Education must focus on the inherent development requirements of "people" and take "people" as the purpose of education itself. This is the educational essence that people should pursue under the slogan of "quality education". Carrying forward human nature is an important mission entrusted to us by 2 1 century.
Education should start with "humanity" and everyone who is alive. Education based on "humanity" meets the needs of human development in many aspects; Education from everyone alive can fully develop everyone's personality.
Everyone has his own potential, but everyone's potential development direction may be different. Then, in schools and classes, every student has the right to actively develop according to his own potential characteristics. Every student not only has his own potential, but also the development of these potentials will vary greatly due to the differences of personal acquired conditions. In particular, some students are in an unfavorable environment, and their potential development will be inhibited. As one of the most important environments for students' life, class may become an obstacle to students' development, and it is more likely to solve this obstacle in the social environment of class. As the core figure in the class society, the head teacher should naturally take more responsibility for the development of students' personality!
The head teacher should not only pay attention to the general development needs of students, but also pay attention to the development characteristics of each student and give effective help according to the development needs of students. In order to meet the development needs of each student, the head teacher needs to play a unique role.
Starting from "humanity", it is the need of the times and our wise choice to put forward "humanized education". Humanized education includes tolerance, democracy, equality, encouragement and appreciation. Only in the atmosphere of "humanized education" can individuals with personality be born. Allowing diversity is an important embodiment of modern people's modern consciousness, and the head teacher, as a guide for students, should first have this consciousness. The head teacher of a middle school in Shanxi Province instructed students to carry out the "I am the best" activity in their work practice, which was well received by teachers, students and parents. The enthusiasm of the students is unprecedented, and there is something shining on every student. The art of educators lies in guiding students to discover their own advantages and thus develop their own potential. Under the guidance of the head teacher, the subjective consciousness of every student in the class has been improved as never before. Students tell their secrets from the angles of likes, dislikes, abilities, fears and desires, encourage each other, cultivate students' personality and virtue, and publicize students' subjectivity.
Sticking to the rules and following the rules are the fundamental characteristics of traditional class teachers. Only when the head teacher in the new era has the sense of innovation can he be worthy of the title of student tutor. Traditional education follows the "shaping model", but its disadvantage lies in ignoring, suppressing or even killing people's innovative spirit. To cultivate students with individuality and innovative spirit, there must be teachers with individuality and innovative spirit. As the grass-roots organization of the whole school's education, classes have special significance in establishing the wind of innovation, forming innovative consciousness, carrying out innovative activities and cultivating innovative talents. As the leader of class organization, management, education and guidance, the head teacher must first have a sense of innovation.
First, reflection on previous educational behavior.
A middle school student wrote angrily on the Internet:
I've been running around the line between school and home all day, and I'm numb!
Learning should be a happy thing, but why am I so miserable? School system! A system that destroys mankind! Brainwashed by the school system all day, becoming expressionless and heartless; Like machines, is the essence of education to turn us into machines? ! Don't! We must resist!
We must resist. What will happen if you don't resist? Accept the persecution of a system that is more destructive to human nature!
Students, let's unite and fight to overthrow the unreasonable and inhuman system! Fight!
There is such a letter to the class teacher:
Dear old classmates:
Hello!
Please forgive the students' unintentional offense! I put up with it for a long time and want to tell you that I really hope you are angry, not to mention angry!
I know you love us deeply, have done a lot for us and arranged everything for us ... but I hate you for it. You paid a heavy price for our study and life. We understand, but we can't forgive you because you sacrificed our family and yourself at the same time. Under your education of forgetting to eat and sleep, we lost many extracurricular activities. We usually have no time to watch TV, movies and enjoy music. What's more frightening is that we can't think under your tireless education. Under your "obedient education" education, we learned to be obedient, but at the same time we lost our feelings, personality and thoughts. We became robots that were manipulated and used.
Your students are worried about the sky.
Aren't we shocked when we see this post and this letter? ! When we educators (especially class teachers) think of selfless dedication to students and heartbreak for students, have we ever thought about what students really want? What are the students thinking? Why do students often do some unconventional actions to vent their dissatisfaction with school management?
If our head teacher knows nothing about this, then why should we be the head teacher of the students? How can a teacher who is not qualified to be a class teacher educate his students well? This series of problems have to cause our class teacher to deeply reflect on his work behavior.
