After reading a famous book, I believe you must have a lot to share. It's time to take the time to write reading notes. So how do we write reading notes? The following are my reading notes on "Suggestions for Teachers" (6 selected articles). Welcome to reading. I hope you will like them.
"Suggestions for Teachers" Reading Notes 1 Children at any level have more or less their own time. As children, they often don't make rational use of such time. If adults can't guide them well and let them do whatever they want, they will form the bad habit of doing nothing, being lazy and tired.
For example, during the break, we often see some children chasing and fighting, and there have been many accidents, such as hitting a wall, breaking an arm, and older children bullying children. ...
In fact, in a sense, free time is freedom under certain rules. In this world, no matter which era or country, there is no unfettered freedom.
Suhom Lischi believes that children's time should be filled with things that fascinate them. These things can develop their thinking, enrich their knowledge and skills, and at the same time, they will not destroy their childhood interests.
The school sports group drew a "grid" on the open space in front of the classroom. At the beginning, all the children were watching, and the "people who eat melons" were very curious. After painting, although many children can't play the game of "jumping the grid", they still play happily according to their own game rules. Even senior children jump up and down when they pass by. Childhood interests suddenly appeared.
Free time can also guide children to do many things, in addition to these ancient "board" games, there are Rubik's cube, chess, skipping rope, kicking shuttlecock, painting and reading. ...
Of course, you can't just talk about it verbally. You need to organize activities, demonstrate and participate in group activities.
I think as long as the teacher guides correctly, the children will gradually learn to arrange their time reasonably.
Reading Notes 2 "Advice to Teachers" can only be innovative if you are good at thinking. After reading the book Advice to Teachers, we can see the educational wisdom of Master Suhomlin. He seems to be absorbed in thinking and carefully examining every detail of school education. I think being good at thinking is the most attractive part of his wonderful life.
Article 5 of Suhomlinski's Advice to Teachers puts forward "two sets of teaching outlines" to develop students' thinking. The first set refers to the materials that students must memorize and keep in memory, and the second set refers to extracurricular reading and other resources. Judging from Suhomlinski's exposition, the second set of outline is a very important prerequisite to ensure the smooth completion of the first set of outline.
Suhomlinski thinks about every link in students' learning process, and finds that students have a lot of knowledge to remember and keep in their minds, because this is a very important guarantee for follow-up study, but many students do not firmly grasp it, either do not understand and remember it for a long time, or remember it and don't know how to use it, which becomes a kind of "dead" knowledge. Over time, I lost interest in learning and became a "poor student". So how can I avoid it? One of the most important and effective methods is to implement the second outline. Specifically, every time a new kind of knowledge or material is presented, students should be provided with a lot of relevant and interesting content for them to read, so that they can better understand this knowledge and produce more problems in the process of reading, thus further stimulating their curiosity and improving their thinking ability and "knowledge sensitivity". Teachers should "try their best to memorize, memorize and keep the textbooks stipulated in the syllabus in memory, so as to create new ones for students." In this way, the wider his knowledge, the simpler the textbooks he needs to recite. On the other hand, our usual teaching, regardless of the process of knowledge accumulation and learning experience, is simply a kind of destruction.
As for underachievers, Suhomlinski showed us a very effective way to transform underachievers. In order to help an underachiever named Fei Jia, Suhomlinski personally wrote a book called "Exercise for Distracted Children". He grasped the child's psychological characteristics and collected or compiled many interesting exercises to train him. And also provided him with a set of books suitable for him to read, about one hundred, and later he was equipped with another set of books, about two hundred. It is this kind of extensive reading that makes Fei Jia's grades gradually catch up. It can be seen that "reading can teach students to think, and thinking will become a stimulus to stimulate intelligence ... The more students think, the more things they don't know about the world around them, the more sensitive they are to knowledge, and the easier it is for you to work as a teacher." If every teacher treats every job or every detail in education and teaching like Suhomlinski, I believe there will be fewer and fewer students with learning difficulties under our hands.
