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Summary of content: Basic education reform must insist on innovation in inheritance and breakthrough in sublation, learn and draw lessons from the advanced educational concepts of the United States, treat students fairly, and fully value and respect students' self-confidence, personality development and creativity. , allowing them to make leaps in infinite space, opening up students' imagination and creativity; classroom teaching is centered on problem solving, leaving thinking space to students to study an "open" problem with multiple solutions or answers; Cultivate inquiry-based learning and stimulate students’ creative passion.

Keywords: American education; Chinese education; self-confidence; creativity; exploratoryness

Facing a new economic era of globalization and a global educational transformation , for the first time, mankind truly felt the potential role of education, which was far away from politics and economy, thus setting off a century whirlwind of educational reform. At a major moment in historical development, the loud voice of China's educational reform in the new century has set the stage for Unprecedented, unprecedented attention has been paid to basic education, especially primary and secondary education, which has experienced unprecedented development.

In today's era of great international exchanges, the United States, as the most powerful economic power that has emerged in this century, is also unique in terms of national quality, providing an example for all nations in the world to learn from. Almost all contemporary scientific inventions that have significantly changed human lifestyles came from the United States. Why is America's science and technology so advanced? Is this closely related to their education? Why do Chinese middle school students beat their opponents and win various awards in the International Olympiad every year? No one in China has won a Nobel Prize? But American scholars have won the most Nobel Prizes? This is not a question of "win at the starting point and lose at the end." The reason is that the Nobel Prize requires originality, innovative spirit and Innovation ability is exactly what China lacks most, first of all, primary and secondary school students. This has to make us think deeply, what are China’s education problems? What kind of new education should China have? How to change the traditional education concept in the past and achieve revolutionary innovation in education models? It can be seen that learning from foreign advanced education concepts and cultivating The creativity of primary and secondary school students has become an important topic of current research.

1. Create a democratic atmosphere and a relaxed environment, and build student confidence

The United States is a multicultural country of immigrants. Attracting outstanding talents from all over the world is important for its economic, scientific, and cultural development. Components. However, some unique national characteristics formed by the United States itself in just a few hundred years of history have played a leading role that cannot be ignored in the economic development of the United States. The United States attaches great importance to patriotism education. American primary schools do not offer ideological and moral education courses corresponding to China. Their patriotism education is carried out by organizing students to participate in various social activities, visit, visit, and learn about major historical events. They do not teach a lot of truth. But it intuitively and vividly cultivates children's national pride from an early age.

American schools attach great importance to and respect children's self-esteem and self-confidence from an early age. Only when children are confident in themselves can they make leaps in unlimited space when they grow up. The United States creates an environment that fosters confidence in children from elementary school. In primary and secondary schools in the United States, students have equal personality and status with teachers in the classroom. They can have conversations, exchanges, discussions and even arguments with teachers at any time. In this process, students develop the idea that all people are "created equal" from an early age. With a strong sense of personality, students can learn to do things independently, use their brains to analyze and solve problems, and learn how to get along with others in various aspects such as activities, games, discussions, experiments and other aspects of teamwork.

In the non-traditional school AHLONE Primary School, the principal is Dr. Susan Charles, a black man. She is an expert with rich educational concepts: full of respect and understanding for students, Su Shan said: "A non-traditional primary school was established here 76 years ago. What do we teach in class? Self-confidence. Everyone is only called by their first name, not their surname, and the same is true for the principal. They are mainly based on personal characteristics and abilities rather than status. The difference. We need to let children understand that everyone is a member of the community; every child needs to think independently. Independent thinking is not about personal heroism, but to exercise children's thinking skills. The teachers here have very strong organizational skills and focus on giving. Students have the right to choose, allowing students to make choices among various options and be good at self-evaluation. “The teaching management atmosphere is relaxed. Teachers of many teaching subjects are only responsible for organizing, and the children can do the details based on their imagination. For example, in hand-made production, children can use various tools and materials to "do whatever they want" with little interference from teachers. The works are diverse and original. Although the homework completed by the children is childish, some are nondescript or even absurd, they have no ideological restrictions and the well of expression opens up the children's minds. their imagination and creativity. The school does not "cast" students in a unified model. Teachers do not "manage" students much, and their comments are mostly encouraging. During the process of students' learning and activities, teachers never say "no" or "wrong". In other words, it is more like saying: "Well done", "Try again" and similar words of encouragement. Teachers' respect for students' rights is reflected in many aspects. There is no designated squad leader in the class where the students are located. Instead, the classmates take turns to be "cadres" every day and are responsible for all the affairs of the class that day. The reason why they are so excited and responsible is that they realize that on this day he is the most important student in the class and the central figure in the class. Moreover, this opportunity is fair to every child, and everyone has their own "tomorrow".

This cultivates a child's "leadership" awareness and self-confidence in management.

