be passive and blind, and teachers must endlessly encourage, guide, and regulate. In this way, our teaching is inefficient and lacks spirituality, and it is inevitable that we will get twice the result with half the effort.

A scholar described the value of classroom activities like this: "It does not lie in how many knowledge points teachers teach, but in students asking more why; it does not lie in teachers' teaching methods that strive for excellence, but in whether students are There are a lot of opportunities for participation and free expression in the learning process; it does not depend on how many courses the school arranges, nor does it depend on whether they are basic, extended or research-based, but on whether students are interested in what they are learning and produce results through learning. Strong curiosity and desire to explore; it does not depend on how much students receive from textbooks, but on how much they question and judge; it does not depend on how many points students get in exams, but on whether they have enough confidence in their own development; it does not depend on how much they question and judge. No matter how many famous quotes are hung in the school corridors, it depends on how deeply students feel about themselves and the people and things around them..."

The ultimate test of teaching is whether students have achieved the expected learning results, and It is not whether the teacher completed a certain task or received a certain goal. Teaching is a reflective, critical, and exploratory activity conducted by students under the guidance of teachers. It is a process of experiencing life and constructing life based on understanding. The focus of teaching and learning is the inspiration of ideas, which is the mutual exchange, communication, inspiration, supplement and sharing between teachers and students. With such a value orientation, teachers may become connoisseurs of "pleasing without struggling"!

(Author’s address: Yugan No. 2 Middle School, Jiangxi Province, Postal Code: 335100 Illustration: Dong Wei)

■Editor: Tang He