After reading this book, I made up my mind to study hard, be good at thinking and be a successful teacher. Improve educational literacy through reading; Make education full of wisdom through thinking. Because only education with high wisdom content can be regarded as a kind of sunshine bathing and rain and dew moistening, and can truly purify students' hearts and improve their quality.
Advice to Teachers Reading Notes 3 After reading the book Advice to Teachers, it brought me great inspiration and deep feelings. Every article in the book talks about a problem, that is, there are vivid practical examples and incisive theoretical analysis. It is a very good educational masterpiece. Suhomlinski mentioned in many suggestions that teachers should improve the quality of education by reading, reading and rereading. Reading should be regarded as the first spiritual need and the food for the hungry. Interested in reading, like extensive reading, can sit down in front of books and think deeply. Indeed, the basic knowledge our teacher teaches students is just a drop in the ocean. If teachers want to improve their education level and be comfortable in teaching, they need to study persistently, replenish their knowledge reserves and broaden their knowledge ocean. Only by reading can we learn nutrition from the ocean of knowledge, enrich our minds, improve our thinking and get rid of the embarrassing situation of "sitting on the mountain and watching the tigers fight, no teaching and no class"! Article 22 of the book talks about "striving for students to love your subject". In Suhomlinski's view, only when students like a certain subject can their natural qualities be developed and their hobbies, talents, talents and ambitions be established. We can also see from the facts of books and newspapers that a person's final research or development direction may be inextricably linked with the subjects he loved as a child.
Yes, as a teacher, what I want most is that students love your subject. Only in this way can students be interested in learning and learn well! How to make students like your subject? There are too many conditions needed. Teachers attract students with noble character, positive wisdom and superb educational art. If students like you, they will naturally love me, so they like the subjects you teach. Here, Suhomlinski also put forward some good suggestions. He hopes you can win the hearts of students and compete with your colleagues-teachers from other disciplines. In our teaching, we can always see such scenes. Before or after class, the students happily surround the teacher and talk with him about what they have seen or heard or discuss the problems in class. Of course, in our teaching process, some "your own students" are particularly interested in your subject, so that they may take this subject as their future research direction because of their love; But some students are not interested in anything. They are indifferent to everything. Suhomlinski said that the most distressing and worrying thing about students' attitude towards knowledge is this indifferent mental state.
So how to ignite the spark of these students' "interest"? On the one hand, teachers should keep learning while educating students, improve classroom efficiency, make students truly "their own students" and make the classroom a paradise for learning knowledge. In addition, Suhomlinski also gave us advice: "The most feasible way to approach that indifferent heart is to think. Only thinking can awaken thinking. " Teachers should think about it, what makes some students like this? Is there any way to change it? Here, Suhomlinski asks each of our teachers to establish an idea, that is, to let a person find himself the master of knowledge one day and let him experience a sense of control and regularity. Inspire people's spirit with knowledge-that is, integrate thoughts with people's self-esteem. This is the twenty-third suggestion for us.
In the article How to Treat Children with Learning Difficulties, Sukhomlinski said that in his research on children's mental work and spiritual life and years of educational practice, he came to a conclusion: children have learning difficulties. In most cases, the reason is that "children's education in early childhood and the surrounding conditions are not good enough". The measurement of early education and surrounding conditions here does not refer to the level of material conditions brought by the family to the child, but whether his family gives him the opportunity to question, be curious and seek knowledge. That is, students with learning difficulties often lack the spirit of seeking knowledge and learning.
So how should teachers guide such children to make changes? The following is my reflection on the theme of "changing poor students" after reading "Suggestions for Teachers".
First, find out their knowledge or expertise.
As a teacher, I deeply realize that not all children are suitable for the intellectual development of learning textbooks well. There is a boy in the class. From the first day of junior high school to now, his exam results have been poor, and he can't even rank on the list, but he seems to be working hard. Every time he comes to revise his homework and answer questions in class, he tries very hard to do well, but he can't finish it satisfactorily. He was frustrated because he didn't make progress, and even showed some self-abandonment at home. I understand that he can't cope with the study of textbooks with the spirit and methods of seeking knowledge and learning, so I don't put forward any learning requirements for other students. As long as there is a little progress, I will try my best to praise him and be patient with his mistakes in study. Fortunately, in this way, although there is not much improvement in his studies, he no longer has the idea of giving up.
