The suggestions put forward to the NPC deputies during the two sessions were rejected. I hope that the broad masses will evaluate it. If you think it is really feasible, please actively like and forward it to contribute to the development of our education.
I still remember that when my daughter was young, she always liked to ask why all day long, and when she found a new thing, she must ask the bottom of it, and when she did not get a satisfactory answer, she would also give a self-reasonable explanation through her own imagination and thinking. I remember once taking her to the park to play, and when she saw a lot of big trees, she asked me, "Dad, the big tree has grown so big, it must have eaten a lot of food, right?" Before I could answer, she continued, "But where is its mouth?" What food does it eat? How does it go to the toilet..."I was very happy to hear her question. She took the initiative to explore the mysteries of plant growth, and she guessed that big trees also need to eat. Then I told her, "Indeed, trees are also meant to eat and drink. The water he drinks is absorbed from the soil by the many tiny pipe-like root hairs on his roots. Each leaf of it is a small kitchen. It uses the energy of sunlight to process nutrients (carbon dioxide) absorbed in the air and moisture and nutrients absorbed by roots into delicious food. "At that time, my daughter was full of intellectual curiosity and imagination. I don't know when it started, but it was probably after a stage of school. She no longer likes to ask questions, no longer likes to explore, no longer likes to think, no longer wants to imagine. This made me very confused, and then I went to look at her textbook and asked the teacher about the teaching situation in the class. The overall feeling I had was that the current education in school was basically similar to the education I received as a child. The school's education turned learning into a task and a burden, making her lose her interest in learning and her imagination for the unknown. On the one hand, the current teaching does not pay attention to understanding, but only for questions and exams, what is taught to our children is what is this knowledge point "called", how to do this kind of topic? For example, decimals, the explanation in the book is: like 0.1, 2.35, 0.26... Such a number is a decimal. There is not even a definition! How else to understand. Knowledge is treated without understanding, without exploration, without research, without practice. Doing questions, exams, and homework has become the main content of learning; The second aspect is that the current teaching materials abstract, complex, and stereotype knowledge, and are divorced from life and reality. Because the current knowledge itself has been very refined after countless times and the accumulation of previous scholars, the refined and sublimated knowledge will inevitably become abstract and complex. And we educators want to restore this condensed knowledge to life, not to tell us that knowledge is originally abstract. Third, most of the current exam questions are repetitions of book knowledge and after-school exercises, and rarely involve children's thinking ability and creative ability. Some additional questions at the end of the test paper personally feel good, which can stimulate children's research and exploration ability. But it is not enough to have a topic, it is also necessary to provide appropriate guidance.
The source of knowledge is a process of exploration and discovery, and the purpose of our teaching is to let children acquire the ability to continuously discover new knowledge and innovate on the basis of mastering existing knowledge. Teaching should stimulate children's desire to explore and seek knowledge, teach children the methods of exploration and discovery, help children summarize and refine the knowledge they have discovered, guide children to apply the knowledge of exploration and discovery to real life, solve various problems, and motivate children to constantly explore new knowledge. This is what learning is supposed to be.
For example, the explanation of functions. The definition of junior high school is: the process of change, 2 variables x, y, y change with x. Each meaningful value of x corresponds to a unique value of y, which is said to be a function of x. The definition of high school is that given two nonempty sets A and B, given the correspondence f, for any real number x in set A, there are uniquely determined real numbers y and x correspondence in set B, then f is said to be a function defined on A. When I learned at that time, I just memorized the definitions and related points. But there is no deep understanding. Only now through my own continuous learning and careful research, I understand the true meaning of functions.
I also taught my third-grade daughter about functions, because I think the learning of functions is very helpful for her learning and understanding of mathematics. And at the current level, she is completely understandable. I put it this way: a function is the study of the quantitative relationship between two things that are related. For example: me and you, my age is 36 this year, your age is 9 years old, what is the relationship between our ages? She thought for a moment and said, "You're 27 years older than me." I said, "Great, so what is Dad's age in the equation?" The daughter replied, "My age plus 27." I went on to say, "Human age changes over time, and if my age is expressed by y and your age is expressed by x, what is the relationship between y and x, and how is it expressed by the equation?" My daughter thought for a while and said, "y=x+27." Then combined with the definition in the book, explain to her: "2 variables x, y (meaning the amount that will change, such as our age will change with time), y changes with x change (your age x increases, my age also increases). Each meaningful value of x corresponds to a unique value of y, which is said to be a function of x. This is the function. I told you before: mathematics is a science that uses numbers and mathematical symbols to describe the world, and discovering the relationships and laws between things is the most important link in our understanding of the world. Therefore, functions are a very important and very basic part of mathematics. The four operations you learned earlier, time changes, measurements, fractions, multiples, etc. are all related to functions or can be solved with functions. For example, just cited the relationship between our two ages. For example, when you were 6 years old, how old was your father. It can be calculated directly with the function we deduced. And our age relationship is the relationship of addition. So can you study a function yourself based on what you have learned? The daughter thought for a while and said, "Dad, your weight is 140 pounds, and my weight is 60 pounds." Assuming your weight is represented by y and mine is represented by x, then the resulting function is y=x+80". After listening to my daughter's answer, I was quite satisfied, so I said: "The example you gave basically contains all the elements of the function, but there is one less necessary condition. That is, the relationship between the two is fixed. At least in a certain area, it is fixed. For example, during the New Year, you weighed two pounds, and I lost one pound. So the relationship is not fixed. So this function does not hold. After the daughter listened, she nodded, and then said: "Dad, the lollipop you bought me is 2 yuan a piece, so if the amount of money to buy a lollipop is Y, and the number of lollipops is x, then the function is y=2x". And it's still a multiple of what you just learned last semester. She was very happy to receive my praise, and she was excited to learn something new. So I struck while the iron was hot, and then said: "You see, knowledge is closely related to life, everywhere. We just have to learn in life and apply what we learn to life. This is the purpose and meaning of our learning. Looking at her big shining eyes, I was very satisfied: "My efforts are worth it, she not only understands the knowledge just said, but also masters the method of learning and enhances her interest in learning."
