Open classes, a widely adopted format in the education sector, were originally intended to promote mutual learning among teachers, improve teaching methods and improve the quality of teaching. However, in the actual operation process, it gradually deviated from this original intention and developed into a superficial and formal practice. So, how did the open class go from an ideal to a reality, and why did it mutate? Let's explore the story behind this educational phenomenon.
In the past, the open class was a stage for teachers to showcase their teaching concepts and skills, and a platform for peer-to-peer communication and learning. Teachers learn from each other and make progress together through observation and discussion. However, with the passage of time, the open class has gradually evolved into an evaluation criterion, a stage to demonstrate the ability and performance of teachers. In this transformation, the nature and purpose of open classes have fundamentally changed.
The current public class is more like a well-rehearsed performance. Teachers often spend a lot of time and effort preparing in order to perform their best in open classes. From the design of the teaching plan, the selection of teaching materials, to the arrangement of teaching links, every work has been repeatedly scrutinized and polished. The result is often that the classroom loses its sense of reality and becomes a superficial display.
At the same time, students also play an important role in the "performance" of this open class. They are asked to perform according to a pre-set script, losing the opportunity to express and think freely. Such a classroom not only limits the development of students' personalities, but also damages their enthusiasm and interest in learning.
So, why is there such a mutation in open classes? The reasons for this are complex. On the one hand, education administrators often focus too much on the form and ignore the content when designing and implementing public courses. The evaluation criteria they develop often lead teachers to focus too much on how the classroom is presented, and ignore the learning effectiveness and actual needs of students. On the other hand, society's expectations of education have also influenced the development of open classes to some extent. Driven by utilitarianism and formalism, open classes have gradually lost their original meaning and value.
The variation of open classes not only wastes valuable educational resources, but also harms the legitimate rights and interests of teachers and students. Against this backdrop, we have to ask: what does the open class really look like, and how should it return to its original purpose?
First, we need to re-examine the purpose and value of open classes. Open classes should be a platform for teachers' professional growth and students' learning, rather than a tool to evaluate teachers' abilities. Education administrators should develop more scientific and reasonable evaluation criteria, focusing on students' learning effectiveness and teachers' professional growth, rather than just focusing on classroom performance.
Second, we need to reduce the burden on teachers to prepare lessons so that they have more time and energy to focus on student learning and development. This requires us to reform the open class at the source and reduce unnecessary preparation and formalization requirements. Only by freeing teachers from the heavy burden of lesson preparation can they focus more on teaching and realize their teaching potential.
In addition, we need to value student engagement and experience. Students are the main body of learning, and their participation and experience are important criteria for judging the quality of an open class. We need to create a relaxed and enjoyable classroom atmosphere where students are free to express their opinions and feelings. At the same time, we need to change the way observers are evaluated, from focusing on teacher performance to focusing on student learning outcomes and development.
In summary, the variation of open courses reveals certain flaws in the design and implementation stages of the education system. We need to re-examine the purpose and value of open classes, so that both teachers and students can have opportunities to grow and develop in them. It is only through such reform and innovation that we can make education better and more valuable.
Let's work together for a better future for education!