Enlightening wisdom with wisdom

Inspiring wisdom with wisdom

Yin Houli

Distinguished leaders ， Everyone Teachers and everyone, good morning!

Today, I'd like to share a topic with you: Inspiring wisdom with wisdom.

I. Education - Looking forward to the blossoming of students' life wisdom

Let me share a short story with you first:

A friend from Israel brought me a desert rose. There are no roses in the desert, but this plant is called a desert rose. In your hand, it's a bunch of dry grass, truly withered, dry, dead grass, quite unsightly. But he asked me to read the instructions; the instructions told me that this desert rose is actually a lichen, needle-shaped, somewhat like the shape of pine branches. If you soak the whole thing in water, it will fully revive on the eighth day; if you remove the water, it will gradually dry out and become as dry as sand. Hide it for a year or two, and then soak it in water again one day, and it will revive again. This is the desert rose.

So, I took this bunch of dry grass, put it in a large glass bowl, filled it with water, and left it there. From that day on, my two children and I went to check on the desert rose every day. On the first day, we checked on it, there was no movement, it was still a bunch of dry grass soaked in water. On the second day, we found that it had a center, and this center had slightly unfolded from the inside out, and there was a little green feeling, but not a full color. On the third day, that blurry green feeling had become a fresh, moist moss-like scent, although the edges were still dead. It opened itself up, clearly showing its rose-like pattern. Every day, the greenness of its core expanded an inch. We added water to it every day, and the green gradually unfolded.

On the eighth day, when we went to see the desert rose, our neighbor happened to be there, and he followed us to the kitchen to see it. That day, what was presented before us was a complete, plump, and revived desert rose! My children and I screamed with joy because we were so happy, we saw a lush green desert rose in full bloom.

Our neighbor, however, said strangely, "What are you doing with this bunch of weeds?" I was stunned. Yes, in his eyes, it wasn't a rose, it was a weed! You say, no matter how beautiful a weed is, how beautiful can it be? What he saw was just an unsightly, damp-smelling lower plant in a large bowl; that is to say, he saw the phenomenon itself, in isolation, while what we saw was the phenomenon and the bit by bit of real existence behind the phenomenon, the twists and turns, the myriad origins.

So, in our value judgment, its beauty is earth-shattering, and its resurrection process is the shocking performance of the initial chaos of the universe. There is only one reason why we can appreciate it; we know where its starting point is. Knowing or not knowing this starting point forms the point of divergence in our value judgments from our neighbor's.

This story is excerpted from: Long Yingtai's speech - "A Century of Reflection"

Revelation ：

The educational work we are engaged in is like nurturing the desert rose to bloom brilliantly: onlookers are indifferent to our work, and there are many criticisms and accusations; those who have experienced it expect subtle changes and applaud the blossoming of life; in the eyes of teachers, if a child is a weed, he will surely be a weed in the end; if a child is a rose, he will surely bloom like a rose. If teachers have no expectations for children, and cannot understand that the growth of a child is a process of life blossoming, the teacher will be disappointed in the end, because in front of you, no matter how you teach the student, he will still be a "weed", and you will not enjoy the joy of the desert rose blooming.
In the process of waiting for the desert rose to bloom, the more you give, the stronger your expectations, the more intense the joy you will enjoy in the end; if you give less, or even don't give at all, you will not be able to experience the joy of success.
I. Education is the process of nurturing the growth of students' life wisdom
Education is not about identifying who is a "weed" and who is a "rose", but about expecting and nurturing, allowing the "desert rose" to bloom from dry weeds into a complete, plump, and revived desert rose! Students' potential is unlimited, the key is how we use our wisdom to fully tap into students' potential and help them become the best version of themselves! In the process of achieving students' success, teachers also gain growth! Be a wise teacher, enjoy the joy of work in the process of students' life blossoming! Carefully nurture, and wait for the flowers to bloom!

II 、 Be a wise teacher ， Inspiring students' wisdom with teachers' wisdom
(1) Accept yourself, enjoy your work in education
1. Achieving students - Be a teacher with a sense of accomplishment
Schools are for students, teachers are for students, every position in the school needs people, the school desperately needs teachers who can teach good results, the school needs even more teachers who can teach what others can't, and the school needs most teachers who not only teach well but also do well.

2. Accept yourself - Be a happy teacher

Position yourself, you are doing the most meaningful thing in the world, pursue "being happier than others", it is not others but yourself who can truly change yourself. It is also yourself, not others, who can truly grasp happiness.

3. Cultural identity - Be a thoughtful teacher, Principal Xiao often tells us that we must have our own thoughts and dare to innovate in order to be an excellent teacher.

(2) Training and study, improving professional quality ， Control the basic teaching strategies.

1. Requirements for educational transformation and development:

In the professional growth of teachers, it goes beyond emphasizing the mastery of subject knowledge and teaching skills, and pays more attention to the improvement of educational realm and professional ability.

The most basic requirement: mastering subject knowledge and teaching skills (teaching every class well)

　 (1) Clarify classroom tasks and define the nature of the subject 。

The purpose of primary school Chinese reading classroom teaching is to enable students to learn to speak, write, and express themselves. Performances, multimedia, musical accompaniment... these are all auxiliary teaching methods in the classroom. When to use them? Where to use them? How to use them? These all require careful consideration. Most of the texts in the textbook are simple and easy to understand. In the classroom, we should pay more attention to reading aloud, using reading to promote thinking, and gaining understanding through reading. Students can basically understand the humanistic feelings in the texts.