Reflection 1: "Rule by man" is greater than "rule by law".
Many class teachers have become accustomed to "rule by man" in their work: the class spirit depends not only on students' self-education and self-management ability, but also on the personal quality of the class teacher. For students, this "paternalism" is not so much management as control! Perhaps on the surface, students are well-ordered and disciplined, but the potential negative effects of education are worrying. Students only have the obligation to obey, but not the right to participate, which restricts their sense of ownership and creativity. Therefore, the work of class teachers should move from "rule by man" to "rule by law". Through the "rule of law" management, the authority of the class teacher will be transformed into collective authority, the self-education and management of students will be institutionalized, and the awareness and ability of democratic management of students will be enhanced and improved. The change from "rule by man" to "rule by law" in the work of class teachers is not only the improvement of management methods, but also the renewal of work concepts.
Reflection 2: Violation of humanized "control".
Unified values and mindset are still affecting some people, and the class teacher is no exception. Many class teachers have formed the habit of managing the sky and the land, head and tail in their work. This criterion and that norm are full of words like "no", "no" and "no". For example, some class teachers regard children's age characteristics, psychological characteristics and the resulting behavior as "violation of discipline" and blame or punish them. This is not only a puzzle to the class teacher, but also a misunderstanding and injustice to the students. It is really funny to think that children's nature and personality characteristics are shortcomings and mistakes. Can we regard children's love of sports and fun as "shortcomings"? ? Sometimes some students' bad behavior, which is obviously a problem of personality psychology and behavior, needs to be understood and treated, but it is regarded as an ideological and moral problem, so it is criticized and punished; Obviously, it is the natural expression of students' nature and potential, which should be guided and encouraged, but it is considered as doing nothing and acting recklessly to stop and suppress it; Obviously, only one or several subjects have poor exam results and should be inspired and helped, but they think that the whole person is hopeless, discriminated against and treated coldly; Obviously, it is a naive mistake, an accidental mistake, which should be tolerated by education, but it is considered that bad habits are not changed, and they are on the line and accused ... These have seriously affected the full development of students' personality and the formation of sound personality.
No wonder many children are criticized and punished by teachers and don't know where they are wrong. This phenomenon, which violates the laws of education, is the performance of the head teacher's psychological ignorance and lack of humanized control. If some children like reading novels, some children like singing and some children like sports, this is their interest and hobby. Some children are flexible, some children are silent, some children are withdrawn, and some children are outspoken, all of which are personality problems, and there is no need to force uniformity at all. This has little to do with personal moral quality, and our class teacher doesn't need to worry about it at all. Education is a kind of guidance and a true art of love. Therefore, our class teacher should naturally encourage and guide the growing young students. Creating a relaxed and free educational environment for children is conducive to their healthy growth. Children's activeness and playfulness are not only shortcomings or mistakes, but also the growing point of morality and intelligence. Children's nature is only a virgin land to be developed. Ignore these aspects, quality education will be greatly reduced. .
Reflection 3: Too much "quantitative" management.
The job of a class teacher, besides instilling theories into students, is to manage the development of students' behavior norms. The object of the class teacher's work is people, not machine parts or static objects. We look forward to a new generation of people who are full of vitality and growing. Krupskaya wrote: "For children, thoughts cannot be divorced from specific people. The educational function of the school is to teach and educate people, emphasize people-oriented, people-oriented, respect and understand people, and need spiritual promotion, persuasion and communication, as well as a comfortable and enterprising relaxed environment. For example, system construction is an important measure in class management, but the formulation and implementation of the system need to vary from class to class, conform to the age characteristics of students, and pay attention to training rather than inspection, correction and punishment. As we all know, human nature tells us that no one likes to be forced or obey orders. The changes in urban public facilities now illustrate this point well. In the past, words such as "prohibition" and "fines for offenders" were replaced by words such as "please ……" and "protecting flowers and plants will bring you a good mood". According to the newspaper, in order to achieve better reform results, Nanjing Prison no longer posted slogans such as "Be honest, don't talk nonsense and move around", and all of them were replaced by famous aphorisms such as "Fall down and get up, this is success". This is true for reforming criminals, not to mention that we are dealing with naive and romantic students.