When I was a sophomore, I noticed his outstanding achievements in sports, so I asked him to be a sports committee member, hoping that he could help in class team management. To my surprise, when he became a sports committee member, his sports achievements began to advance by leaps and bounds, especially skipping, and he could jump to 180 or even 200 in the second grade. I want him to discover his Excellence in sports, and it must be of great significance for him to be a sports committee member.
Second, don't be stingy with their praise.
There is a boy in our class who has both learning difficulties and being naughty. Call him Xiao Wu for the time being. As a Chinese teacher, it is very common for students to create new words in class. But I found that Xiao Wu was particularly active when he raised his hand in this session. I can almost feel his desire to stand up and answer the words.
At first, I thought it was rare for him to meet questions that could be answered, so I gave him the opportunity to stand up and compose music, and gave him some encouragement and praise casually. Later, I observed that the praise I gave casually also attracted applause from a small number of students, and they would also give Xiao Wu an encouraging look. "You are great, you are very motivated, and you are really not easy." Xiao Wu was particularly happy under the "crowd" of his classmates. So I began to give Xiao Wu more opportunities to answer some simple questions in class. More and more students are willing to encourage him and give him a little applause. He is also willing to spend more time on his studies. To my surprise, after class, he also restrained himself a lot and stopped being a frequent visitor in the office as before.
Third, don't give up reading.
Students with learning difficulties have big and small problems in reading: they can't understand, can't repeat, can't find keywords and so on. This is also because they have not learned to think in a real sense. Compared with the students who have excellent grades in the class and are more comfortable with their studies, we can find that they can spontaneously ask and think about "why" and "why" under the guidance of reading, and can tell the information they got from this reading. Students with learning difficulties will not think about teachers' problems, let alone question them themselves.
Therefore, children should cultivate the spirit and ability of seeking knowledge and questioning, and reading is an important method that cannot be abandoned. Suhomlinski also put forward: "Reading can teach him to think, and thinking will become a stimulus to stimulate intelligence." Learning to think can get rid of rote learning methods and stimulate children to think actively.
Reading Notes for Advice to Teachers 5 When I first read Sukhomlinski's book Advice to Teachers, I was amazed. There is not much theoretical knowledge instilled in the book, and they are all practical methods to solve practical problems. After reading it, I often feel that "this problem has finally found the reason" and "this method is really good. Why didn't I think of that? "
As a new teacher, I often feel inadequate and lack of knowledge in teaching. I want to make the class more exciting, control the class like an old teacher and convince the students with my own atmosphere. At first, I made great efforts to prepare lessons and read textbooks repeatedly for fear of missing or making mistakes in class, but I never got satisfactory results. I have been very upset and have doubts about my methods.
When I saw the words "preparing lessons for life" in the book, a feeling of awakening and an epiphany came quietly. As a teacher, don't rush to output, but keep inputting. Suddenly understand what is called "one minute on stage, ten years off stage". The role of teachers is only the tip of the iceberg. To teach children well, we must have a huge and rich knowledge reserve, in-depth and meticulous thinking and research, and first of all, we must become a profound person. Where did all this come from? The author gave us a clear path "reading", reading nonstop every day, and forming a lifelong friendship with books. Reading textbooks, academic works and related books, let the gurgling sea of books flood into our ocean of thoughts, and let the knowledge we impart be just a drop in our ocean of knowledge.
When we have our own knowledge system, we will have a thorough understanding of the subjects we teach, so that in class, in the process of learning, our focus is no longer on what we have learned, but on students. At this time, you can inject your emotions into knowledge, so that knowledge can touch the spiritual world of students and become your own views and beliefs. When giving lectures, you are not being reasonable, but talking to teenagers.
I recall my initial teaching process: I was always led by the nose by the pre-written lesson plans and courseware. I have been thinking about the purpose of the next paragraph in class, and then the meaning. I can't make mistakes here, and I can't be teased by students. Sometimes I feel uneasy without textbooks and courseware. After a class, I saw the expression of students taking a long breath and finally relieved. A sense of frustration made me constantly doubt myself. At that time, I didn't have the sea of knowledge as the cornerstone, and I didn't have my own feelings in speaking and language, and the students sounded boring.