　 (2) Set accurate teaching objectives and determine the teaching priorities and difficulties Many experts believe that a lesson should only set one or two knowledge objectives and ability objectives. For example, in a third-grade classroom, students are required to read the text correctly and fluently, while in a sixth-grade classroom, students are required to read the text correctly, fluently, and expressively. The slight difference in wording reflects different levels. It also fully embodies the people-oriented approach and respect for age characteristics. For example, can we ask first-grade children to imitate the text and write? It seems possible, but their physiological and psychological ages have not reached that level, and their own experience and knowledge reserves are insufficient to complete the task. Even if some excellent students complete it, it does not represent anything, because our classroom should be oriented towards all students. Based on this situation, before teaching each text, I first require students to "read smoothly," that is, students read the text in Mandarin, with clear articulation, loud voice, no misreading of words, and no chanting. They should initially memorize the new words in this lesson. If there are still unfamiliar words, they should learn to use a dictionary and learn to ask classmates, teachers, and parents for help, cultivating a good habit of diligent study and asking questions. Then, students should do some preparation for the text.

　 (3) Make full pre-class preparations and handle unexpected highlights 。

I remember before the acceptance of the model lesson by the Municipal Teaching Research Office last semester, when I was teaching the text "Prometheus" in Grade 4, Class 3, when the picture of the character appeared on the screen, a little boy laughed exaggeratedly because Prometheus in the picture was wearing shorts. At that time, I didn't criticize him, I just glanced at him and let the students read the text freely to understand what spirit of Prometheus shocked us. Seeing that I didn't criticize him, and the classmates were already reading seriously, he also picked up the book and started reading. Later, he raised his hand to answer questions in class, and I praised him. If I had simply criticized him at that time, he would definitely not have learned well in that class. Another time, when writing the blackboard writing for the text "Applause," I made a mistake in one stroke. I immediately said self-deprecatingly, "Oops, the teacher's palm is not well-written, I guess the applause from the students won't be very loud." Immediately, the students gave me warm applause. This applause was not only for me, but also for all the children. The wonderful moments naturally appeared, and everything went smoothly.

(4) Learn to listen Students Speaking 。

In class, teachers should listen carefully to students' speeches and respect their feelings. They should clearly understand whether the answer is right or wrong and give accurate evaluations based on the students' answers. Whether it is encouragement or correction, the purpose is to promote students' progress.

2. Transformation requirements: Pay more attention to educational realm and professional ability (cultivating everyone well)

In classroom teaching, why don't we generously give students some appropriate "hats"? I believe there are many ways to encourage and evaluate students.

1. Using effective and appropriate praise and evaluation Price

When learning the lesson "Pangu Creates the World," I asked students to find and read the content describing what Pangu's body turned into after his death. Song Bei in my class rarely raises her hand actively. That day, she timidly raised her hand, and her answer was as weak as a mosquito's buzz. I seized the opportunity to praise her: "Today, you bravely raised your hand, which is a great improvement. I appreciate it, but I want to hear you read it again, using the tone of voice the teacher usually uses. Okay?" She seemed to be encouraged, and when she repeated it, her voice was louder. It sounded a bit like a teacher. In short, praise should be close to the students' psychology, praising what students need and what they care about. Only this kind of praise-style evaluation can truly play an effective role.

2. Use tactful evaluation

For example, when teaching the lesson "She Is My Friend," a shy little girl, Sun Jiaxin, in my class was asked to read the sentences expressing Ruan Heng's fear and entanglement. The little girl's voice was very small, but she read very fluently. When she finished reading, I immediately commented: "You read very fluently. Next time, answer with more confidence so that the teacher can hear your loud voice." Her parents have also communicated with me many times, saying that their child lacks confidence. Her performance in class later showed a significant improvement, and her voice became much louder. Similarly, Cao Zihao, a boy, raised his hand high, so I asked him to read the same sentences. However, he read hesitantly, and his face gradually turned red. I calmly walked to his side and said, "You have tried your best to read. Read it a few more times, and you will be great when you read it fluently." This tactful approach allows children to understand their shortcomings while maintaining their self-esteem.

3. Class On Use non-verbal evaluation

Many experts have said that a teacher's smile, a glance, a gesture, a touch, or a thumbs-up are all encouragement for students.

4. Peer evaluation and teacher-student evaluation.

In short, whether it is encouraging evaluation, tactful evaluation, non-verbal evaluation, peer evaluation, or teacher-student evaluation, it must be able to promote students' secondary thinking and secondary progress based on their original thinking. That is the best.

　　There is always room for improvement in teaching. An effective Chinese language classroom should set an example for teachers at Yingcheng Wai School, from pre-class preparation and waiting for class to introduction, from learning before teaching in class to blackboard writing and reflection. Only after repeated reflection and negation can there be better development and improvement. As a teacher for so many years, I have always believed that lessons are wonderful because of people; lessons are lively because of people. The wonderfulness and liveliness of people come from tireless learning and from the love and pursuit of their careers. In the process of educational practice, teachers' self-reflection, collective peer support, and guidance from professional researchers are three fundamental forces that promote teachers' professional growth. Let us use teachers' wisdom to inspire students' wisdom, use teachers' sparks of thought to ignite students' sparks of wisdom, and let children make significant progress. Classroom teaching is an art. Since it is an art, it requires unremitting pursuit. In this position of education and teaching, I will practice: The road ahead is long and arduous, but I will search high and low!

My speech is finished, thank you for listening!