On the other hand, our educational management rules and regulations are full of codes of conduct, punishment regulations and reward and punishment rules. Every class in every school has a thousand people, one by one, which is not specific and comprehensive, and the effect is unknown. It is often posted on the wall and hung on the lips, and it has not been implemented. Once our education is digitized, it will often bring negative effects. For example, in order to get more points in the evaluation of civilized classes, some class teachers acquiesce in students' fraud, false charity and false donations, which are actually hurting students' young hearts. We put too much emphasis on scientific management, quantitative evaluation, strict system and cold figures to restrain students, which frustrated their initiative and enthusiasm. This kind of management is essentially an inhuman management, which is the performance of seeing things but not people. At present, quantitative management is popular on campus, and digital assessment has penetrated into all aspects of daily inspection. There are more and more people wearing red armbands on campus, and administrative leaders, teachers on duty and patrol students all have one purpose-to deduct points. There seems to be no suitable method except abusing different degrees of punishment. Some class teachers teach students to be practical, and let the monitor evaluate their classmates' conduct in the form of scores during class. 1 point will be deducted for lecture, and 2 points will be deducted for loud noise in class. As a result, the class leader didn't want to study, just thinking about deducting your score.
I think too much obvious supervision atmosphere makes people feel disrespected and unhappy, which is not conducive to education and teaching. Moreover, modern society needs talents with innovative thinking and creativity. Only in a relaxed and harmonious atmosphere can individual potential be released and people can develop freely in an all-round way. Modern talents can't be cultivated by "managing, clamping and pressing" with strong gunpowder. In this guarded and supervised environment, students are on the edge of the abyss, walking on thin ice, and everyone is in danger. It is not surprising that the relationship between the class teacher and the students is cold. What personality can the students trained in this way have besides obedience?
The urgent task is to completely change this inhuman situation, make the class management system deeply rooted in the hearts of the people, and change heteronomy into self-discipline. Establish a management model full of humanistic care in line with the characteristics of our school, and build a new home for the development of teachers and students with those management concepts characterized by spiritual guidance and value orientation.
Reflection 4: "pseudo-sanctification" education.
Respecting people's individuality and promoting individualized development means respecting people's way of life. The same is true for students. However, there is a tendency of pseudo-sanctification in the current work of class teachers. The most likely thing that a class teacher instills in students is to study hard, get into famous universities and key universities, and become the envy of scientists, engineers, writers and teachers in the future. Anyone who "has no ambition" will be despised by everyone. Teachers and students lack civilian consciousness. Perhaps this is one of the reasons why books such as Harvard Girl, Peking University Boy and Oxford Boy sell well. We think: if it is a grass, it must be green; If it is a big tree, it will bear fruit; If it is a rose, it will bloom.
In foreign primary and secondary schools, no one teaches children to compress the space of self-existence. To put it bluntly, the purpose of study is to find a good job. In the second grade of middle school, the teacher asked the students to talk about their future career choices in class. If a student talks about ideals: I want to earn more money in the future, buy a good car, live in a good house and visit world famous places ... as long as he abides by the law and relies on his own efforts to get all this, no one thinks there is anything wrong. After all, the world is made up of thousands of ordinary people in Qian Qian, including teachers who educate them. So, what's wrong with being an honest ordinary person? There is such an interesting thing: when Truman was elected president of the United States, a reporter went to interview his mother and said to her, "You must be very proud to have such a son." Truman's mother replied, "Yes. However, I still have a son, which makes me proud-he is digging potatoes in the field now. " If we say that she is looking at the problem from the perspective of a mother; So, if we are a mother in China or a teacher in China, can we give such an answer? Schools should confidently teach students to understand, develop and improve "personal value", which should be the main task of quality education in schools. The improvement of national quality needs the improvement of every national quality. "For yourself" is not a bad thing. Imagine that if everyone, as an individual, treats life with a serious and positive attitude and carries out "self-design", "self-development", "self-realization" and "self-sublimation" instead of "waiting, relying on and wanting" the country, then the country will be full of vitality and hope. For education, the overall improvement of the quality of the whole people is the most important. Our education should train a large number of Einstein, Edison, Bill Gates, Michael Jordan and carl lewis, but the most important thing is to train qualified citizens.
