How to make children willing to learn

Self-built http://www.wljy.cn/wlsoft/teacher/index.htm In order for students to grow mentally and mentally, they must have a desire for knowledge and a desire to master knowledge. Years of educational experience have convinced me that children's desire to learn is a small source that combines the unity of teaching and education. How can we open these sources? How can we avoid congestion? How can we prevent children from being indifferent to learning? Unfortunately, our teachers often encounter this worrying phenomenon: When children enter school, they are eager for knowledge, but this spark is soon extinguished, the most violent and terrible enemy in teaching-Children's cold attitude towards learning. It can also be said: how to arrange all the teaching and education work in the class and school can make the children want to be more spiritual today than yesterday, and be more intelligent than yesterday, he is proud to feel and experience his intellectual and ideological growth. How can these emotions be used to inspire children to overcome difficulties? You must know that the desire of a child to learn well is inseparable from his optimistic perception of the world (understanding the world around him, especially self-awareness. Obviously, if a child does not have a joy in learning, and does not have to work hard to discover the truth, and is excited and amazed before the truth, that is not to mention the love of science and knowledge. In order for a child to have a strong interest in learning, he must have a colorful and fascinating intellectual life. We should always pay attention to the following: when a child enters the school, do not put his or her thinking in the blackboard or in the textbooks, do not let the four walls of the classroom isolate him from the world with thousands of weather, because the mysteries of the world contain the inexhaustible source of thinking and creation. In other words, if we want to make children learn happily, then we cannot use the methods commonly used in school to limit their intellectual life, that is to say, he needs to remember and recite his knowledge and re-develop his knowledge to cope with the teacher's inspection. By the way, I don't want to leave this impression on readers, as if the author has a slight attitude towards memorization and recitation. No, without memorizing or memorizing, teaching and intellectual development are incredible. However, if we turn teaching into a pure memory activity, it will become a non-disruptive teaching, because only by combining the efforts of memory and thinking, real intellectual development is possible only when you think deeply about the phenomena and regularity of the world around you. To enrich the intellectual life of primary school students, they must maintain the harmony of thinking and memory. Dear colleagues, let us care about this matter together: in elementary school, we should first make children good at thinking, actively acquire knowledge, and ultimately explore truth, roaming in the world you know. Only in this way can he become a good student. Here, I would like to introduce some of the experiences gained by our junior teachers. In our school, the teaching of children started in the year before they entered school (that is, the preparatory class. Children live in a world that is interesting to them. We held a special activity called "thinking Lessons" for these children. This kind of activity, in terms of image, is to travel to the source of thinking. We lead the children to the garden, the woods, and the shore of the lake to show them the diversity and nuances of various things, phenomena, relationships, and dependencies. As a person sees the world, he will not become a passive observer, but a discoverer of truth, and thus will produce a living thought. We believe that only when we teach our students to actively see the world can we prevent the curious sparks in children's eyes from going off. Aristotle once pointed out that thinking begins with surprise. We all know that children's strong interest in things revealed from the world around them and from him in the future is the source of his ambition to desire knowledge and to pursue truth. For example, children use their own wisdom to understand such a fascinating truth: The sun is the source of life; no matter what form of life is shown, only the sun can make it wake up. This truth has aroused great excitement in children's hearts. In front of the children, there were various guesses and various connections and relationships. Although they did not understand the essence of these connections and relationships, they really wanted to understand them. When a child uses his wisdom to grasp a truth, he uses it to explain many new phenomena. However, the more things a child understands, the more things he does not understand. As a result, the child will think more actively and his pursuit of knowledge becomes more urgent. This kind of mental state can make children's wisdom have special sensitivity to all things that must be remembered. If a person is diligent in thinking and can discover truth through his own efforts, he will perceive and recognize the truth with great enthusiasm and strong interest. In order to create the harmony between thinking and memory, we need to go to the natural world to take a series of such thinking classes (from the preparatory class to the end of the fourth grade, a total of five years ). This set of thinking courses is the school where we train and think. Without it, it is difficult for us to imagine not only in all primary school classrooms, but also in the future stages of teaching and intellectual development, there will be complete and effective mental work. This school of training thinking is the foundation for the development of creative intelligence and is necessary to master a batch of new knowledge. All the teachers in the lower grades of our school believe that the Educational Significance of the thinking course is that it can make frequent use of knowledge. To cultivate children's desire to learn, it is necessary to make the knowledge that children master in primary school not to become an accumulation of death and not to pile them up in the children's mind, just for the teacher to get it from this "stack" for a certain period of time and check it. The so-called developing intelligence means putting knowledge in motion and application. Self-understanding, full of optimism, is a prerequisite for children to desire knowledge. To cultivate this optimistic self-understanding, we need to make children realize through personal experience that knowledge can become a tool for their thinking and labor. They can express their wisdom by using knowledge, express yourself as a person. In the thinking class, there is