All in all, the most important thing to really master knowledge is to understand and explore, not memorize and do problems! How to enhance students' understanding of knowledge, how to enhance students' imagination and thirst for knowledge is an urgent issue to be solved.
Comments and suggestions:
1. Thinking immersion exploration research pedagogy. The Thinking Immersion Exploration Research Teaching Method immerses children in a life situation, guides children to discover knowledge, summarize knowledge, refine knowledge and finally solve problems with the acquired knowledge in the designed situation.
When my daughter was about three years old, I took my daughter to play family games with other children in the park. I asked them to collect fruits, leaves, stones and other things, imitating the process of primitive people collecting. After collecting it, I asked a question: "How much of these things did you collect?" "Most of the children have already learned simple counting and start counting there. Hearing the children's answers, I encouraged: "You are all great, you all count correctly. "So do you know where these numbers come from?" Basically, it is said that it is taught by parents. I explained to them: "Numbers did not exist in the beginning, but were invented by the ancients in order to express the number of things in life. Now, if we live in ancient times when there were no numbers, and we were busy all day, trying to know how much we had gained, or how much we had gained with each other, how should we express it? "The results surprised me and gave me a huge surprise. Children's imagination is really endless, especially when children at the age of three or four have not yet been fixed. They use a variety of methods, some with fingers, some with stones, some with buttons, some with horizontal bars, some with the number of strokes, some with leaves, some with circles, some with sound. And some children think of more than one way. This is the child's potential, this is the child's ability to explore and create, we must tap this precious wealth rather than curb it. It is recommended to start from preschool education, research innovative and good educational methods, and design teaching materials and teaching methods with intellectual curiosity and imagination, so that parents and teachers can learn and master.
Comparison of teaching materials: Regarding the learning of fractions, I designed the above method as follows, and the process is as follows:
Dad: "The Mid-Autumn Festival is here, and we eat mooncakes together as a family. But you also know that Dad and you love to eat only one egg yolk mooncake. Then we are ready to divide him into two equal pieces. So the question is: 'How much is one of these pieces?' The daughter replied, "Half of the mooncake." I then asked, "How is this 'half' represented by numbers?" The daughter thought for a while and replied, "I don't seem to have learned such numbers." I continued, "Then let's study together how this 'half' can be represented numerically." First of all, think about it, how did this 'half' come about? The daughter replied, "We divide the mooncake into two equal portions, and take out a random portion from the inside to make it 'half'." I continued, "What are the key words or key points here?" The daughter replied while thinking: "There are 'average', 'divided', 'two', 'one'." I affirmed, "Very good, you found all the key words, that's it." So the next thing we're going to put together is to look at it together. You can try it. The daughter thought for a while and replied, "Take one in two equal portions." I affirmed: "Good, but this 'average' is used to modify 'points', and some similar modifiers, descriptive words can be simplified." The daughter then said, "That's to divide it into two parts and take one portion." I said, "Great, can we streamline it a little more?" The daughter replied, "Is it okay to take one of the two?" I said, "So is this 'two' taken from multiple parts or is it divided into 'two' parts by one?" This 'point' is crucial. The woman thought for a while and replied, "So what about taking one of two?" I said happily, "Very good, 'split into one' means something like 'half'." And what about dividing into three parts? The daughter replied, "That's three out of one." I continued, "Well, a whole new type of number was born, and the numbers we used to learn were called integers because they were complete. What should this number be called today? The daughter thought for a moment and replied, "Fractions." I said happily: "Just as the so-called heroes see the same thing, you and our ancestors think together, such a number is called 'fraction'!" Next, we'll design the 'fraction' to be written in a simple way that resembles an integer. The daughter asked, "Then how do you design it?" I replied, "You first write down the elements of the score: 'points', '2', 'take', '1'." Then combine them into a single number. The first time the daughter circled the "2" and drew a line to separate it, then wrote a 1 on the back. I said, "Good, but don't you see this line clearly on the numbers?" The second time, the daughter drew a diagonal line next to the 2 and then wrote the 1 on the back. I was very happy that my daughter had "studied" the scores herself.
If a class, dozens of students study and explore together, it will definitely produce more collisions of ideas, and the effect will definitely be better. And it may not be impossible to further improve the original knowledge.
Teaching material score units:
Regarding the score, the textbook explains that the mooncake is divided into two equal parts, each part is half of the mooncake, that is, its half, and write 1/2. Numbers like 1/2, 1/3, 1/4 are fractions.
2. Game pedagogy. Design each knowledge point into a corresponding game. Before, I designed a lot of fun games based on what my daughter learned, and the effect was still very good.
Third, dare to lean down and learn from local training institutions. Local training institutions, due to competition in the market, are racking their brains every day to explore innovation. Teaching is ineffective, and students who are not interested will be eliminated by the market. Therefore, the competition leaves a lot of advanced teaching methods and teaching experience.
4. Brainstorm and solicit opinions and suggestions from the whole society. The eyes of the masses are bright, and the wisdom of the people is infinite. The majority of parents have accumulated a lot of valuable experience in the "struggle" with their children, which is not necessarily worse than the so-called experts, scholars, professors and special teachers.