Pseudo-sanctified education is vulnerable to all kinds of disgusting words and deeds. When students answer the teacher's questions, they can keep a clear head and talk with Kan Kan, but in practice they run counter to each other. Anyone can list the top ten and eight hazards of soaking in Internet cafes, but there are not a few people who leave the classroom and go straight to Internet cafes. A student can get high marks or even full marks by answering etiquette norms such as "respecting parents and loving the group" on the ideological and moral written test paper, but when he returns home, his mouth is still full of food and clothes, and he is even more bossy to his parents. On the Chinese test paper, ask the students to write a paragraph according to the situation: What should you do if the things borrowed by others have not been returned? The answer can be described as gentle and polite. However, in practice, it is often such a trivial matter, which leads to constant friction until it reaches the head teacher. The class teacher put on a mask to preach, and even the teacher himself didn't believe what he said; Students wear masks for face-to-face education. On the surface, they are just Nuo Nuo. When they turn around, they remain the same. The head teacher keeps saying "for your own good" to educate the students, but the students are thinking "You didn't do it for those bonuses", and their hearts are full of derogatory terms. Some schools flaunt "for all children, for all children, for all children", but many class teachers and classroom teachers try their best to ridicule poor students in their usual education and teaching. Some try their best to transfer poor students to other schools in an attempt to frame others, and some class teachers try their best to get parents of poor students to issue certificates of mental retardation to hospitals, so as not to let students' test scores count in the average score, so as not to affect teachers' "teaching performance". How can this indifferent, hypocritical and selfish education in schools not affect students?
If we don't reflect, update and change our ideas in time, our education will be abandoned by society and times. Moreover, if our education is only "rose education", then the trained students will inevitably hit a wall once they enter the society.
Second, thinking about humanized education promoting individualized development.
On the banner of "quality education", there is a capital word "people": education based on "people", education full of humanity and education for all people's all-round development. Suhomlinski's educational view is nothing more than a simple and human desire: to cultivate every child into a happy person! His educational philosophy is: "Cultivate real people!" Let everyone trained from him live a happy life.
When Suhomlinski was the principal of a rural middle school in Ukraine, he recorded a story: the biggest rose bloomed in the greenhouse on campus, and all the students were very surprised. Many students come to see it every day. This morning, Suhomlinski was walking on campus and saw a 4-year-old girl in a kindergarten picking roses in the greenhouse, holding them in her hand and looking out calmly. Suhomlinski wants to know why the little girl wants to pick flowers. He bent down and asked kindly, "Son, who did you pick this flower for?" Can you tell me? The little girl said shyly, "Grandma is very ill. I told her that there was such a big rose in the school. Grandma doesn't believe it. I'll take it off and give it to her now. I will send it back after reading it. " After listening to the child's naive answer, Suhomlinski's heart trembled. He took the little girl by the hand and picked two big roses from the greenhouse. He said to the child, "This one is for you. You are a child who knows how to love; This song is dedicated to your mother to thank her for raising such a good child. "This story inspired me for a long time. I will tell this story to more students, so that our students can have a beautiful humanity, live like a real person, and have a rose that never fades in their hearts.
As the philosopher James said: "The most ardent requirement in human nature is the desire for affirmation", which is human nature. Humanity is the foundation of individuality, which promotes the perfection of humanity, and humanity influences the development of individuality through education. Personality is a relatively stable synthesis of all the qualities shown by individuals in their lives, which has the characteristics of uniqueness, integrity and tendency. The development of personality is the continuous improvement of personality and the awakening of individual's unique internal potential and qualification. Developing individuality, that is, affirming individuality, is to fully affirm individual subjectivity, which is the embodiment of people-oriented values and concepts. In primary and secondary education, the goal of personality development is to help each student form and show the uniqueness and advantages of "that one" different from others on the basis of comprehensive and coordinated development of all kinds of qualities. The most important thing is to promote students to form correct needs, motivations and interests in harmony with social development, with a civilized attitude towards people, themselves and the environment and a psychological feature of taking ability as the center.
The philosopher Nietzsche once said: People who lack individuality have no innovative spirit.
