I. Self-consciousness: Object and Subject
Influenced by nanny education in primary schools, junior high school students regard teachers as authorities, consciously or unconsciously play a passive role in educational activities, are easily infected by teachers, and are used to learning to walk with crutches. Senior high school students gradually adapt to the persuasion-oriented education model in middle schools, with plump feathers and enhanced self-awareness. As an educated person, it is easy to enter the object role, but it can also play the main role independently in many educational activities and become more mature and sophisticated.
Educators should seize the opportunity to observe this changing process, master the "temperature", apply the teacher-led principle, learn to change from "teaching" to "guiding" and from "leading" to "leading" in teaching, and learn to change "guest" into "subject" and "guiding" in solving doubts, demonstrating, guiding, organizing, checking, creating situations and providing conditions.
Second, the level of understanding: sensibility and rationality
There are also obvious differences between junior high school students and senior high school students in their understanding of things. The former is generally prone to perceptual knowledge, that is, using the functions of eyes, ears, nose, tongue and body to give play to sensory information such as vision, hearing and smell; The latter can sort out and transform perceptual materials with the help of "the official of the mind", and rise to the point that rational understanding is closer to the essence and regularity of objective things. Of course, the theory of sublimation formation system needs to be further improved.
As teachers, we should follow the principle of "step by step" and try not to rush for success. With the growth of students' age and grade, we should take different countermeasures and put forward different requirements to realize the leap from perceptual knowledge to rational knowledge. The new textbook of nine-year compulsory education compiled by People's Education Society has made a valuable attempt in this respect. For example, the textbook "History of China" is illustrated according to the actual level of understanding of junior one students, and appropriate practice thinking after class. It is completely suitable for students' cognitive ability, enlightening students to know historical figures and facts, and cultivating historical materialism and patriotism at the same time, which is expected to make history teaching in Grade One get twice the result with half the effort.
Third, the way of thinking: image and abstraction
Associated with the difference in cognitive level, there are also differences in thinking modes at different stages. Compared with primary school students, junior high school students are more attentive, but their way of thinking is still vivid and directional. With the expansion of knowledge, the thinking activities of senior high school students increase, and the way of thinking progresses in the direction of abstraction and divergence. For example, the teacher draws a circle to let the students know that the former may answer "circle", "sun" and "moon cake"; The latter may answer: a trajectory with equal distance from a moving point to a certain point. When "the cross section of the ball" and "the regular polygon tends to infinity" ... Therefore, teachers must look at the object and use appropriate methods when inspiring students' thinking. In junior high school, "image principle" is often adopted, such as using gestures, connecting with reality, audio-visual teaching methods, image language, etc., to make abstract and concrete, rational and perceptual, abstruse and popular, complex and simple. In senior high school, we should use the "heuristic principle" to guide students to question and ask difficult questions, explore and think, draw inferences from others, cleverly set suspense and lure the enemy in.
If teaching is a play, teachers should change from actors to directors, and students should change from audiences to actors, so that students can learn from it, from the outside to the inside, from the rough to the fine, from the fake to the true.
Fourth, the psychological set: seeking common ground while reserving differences
On the one hand, Confucian education in ancient China created teachers' authority, on the other hand, it imprisoned students' thoughts. The dignity of teaching and educating people objectively causes students to seek common ground, especially the junior students are simple-minded and easy to be assimilated. Today, this subtle influence still exists. In the middle school stage, junior high school students often have "synchronous effect" and "skin effect" on the education and teaching of teachers and schools, which is both convenient for management and beneficial to teaching, but it is easy to bury talents and cannot make students with special talents stand out. This requires educators to be observant, discerning, talented and good at "Bole". With the increase of knowledge and information and the change of thinking mode, high school students gradually show the psychology of seeking differences. Instead of following others' advice, they often have original opinions, seeking from top to bottom, showing the gratifying phenomenon of "a hundred schools of thought contend". For example, a topic has multiple ideas for solving problems, and a problem has multiple cognitive angles. If properly guided, it can blossom wisdom and bear scientific fruits in its generation. Therefore, it is necessary to adjust the "channels", reduce the "instructions" and strengthen the "guidance" to guide students to turn decay into magic in the maze. Walk out of a new educational path of seeking truth and innovation.