a complicated process. This is the attitude of personality in creative thinking towards the phenomena in the world around us, the process of self-expression in interpreting and profoundly understanding these phenomena. It is here that, when the wisdom of Children's good research and the phenomenon of direct access to the world around them, the extremely fine relations between human labor and the world, only in this way can we inspire and express the positive intelligence of children. It is here that he first feels that he is the master of knowledge and can learn to cherish his faith, this is because what comes from your own efforts is especially valuable. We are confident that students have become good at thinking because of their thinking classes. Of course, this kind of thinking class is not anything omnipotent, nor the only means to cultivate intelligence and learning aspirations. However, considering the age characteristics of children's perception and thinking, this may be the most appropriate means to form students' views and attitudes towards mental labor and themselves. The most important thing is that, as early as the beginning of school year, a person must consciously cherish his thoughtful personality. If you leave this point, you will not have the ambition to consciously master the knowledge. A young person often feels and experiences the joy of using knowledge, and feels and experiences the pride of being the master of knowledge, he will migrate his attitude towards the world around him to himself and books. We teach children to observe the natural world to teach them to read books. It is not that simple to cultivate students into readers who love to study and think. This is not just a matter of teaching students to read aloud fluently. His learning desire can be established only when a child's mental life is spent in books. However, one of the biggest disadvantages of many schools is the lack of books in spiritual life. There are many such schools, and there are no books on the shelves of the library for children in the early age. We advocate reading, not just to let children find something to do, but to let them live in the world of books. Currently, books are facing competition with other sources of information (such as movies, televisions, and tapes. Therefore, even where there are good books for students to read, books are often placed on the shelves and become "sleeping giants ". We believe that an important task of educators is to make books always the winner in this competition. The desire to learn can be established only when books become the most attractive spiritual needs of school-age children. What do students read and what traces do they leave behind in their spiritual life? This is a very important issue. We are not prepared to provide extensive suggestions on the content of the extracurricular reading. A thoughtful and familiar teacher, starting from the first few days of his child's work, he has carefully considered that every student should read (and read repeatedly) during primary school) which books. Of course, these books must be kept in the library. Otherwise, the school will change from the origin of intellectual civilization to the dominant place of rote memorization. Reading outside the classroom, in terms of image, is not only a sail for thinking, but also a breeze for sailing. Without reading, there is no sail or wind. Reading is sailing independently in the ocean of knowledge. Our task is to let every student taste the happiness of sailing and feel like a warrior who dares to enter the vast ocean of human wisdom alone. In primary school, independent reading plays a special role in the intellectual development, moral development, and aesthetic development of students. The status of independent reading in students' spiritual life also affects their learning attitude. We strive to make every student's childhood, I will read about the brave past of nature and the nation, the struggle between the Soviet people for freedom and independence of the motherland during the Great War of defense, and the struggle for culture, science, and education. for excellent works, we have compiled a "childhood bibliography" for decades ", this includes the names of the 250 types of books that each student should read during primary school. We carefully select a book for this bibliography. The selected books must have high artistic and cognitive values. These books will serve as valuable wealth to enter the spiritual life of students. Among these books, books about hero figures play a particularly important role. These hero figures have become examples of children's imitation. Real education begins with self-education, and self-education begins with children's high moral and great aspirations for people. If a person has never experienced the thrilling joy of thinking about books in his childhood, it is hard to imagine a complete education. The reason why reading can become a powerful educational force is that people think of themselves when they appreciate the morality and efforts of heroes, use a certain degree of ethics to evaluate your behaviors and people. Reading and thinking in books should become an intellectual need of students. This is also extremely important for the cultivation of thinking literacy. Without thinking literacy, it is impossible to have a desire to learn and constantly grasp new knowledge. The thinking inspired by reading is like a well-organized land. As long as you scatter the seeds of knowledge, it will sprout and grow and reap the harvest. Because students can think about books, they are more likely to master the teaching materials prescribed in the syllabus. The more students think about books, the more they love books, the easier they will learn. The idea is like Mars: A Mars will ignite another mars. A well-thought-out education and class teacher always strives to create an atmosphere of mutual love for science and knowledge in the collective, so that intellectual interest can become clues, with its sincere and complex relationship-that is, the relationship between thinking, students are connected together. As early as in elementary school, we should try to make children not only love learning, but also transfer their love for knowledge to students so that this kind of intellectual sentiment inspires other students. The relationship between children based on their thinking should not be confined to the classroom. Experienced teachers talk about books and creation. Let the children tell their classmates something that makes him excited, and establish his ambition to become more intelligent. The more thoughts he tells to others, the richer he will be. Creation activities are of great significance for the establishment of a perfect children group. First, it refers to the creation of