There is a story that a calligraphy prodigy participated in the Japanese youth calligraphy exhibition when he was 9 years old, which set off a whirlwind in Japan. Four works, all in private collections, with a total value of140,000 yen. At that time, Tomoko Aude, the most famous calligrapher in Japan, predicted that a bright new star would rise in the future calligraphy circle in Japan.
Twenty years later, ODA Murakami made a special trip to visit this genius who was famous in the four islands when he was a child. After reading his works, he sighed deeply and said this sentence: "You Jun (Wang Xizhi), you ruined this prodigy."
It turns out that this little prodigy is addicted to copying Wang Xizhi's calligraphy posts. After twenty years of hard practice, his calligraphy personality has completely worn away. Now his handwriting can almost reach the level of confusion compared with Wang Xizhi, but what about his own things? I can't find any trace. In the eyes of connoisseurs, his calligraphy is no longer an art, but an annoying imitation.
Don't lose your personality, that's the only real value of a person. Throughout ancient and modern times, anyone who has achieved something is a person who insists on his own personality and characteristics.
Dr. Yang Zhenning once pointed out that the lack of individuality and the pursuit of their own interests are the most serious shortcomings and deficiencies of China scholars and students.
In 2002, Japanese physicist Masatoshi Koshiba won the Nobel Prize for his "outstanding contribution to astrophysics, especially the discovery of neutrinos in the universe". Little known is that the Nobel Prize winner cooperated with Academician Tang of the Institute of High Energy Physics of the Chinese Academy of Sciences in the late 1970s, and they also chose China as the experimental site. However, due to the lack of innovative consciousness of China scholars, cooperation aborted for fear of failure. Masatoshi Koshiba returned to China alone to carry out the experiment. After 20 years of unremitting efforts, he finally succeeded.
Reflecting on our traditional education, we should suppress and obliterate people's personality, even regard personality as a dangerous factor, and do everything possible to limit the development of students' personality. Traditional education puts people under the same influence in every activity, allowing them to read the same textbooks, listen to the same lectures, read the same materials and participate in the same activities. In a word, all the measures of traditional education are assimilating students' personalities and allowing students to control their thoughts and behaviors with unified norms, which is the biggest drawback of our education.
As far as the traditional education process is concerned, the head teacher who is endowed with certain authority by traditional culture places many explicit or implicit social expectations on students, and some negative factors may directly restrict the development of students' personality.
As far as explicit expectations are concerned, the class teacher plays a certain guiding role in students' behavior or behavior. The head teacher excessively demands unity and integrity, and ignores or even denounces differences. Students can only attach importance to authority, conform to the crowd, seek common ground while reserving differences, and must not be obviously unconventional. This has become a powerful thinking inertia, even recognized and respected by us.
The head teacher regards the students as a spiritual person, not a learning machine, loves every student from the heart and respects their personality, dignity and emotion. This is the premise of developing students' personality, because personality education should respect the uniqueness of students' personality, emotion and thought. Especially the spiritual world of students, and requires educators to abandon the one-size-fits-all approach in "exam-oriented education" and truly open a lock with one key and respect students' personality. It also means that students should respect their future development whether they go to school or not, and firmly believe that every student will find his place in the future social life.
Suhomlinski believes that the mind of students is by no means a barren land, but a fertile ground with beautiful ideological and moral buds. Therefore, the responsibility of the class teacher lies in finding and righting every seedling in the soil of students' minds, making it grow stronger and stronger, and finally squeezing out the weeds of their own shortcomings. The head teacher should create conditions for each student, let them show their unique advantages in a certain aspect, and let each student walk with his head held high.
In today's quality education, students' personality development has been paid more and more attention. The more we attach importance to personality development, the more we can't ignore the routine management of students. Personality development is not willful development. In the class management of primary and secondary schools, routine management has always been attached importance, because it is the basis of all education and teaching work; "Education has both the power to cultivate creative spirit and the power to suppress it." Educational management and human personality development belong to two different but related categories. Management is a basic social practice of human beings. Its connotation is to organize, coordinate, plan and direct control activities to improve the efficiency of activities and realize a certain project. Introducing management into education is to make students act according to certain rules and develop the basic quality of being a man and doing things through organizational training. The development of human personality is the extension and realization of individual potential. The ideal and pursuit of human personality development should be said that it was not until modern society that the dawn appeared. In a free and relaxed environment, an individual's potential can develop into his own advantages and form a specialty that can break through some limitations.
