——My thoughts after listening to Teacher Hua Yinglong's "I'm Not a Stupid Child"

What you teach is more important than how you teach it. Teaching methods is more important than teaching knowledge. ?

——Title

Last week, I was fortunate enough to listen to the class "I am not a stupid kid" by teacher Hua Yinglong. Although I did not write down a few words after listening, But it left me with a deep space for thinking, and a question kept popping up in my mind: a class, 40 minutes, passed by in a hurry, what exactly should I teach the children?

Those previous confusions After listening to this good lesson, the answer gradually became clear...

I still remember last year, when I first entered this school, I remember that the leader once said to us earnestly that we must have ourselves You must teach your own teaching style! You have never understood what your teaching style is? You don’t even have a style at all. I don’t like anything too formalistic, so a well-meaning colleague reminded me: You still talk too much in class. It makes people feel a little sad to think that I have more than ten years of teaching experience, but now I still can't develop my own style. Looking at Teacher Hua's class, Teacher Hua's laughter, smile, humor, and fun are all throughout the class, and classic quotes pop out one by one like golden beans. People have to be attracted by such a good class because Teacher Hua has read too many books. The most impressive thing is that in these good classes, we can see the growth of students' thinking. This growth is because they always put students' feelings first and put students in a dominant position. A really good class, I was taking it, I was taking it, and I found that the teacher was missing... Although I still don’t know what kind of style I want to develop, but with a clear direction, developing my own style should be a lifelong endeavor. things to do.

In Teacher Hua’s class, some children may have seen the problems he presented before, so he can easily answer them. If such children are allowed to answer questions and reveal the answers on the eve of class, the effect will be greatly reduced if the class continues. Teacher Hua told the children who knew the answer: Scientific research shows that children who can hold back their words will be more successful when they grow up, because you "have others in your heart." People who can think about others must be people who do great things. This leaves room for other students to think.

How can we not encounter such a situation in our classroom? Have you not seen the various tutoring classes that are now popping up everywhere? Have you not seen the various tutoring institutions? Before we teach students new knowledge, we have already regarded "those so-called shortcuts - all kinds of seemingly simple calculations". "Formula", the routine was given to the students.

I still remember when we were talking about "The Area of ??a Trapezoid", at the beginning of class, seven or eight children blurted out: The area of ??a trapezoid is equal to the sum of the upper base plus the lower base multiplied by the height divided by two. When I asked them why, they couldn't tell me why. I only knew that the teacher had already taught this formula in the tutoring class. Then follow the students' "I don't know why" and continue this lesson. After more than half of the lesson's exploration, thinking, and derivation process, the students suddenly realized it. Not only should students know what is happening, but also why it should be done.

Thinking of the wisdom of "holding back and not speaking", in the future we should really pay attention to cultivating students' ability to "hold back and not speak" in class, because most of the time, the answers that top students blurt out, However, it has brought great trouble to students with learning difficulties, hindered the development of their thinking, made them more unwilling to think, hidden in the shadow of the halo of top students, and even less confident. If those top students are allowed to answer questions for a long time , will only accelerate the polarization of students' grades in a class, making it even more difficult for students with learning difficulties to learn. It is often seen that in open classes, teachers call an honors student with good expressive ability four or five times in order to show their teaching level.

Suddenly I understood the good intentions of the leader who was sitting at the back and listening to the class. He told us many times with sincerity and sincerity: Don’t always ask questions about certain students in the class, but pay attention to all students. Yes, focus on all students, not yourself.

Teacher Hua only explained one question clearly in this class. Yes, that’s right, there is only one question. But the value behind a question is huge. There are more things hidden behind the knowledge. I believe the students present will benefit a lot and may also affect their lives - the way they do things, including the way they think about problems.

In this class, Teacher Hua taught the children a method of "throwing stones to ask for directions" when encountering difficulties. This method may seem stupid, but it is the most practical and practical way. A method that is most in line with students' psychological age development. In the process of trying it, I found that "if you make a mistake, you will get it right." While trying and making mistakes, I also found the correct method. Teacher Hua gave the example of Tu Youyou doing medical experiments. A person who really wants to accomplish something, a person who really does research, starts with this stupid method. These seemingly stupid methods just plant the seeds of innovative thinking for children. Don’t underestimate these stupid methods. They are sometimes far more effective than the “so-called shortcuts and so-called techniques” thrown to students. It is valuable, that is the beginning of a child’s real thinking.

Teacher Hua only taught one question in one class, and some teachers began to question him: You are a famous teacher, of course you can talk like that, but we can’t. We have a lot of teaching tasks, so we can teach like that to you. , I am afraid that I will not be able to complete the teaching task. This is the voice of many teachers, and it is also the confusion of many teachers.

In fact, if you listen to this lesson carefully, you will wake up. Teacher Hua is not an alien. He also has his own students just like us. When he was teaching in Hai'an County, Jiangsu Province, those students were not necessarily much smarter than our students, but the students he taught had very good grades, and their average scores were always far higher than others.

Looking back at our own classrooms, sometimes teachers want to teach a little more, a little more, and a large amount of knowledge points in one class, for fear that the children will not be able to learn it. The more questions are taught, the easier it is for the phenomenon of "grabbing beards and eyebrows" to occur. The children seem to be "jumping around" while listening to the lectures, following the teacher "over mountains and villages", and in the end they still "know only a little bit" and are very busy. Teachers also exhaust their students, but in the end, they achieve little.

Usually, when we analyze test papers, we always mention a phenomenon: students cannot "draw inferences from one example", and they will not be able to do a question if the question type is changed. Why? Why do students not do it when the question type is changed? This is a question worthy of our serious consideration. If we can guide students to truly understand a question like Teacher Hua does, then students should be able to solve it no matter what form it changes. I thought of a recent class I took - "The Area of ??a Trapezoid". If students truly understand the derivation process of the area of ??a trapezoid through exploratory activities, then whether it is finding the area, upper base, lower base or height, for students It’s not difficult to do, and you don’t have to worry about whether students can draw inferences from one example.

Perhaps, we need to slow down, wait for students’ thinking, give them a little more time, and truly return the classroom to students, so that students can gain more, and teachers can teach more easily. .

I like a sentence very much: A good classroom is as long as it is taught, and the teacher disappears...

There is no end to teaching, and there is no end to learning. On the road of teaching The further I go, the more I feel a sense of respect for the classroom, and I find that I am less and less able to teach, less and less afraid to teach, and more and more ignorant. Just keep trying.

Because of awe, I dare not neglect.