language. Every teacher in the lower grades of our school often holds morning meetings for children's creation. Children read their own stories and poems at the meeting. This is basically to let children express what they see and what they are interesting, surprised, and excited in the form of art. The spark of thinking lies in its emotional color. It also makes others excited. For example, a student reads a text about the winter morning to his classmates. He observed the phenomenon in nature and wrote this essay to admire its beauty. When the children listen to his reading, they will experience their obsession with thinking. Therefore, everyone wants to try their own power in creation. Some may ask, if a child cannot reach this level, that is, the idea of a student cannot infect other students, and its beauty is not enough to arouse others' creative desires, what should we do? According to my personal experience, in this case, the teacher will make the initiative to light up the first spark. I wrote an article about exciting and fascinating things by myself. I convey my thoughts to my children and inspire their desired intentions in their wisdom and mind. Creation is a stage of independent thinking. At this stage, the Child realizes the joy of thinking and experiences the spiritual satisfaction of a creator. How important it is to let every student do this! Without intellectual education, we cannot imagine that there will be a perfect teaching. However, when children are being created by means of language, they feel that they are an author, it is a great pleasure to turn the beauty of the relationship between life, nature, and people into the beauty of thoughts. The desire to learn is a delicate and naughty thing. In an image, it is a delicate flower, with millions of tiny roots working tirelessly in the wet soil to nourish it. We don't see these roots, but we protect them carefully, because we know that without them, life and beauty will fade. The desire to pursue knowledge is nurtured by the tens of millions of children who are not relaxed and happy, attractive, and created out of voluntary labor, who need to work day and night without knowing fatigue. However, only when the power is inseparable from the child's sense of belonging can his work become happy, attractive, and voluntary. Children must feel proud of the fruits of their efforts as a laborer. Cultivating pride means setting up a desire to become a thinker in the child's mind. This is one of the most sophisticated areas of pedagogy. Without the pride of mental work, there is no education in the teaching process, and there is no unity between teaching and education. In order to make our children always feel the thirst for knowledge, and to make their desire to learn become the main motivation for their less relaxed mental work, we must pay attention to the most important precondition for the whole school teaching: children's mental labor objects are understandable and appropriate. Only when mental work tests the power of children can we cultivate a sense of "thinking workers" for children. The child successfully stood the test and looked back with pride and joy and said to himself, "this is what I found. This is what I found ." Let's give an example to illustrate how we establish this kind of feeling of thinking about workers. We read an application question for our second-year students: "four houses with 9 residential buildings and nine houses with 4 residential buildings have been built. There are already 1/9 of the houses with no residents. How many other houses are left ?" We have trained our children to give oral answers to these difficult questions in the second year. There is an atmosphere of concentrated thinking in the classroom. Children must first remember the known numbers (conditions), understand the dependencies between them, and then start to calculate. Before the application questions are answered, the children do not have to write the answers on a small piece of paper. When the teacher walked in the desk and saw who had done his homework, he sent a card to the most agile students and assigned them new and more difficult questions. After we read the application questions, after five or six minutes, the eyes of several children were shining with a spark of happiness: Get the correct answer. Thanks to the encouragement of success, these children have to be happy to answer more difficult questions. As we can see, another batch of children's eyes are shining with joy. But yula, a poor student in the class, has a poor learning experience. We re-read the question for him. We can see how difficult the child was, but finally understood the dependencies between known numbers. Yula understands the application, but he is also happy with it. We should also be good at evaluating the victory of Children's thinking. With our help, yula repeatedly read the known data again and again. We know that yula has a poor memory. It takes 10 minutes for the child to think about the conditions for practical use. This is very important for him. Then he transfers it to computing. We repeat the known number of application questions with him again. The computation is proceeding correctly, and the child is happy and we are happy with him. But suddenly there was another difficulty: there was something I forgot. The building collapsed after the children paid so much work. We have repeated the conditions for applying the questions with yula, and the child has seized the broken train of thought. Something was forgotten when it was almost done. We patiently explained it to him several times and asked him to think again. Finally, yula wrote the answer on paper. The child is excited for his success. In his spirit, there is a kind of hard-to-express joy: This victory came from his hard work! This is the joy of discovery. The Joy of homework through your own efforts is the source of a sense of excitement. This is a powerful educational power that inspires new energy for children to think in their minds. We must cherish this power. We must exercise caution in preventing children from achieving any outcome in their mental work. As long as a child does not see the results of his mental work in two or three months, his desire to learn will disappear, because the work itself does not exist. The source of Children's desire to learn lies in intense intellectual activity and the joy of victory. In the educational experiment of experienced teachers, the most difficult and complex problem is how to make the worst students see their own labor achievements and think about the pride of workers. Sometimes it may take a week, two weeks, or even more to lead a child to a high point of victory. Yes, our job is to require great patience and confidence in children's creativity. From "suggestions for Teachers"