The more freely a teacher can master the teaching materials and speak with emotion, the less time students spend digging up the teaching materials after class. A really good teacher must have really rich emotions.
This reminds me of my former history teacher. In his fifties, he has been wearing a Chinese tunic suit, black leather shoes and meticulous hair. The whole person looks neat. I never bring a textbook when I enter the classroom. I always count the historical stories in the textbook. When I talk about the classroom, I am full of enthusiasm, passion and rhythm. In class, we are always brought into the historical situation created by his words and emotions and led by his thoughts. Listening to his class always feels unfinished. It is this teacher who has made me interested in history and have a vision for teacher work.
I am lucky to meet such a knowledgeable and flesh-and-blood teacher, and I am also lucky to read these books to make myself grow. Constantly build your own knowledge ocean and inject rich emotions into teaching. I think, one day, I can also influence one person or some people. (gold) according to
"Suggestions for Teachers" Reading Notes 6 Suhomlinski pointed out: "The art of education first includes the art of conversation." A teacher's teaching effect depends largely on his language expression ability, which puts high demands on teachers' language accomplishment. Teachers' language is a professional language that meets the needs of education and teaching and follows the language laws in the process of education and teaching practice.
If the teacher's language literacy is good, then his class will be easy and the students will understand it well. How can classroom efficiency be low? On the contrary, poor language skills will delay a lot of time.
First of all, the purity of teachers' language. Teachers' language should be pure, civilized and healthy. Pure language means speaking Mandarin. Language civilization means that the language should be elegant and beautiful, the tone should be harmonious and pleasant, and the tone should be cordial, so that students feel happy after listening and are willing to accept the teacher's teaching. Healthy language refers to avoiding all vulgar foul language when using language.
Language is the expression of a person's civilization. A teacher's language literacy is an important factor for him to become a teacher, which has a great influence on the cultivation of students' moral quality and aesthetic literacy. Suhomlinski pointed out: "Sensitivity to the beauty of language is a great power to promote the nobleness of children's spiritual world. This sensitivity is a source of human civilization. " Therefore, teachers should use mellow language to touch students' heartstrings, give them beautiful enjoyment, and form a pure, civilized and healthy spiritual world, so as to enlighten students' hearts and cultivate their sentiments.
Secondly, the accuracy of teachers' language. Teachers' language should be accurate, vivid and concise. The so-called accuracy means having a clear point of view, clear meaning, standard pronunciation, proper wording, grammatical sentences, logical reasoning and professional and academic language. The so-called distinctive means that the language should be clearly praised and criticized, full of true feelings, what to love, what to hate, what to praise and what to oppose. The so-called conciseness means conciseness of language. The discussion is concise and to the point; Analysis is penetrating, and threads are penetrating; Draw a dragon to make it clear and incisive; The insights are unique and profound, which is refreshing. Only in this way can language be infectious and attractive, can it flow into students' hearts like spring rain, and at the same time bring together beautiful ideas and scientific knowledge.
For example, the use of language in classroom teaching is very important. Say what? What did you say?/Sorry? I have such an example of personal experience. In a class, there are three students playing tricks at the bottom. I didn't criticize them directly, because I tried countless times and it didn't work for these students. So, I asked them to come forward. Suddenly there was silence in the classroom and all the students thought I was going to criticize them. I believe those students are also considering whether to stand up. After 30 seconds, a student stood up. I didn't criticize him. On the contrary, I praised his honesty and courage. If he can get rid of the bad habit of small gestures, I believe he will do great things in the future. What I said surprised the students. I noticed that the expressions of the other two students who didn't stand up changed. One of them is as red as a red Fuji, and the other one has his head down. When my effect is achieved, I will continue my class. After that, the three students were obviously more serious in class than before.
I think teachers' language art is honed in every teaching practice. Students who are also absent-minded in education class, how can they say that they can achieve the expected results? Why doesn't it work when I say it? I think this is what we need to pay attention to and accumulate.
;