Verb (abbreviation of verb) Evaluation Attitude: Affirmation and Negation
Someone summed up the trilogy of pupils that students know: "The teacher said ……"; Middle school students: "The book says ..."; College students: "I think ..."; This shows that with the growth of age, knowledge and experience, students' trust in teachers (including indirect teachers-book knowledge) is declining and they are more and more confident. Although middle school students are in the middle stage, there is also a gradual process, which distinguishes teachers, books and me to varying degrees: in the eyes of middle school students, teachers are more confused, especially teachers who integrate knowledge and ability are more likely to be worshipped. In this way, if teachers want to win the trust of students, they must constantly improve and enrich themselves, and at the same time complete the transformation from "teaching people to fish", learn to "make way" and liberate themselves, from "feeding ducks" to driving them into the water for food.
In the eyes of high school students, books are more reliable than teachers, boring teaching methods will disappoint them or even disgust them, and plain and straightforward questions will be dismissed. A few students even go their own way and passively confront each other. Teachers' eloquence and their own daze often lead to teaching derailment and emotional opposition, and they are seriously lame. This requires teachers not only to have profound knowledge, but also to have the "eighteen martial arts" necessary for actual combat to improve teaching methods, teach learning methods, respect and understand students, establish a new democratic and equal relationship between teachers and students, correctly guide students to use the law of "negation of negation", carry out "sublation" and use various adjustment means to activate the teaching atmosphere and promote a virtuous circle of the teaching process.
Six, the application ability: imitation and creation
Teachers teach for students to learn, and students learn for application. Application here refers to a broad sense, including not only participating in social practice in the future and applying what you have learned to practical work, but also the application of what you have learned in the process of learning, which is more practical. There are obvious differences in the application ability of middle school students at different stages between junior high school and senior high school. Junior high school students have strong imitation ability, while senior high school students show outstanding creative characteristics. For example, physical and chemical experiments, the former can imitate students' experiments after the teacher demonstrates. The latter may design or improve part or parts of an experiment; Another example is composition. The former is used to imitating model essays, while the latter can better rewrite compositions or propositional compositions with different genres and themes, and pay attention to innovation in conception. Another example is calculus exercises. The former is good at one-way reasoning based on examples, while the latter may divergent thinking and walk out of a jaw-dropping shortcut. It also shows different characteristics in calligraphy, art practice or extracurricular activities. Therefore, as their instructors, we must make realistic evaluation and different requirements step by step, make use of the situation and not rush into it. At the same time, it is necessary to create more practical opportunities for students to explore the law in practice, give full play to their wisdom, and realize the evolutionary process from imitation to creation.
Seven, behavior habits: spontaneous consciousness.
Cultivating students' good behavior habits is an important content of teaching and educating people, and in a certain sense, it is also the primary task. Middle school is one of the golden periods of life, and it is also one of the most malleable stages. Therefore, it is a sacred duty to "help the needy" (in Yang Changji's words) in middle school. The formation process of middle school students' ideological morality and behavior habits is the same as before, and junior high school and senior high school are different, with a development process from spontaneous to conscious. The former has a wide range of interests, poor ability to distinguish right from wrong, is greatly influenced by the social environment, and is easily corroded, leading to bad behavior and even going astray. A large number of juvenile delinquency cases in society illustrate this point.
The latter has self-control with the increase of moral and legal knowledge, and the concept of right and wrong is strengthened, and the world outlook begins to form, but it may also lead to self-abandonment or other bad behavior due to unfavorable subjective and objective conditions. Therefore, educators should make full use of educational principles, organically combine teaching with educating people, and cultivate students' consciousness. As far as junior high school students are concerned. The requirements are clear and specific, the methods are flexible and diverse, and the time is always unremitting. For high school students, first, be strict; The second is to convince people by reasoning; Third, respect students' personality; Fourth, they should play the role of teachers. In a word, they should be effective and lasting, focusing on persuasion and positive education. Only in this way can we "grow well and recover its losses."
Suhomlinski put it well: "Understand the spiritual world of every child as deeply as possible-this is the first golden rule for teachers and principals." As long as we truly understand that students love students and educate people with the same sense of responsibility as teaching, we "soul engineers" will be qualified or even excellent.