In short, management is a means to pursue the consistency, unity and coordination of different individuals; Personality development is a goal or ideal, which pursues the uniqueness, advantages and freedom of individuals. There are indeed contradictions between the two to a certain extent, so it is easy to produce some misunderstandings in understanding and practice in practical work. When it comes to strengthening management, we should aim at "management" and manage for "management". Until the students are managed honestly, only Nuo Nuo can inhibit the development of students' personality; It seems that the development of personality is to let go and relax management, and the two become "fish" and "bear's paw" that cannot have both. However, modern education not only needs to develop individuality, but also needs management. Facts have also proved that under the well-organized and regular management conditions, civilized, disciplined, lively and innovative talents have indeed been cultivated. In fact, in the process of cultivating people in schools, the implementation of class management is similar to the development of personality and can be coordinated. Standardizing behavior and developing personality can be regarded as two aspects of education.
Starting from the educational purpose, class daily management standardizes, guides and educates students' daily behaviors, so as to cultivate students' civilized, polite, diligent and harmonious qualities. A civilized, polite and law-abiding quality is very necessary for the development of the collective, society and individuals, because any individual's happy life and development need an orderly social environment and a harmonious interpersonal relationship. However, the development goal of good personality can only be formed and manifested in an environment of harmonious coexistence with others and the collective. Moreover, the civilized behavior habit itself is a side expression of a person's good character. A person who is good at self-discipline is a person who can really create. In a word, regular class management creates conditions for the development of students' good personality, and students' lively personality adds vitality to regular class life.
Dialectically dealing with the relationship between class daily management and students' personality development requires the class teacher to have a clear and clear consciousness and meticulous working methods in daily operation. The contents and objectives of daily management should be constantly and persistently publicized and resolutely implemented, but the methods of management and education should be flexible and diverse.
First of all, according to the age characteristics of students, we should distinguish the goals and requirements of routine management. For primary school students, the code of conduct education is mainly carried out from the small scope of students' individuals-family members-teachers-classmates, so as to cultivate their honest, polite, clean-loving, learning-loving, disciplined, lively, generous and healthy personality foundation. For middle school students, it needs to be regulated from a wider range of individuals-families-schools-communities. They are required to be balanced, harmonious and beautiful inside and outside, to respect others, and to treat study, work, family and society responsibly, which requires him to have more systematic values.
Secondly, we should adopt flexible methods to implement routine management, such as explanation, games and competitions. , thus making routine management lively and making students feel the joy of learning to follow the routine.
Third, love-the cornerstone of humanized education.
To be a good class teacher, the most basic condition is to have a heart that loves all students. "Without love, there is no education". Love is the cornerstone of humanized education. Without humanity and emotion, all education is impossible. To love students, we must enter their emotional world, and treat ourselves as their friends to feel their joys and sorrows. The influence of the head teacher on students is the interaction and communication between teachers and students. Respecting students' personality, individuality, dignity and rights is the starting point and destination of humanized education. Humanized education is the core of the head teacher's working concept. The goal of the class teacher's work is that only when students fully understand, respect and believe in students can education really penetrate the hearts of the people and create a successful education that will enable students to fully develop their personality and individuality. The head teacher is a man's job, and people are emotional and rational. Emotion determines the direction of thinking, and reason determines the result of thinking. Only by starting with emotion and humanity can we convince people by reasoning.
Promoting individualized development through humanized education is a new concept of class teachers' work, which determines their working attitude and methods. The education of students should also have sincere love for students. "Without love for students, it is impossible to educate students sincerely." Because, if there is no love for students, it is impossible to care about students, and it is impossible to observe students attentively. Therefore, we can't find the problems existing in students, so we can't criticize, educate and guide students in a timely, necessary and effective way, let alone help them solve problems.
To love students is to love all students. The difference between students is absolute, and there will always be differences between students at any time and under any circumstances. This determines that as a class teacher, accepting every student is unconditional. Students hope to get respect, care, love, help and education from the class teacher at school. The class teacher's equal and fair treatment of students is the psychological demand of students and the basic requirement of humanized education. The love of the class teacher