? First of all, interpret this poem.
Parker Palmer also quoted a poem at the beginning, which I like very much:
Everything visible,
All include:
Invisible abundance,
Dim lights,
Humble and nameless,
Implicit and honest.
This wonderful and harmonious cohesion and integrity,
Is wisdom, the mother of all things,
It is the spirit of creation.
I think the content of this poem embodies the principle of paradox. Paradox is that the same proposition or reasoning implies two opposite conclusions on the surface, and both conclusions can be proved to be justified. ) Many things are contradictory and interdependent. Explicit and implicit * * * coexist, and it is our goal to form a complete, harmonious and harmonious * * * body. The paradox of our teaching and learning is not a hidden whole!
Secondly, below, I will talk about my understanding of the paradox of teaching and learning from six aspects elaborated in this chapter.
First, a comprehensive understanding of the world. This section mainly tells us that the either-or way of thinking destroys the integrity and wonder of life. In teaching, we should follow the paradox principle and grasp the degree of balance. In the first chapter, in order to correct our overemphasis on teaching technology, we emphasize teachers' self-identity and integrity. Good teaching comes from self-identity, not teaching technology. However, if I allow my self-identity and guide me to complete a complete skill, skills can help me express my self-identity more fully. The second chapter emphasizes that I can have fear, but I don't have to put myself in fear. If I want to do a good job in teaching, I must learn to stand at the intersection of opposing things, open my heart, establish contacts and eliminate fears. The first two chapters make full use of the paradox principle.
My favorite sentence in this section is "the opposite of a true proposition is a false proposition, but the opposite of a profound truth may be another profound truth." It tells us that under certain conditions, the discovery of truth does not depend on dividing the world by either one or the other, but on Peter embracing the world. Under certain conditions, truth is a paradoxical connection between seemingly opposing things, and we must learn to embrace opposing things as a whole. In teaching, respecting the unity of opposites may make us more complete.
Second, when things fall apart. People who lack interpersonal relationships are more likely to get sick and recover more slowly than those who are surrounded by family and friends. Loneliness and group are inseparable. "Let the people who are not lonely beware of the group, and let the unsociable people beware of loneliness." Therefore, we should also deal with it dialectically in teaching, which should not only give students space to think alone, but also give them space to communicate and interact. We should be cautious, independent and gregarious.
Third, the limitations and potential of the self. Paradox principle is not only an abstract way of understanding. It is a lens through which we can promote a better understanding of the personality and personality of excellent teaching. This paper requires teachers to mention the advantages of a teacher's teaching together, which can expand the advantages, enhance teachers' self-confidence, give teachers the opportunity to confirm each other and deepen the sense of cooperation among colleagues. Don't get lost and follow blindly. Self-identity is an excellent teaching resource. At the same time, we should pay attention to and respect poor students in teaching, cultivate the ability to dance with students and learn from each other in teaching. To be a better teacher, I must cultivate a sense of self that depends on others and is independent of others' reactions. I must take a lonely trip and explore my nature in depth. At the same time, I seek the help of others to understand who I really am. Grasp teaching with foresight and depth.
Fourthly, paradox and instructional design. Fifth, the practical paradox in classroom teaching. I think these two sections are the focus of this chapter, which respectively tell how the six paradoxes in teaching are integrated in teaching from theory and practice. When designing the classroom teaching, we should integrate the following six paradoxes into the classroom teaching.
First of all, this space should be bounded and open. It is necessary to make clear the theme of students' study and communication, and at the same time, to make students' views and thinking open, because there are many ways to reach the end. At the same time, we must be sensitive and control the classroom. However, this space should be both pleasant and tense. Students should be challenged and welcomed. Learning space is open and attractive, free and safe, and students should be guided to study at the deepest level.
Third, this space should not only encourage individuals to express their opinions, but also welcome the opinions of groups. Only when people can speak their minds can education have a chance. Teachers should guide students from individual opinions to collective opinions. Whether the way and content of students' opinions are correct or not, our teachers should listen carefully and give them recognition. Groups must learn to listen carefully to individual opinions.
Fourth, this space should not only respect students' trivial "small stories", but also attach importance to the "big stories" of tradition and discipline. In teaching, there should be both real stories full of aura and abstract stories about norms. Although students can tell their own stories, they seldom realize the significance of their stories. Teachers should teach them to interpret their own stories. This not only respects students' inner feelings and experiences, but also explains the law in breadth and depth. A good host should not only be polite to guests-a good host will imagine that guests have stories to tell.
Fifth, this space should always support solitude and group resources. In most educational backgrounds, we can't let students meditate alone in class. What we can do is to respect and protect the soul that needs to be alone in the collective when we gradually form a collective opinion around a given proposition. Learning requires both thinking alone and communicating with the same body.
Sixth, silence and debate should coexist in this space. Teachers should create a space that welcomes silence and encourages expression. Silence is the deepest expression. In real education, when students need to work in their inner world, silence is a trustworthy mother and a medium suitable for deeper learning. Sometimes, when I break the silence, I block all opportunities for real learning.
When teaching, our teachers should flexibly use these six pairs of paradoxes to achieve mastery through a comprehensive study, presenting a complete life of educating people with tension, harmony, unity of contradictions and dominance and invisibility.
Sixth, grasp the tension of opposites. It is the most difficult part in teaching to grasp the tension of paradox and let students learn at a deeper level. What do we do? The foothold of grasping the paradox as a whole lies in the teacher's mind, but we can't grasp it, not because of lack of skills, but because of the lack of our inner life. If we want to teach and learn under the power of paradox, we must accept the re-education of the mind. Grasping the tension of opposites is a powerful force, which makes our hearts wider than ourselves. Good teachers learn to balance the paradox of freedom and discipline to some extent. A good teacher expresses the transcendental power of love to solve the tension caused by different problems. When you are nervous, you must be patient and try your best to gather all kinds of love until the real tension brings greater love into the educational situation. We can neither escape suffering nor just seek survival, but should actively embrace this way of broadening our hearts. "Some laws that are not understood put us in a contradictory position and have no choice. There, we are not inseparable partners, good or bad, as we like. There, the conflict between our broken heart and ecstasy can only be solved by blindly bringing it into our hearts. " The key is to experience everything. Let's open our hearts and teach with the energy of paradox! As long as you work hard, there will always be results.