The cultivation of children's self-confidence, personality development and creativity advocated by American education from an early age is precisely what Chinese education has neglected. Our primary and secondary schools focus on the accumulation and instillation of knowledge, and on cultivating students' understanding of knowledge and authority. Respect, focusing on the mastery and inheritance of knowledge. Teachers are accustomed to standing seriously in front of students in the image of authority and supervisor to lecture and preach. Students can only listen and respect without question. However, blindly emphasizing respect for others will inevitably suppress respect for oneself, which invisibly weakens the self-confidence of children with low thinking ability and limits the development of their creative thinking. Leaders of education administration departments at all levels, principals, teachers, students, and parents are still being ordered around by the big sticks of the college entrance examination and the high school entrance examination. If this phenomenon continues, the creativity of hundreds of millions of students may be forcefully imprisoned in the path of taking exams to advance to higher schools. Students only know In exams, students with high scores and low abilities who only know about endorsements are under great pressure from competition and overburdened. They have very few recreational activities and even more single social activities. Their main knowledge comes from the classroom, because the school does almost everything and lacks personality cultivation for students. Students have only learned to memorize by rote and obey unconditionally, forming a habitual and dependent mindset. They cannot make decisions on their own and have extremely poor ability to take care of themselves, let alone original insights and creativity. They have no influence on society and people. There is a serious lack of understanding. These are contrary to the requirements of modern society for talents. Students can neither develop their own independent judgment abilities nor feel the sense of achievement and pride in solving problems independently. In this way, students will lack self-confidence and independent ability.

Self-confidence is a positive psychological quality, the motivational basis for cultivating students' various good habits, and the core of personality. Lack of self-confidence is a serious obstacle to the healthy growth of children. As Napoleon said: "Defaulting to incompetence undoubtedly creates opportunities for failure." In order to overcome various difficulties encountered in learning, it is necessary to strengthen the cultivation of self-confidence among primary and secondary school students.

2. Classroom teaching is centered on problem solving and is the main channel for creative education

In the 1980s, a strategically significant teaching method reform gradually emerged in the United States—based on Problem-solving-centered classroom instruction. Through what channels this idea affects American education, we have not traced its footprints today. However, the influence of this idea is echoing increasingly loudly in American school classrooms, and it has even spread to British classrooms, German classrooms, and Japanese classrooms. .

"Problem-based learning" is a learning method that focuses on some real-life problems and finally obtains answers through observation or experiment. It usually includes three stages:

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(1) Raise questions or hypotheses. As the initial motivation and challenge for learning, the problem has an unclear structure and no simple, fixed, and only correct answer. However, it can stimulate students' desire to explore and find solutions and stimulate students' creativity.

(2) Conduct observations or experiments on problems or hypotheses. Students have to study an "open" problem with multiple solutions or answers, usually learning and working cooperatively in groups over a period of time, emphasizing student-centeredness. This teaching method has a certain effect on breaking through the rigidity and sluggishness of students' thinking and stimulating the flexibility of thinking.

{3) Students obtain answers to questions by researching, analyzing, and accepting or rejecting previous assumptions. Specific research methods include survey research, experimental research, literature research, etc. For example, Ion Middle School in the United States established a "schoolbag" research group to address the impact of heavy schoolbags on students' health, and invited child health experts to provide guidance and try to find some bills to solve the problem. They also presented possible solutions to local school boards and asked students to consider issues such as cost, space, existing local regulations, legal issues and students' own interests. This requires students to use knowledge to analyze and deduce. After this thinking, students must then find a solution to this problem.

This teaching method partially answers the question of where is the way to cultivate students' creative thinking ability. Behind it lies the American subconscious goal of basic education: to cultivate a large number of scientists and engineers with creative abilities. The foothold of basic education is no longer just what to learn, but what to learn to explore. "Problem-centered learning" can provide real experiences. These experiences not only contribute to the integration of knowledge in various disciplines, but also It can cultivate students' initiative in learning, help students build a framework of knowledge, and enable students to naturally connect the knowledge learned in school with real life. Therefore, the concept of "problem-centered learning" is a positive teaching strategy and method. The purpose is to allow students to improve their learning and cultivate their interest and ability in independent learning by participating in learning tasks related to the real world, including learning to cooperate with others, independent decision-making, collecting information, solving problems and other skills, thereby promoting the improvement of students' personality develop.

3. Inquiry-based learning stimulates students’ creative passion

The origins of inquiry-based teaching can be traced back to the early 20th century, that is, Dewey’s child-centered approach to learning by doing claim. In the mid-20th century, American biologist and educator Schwab proposed the inquiry-based teaching method based on years of research.

Schwab believes that scientific knowledge and scientific structures are constantly changing, and they will be constantly updated and revised as inquiry methods change. Therefore, scientific knowledge cannot be taught to students as absolute truth, but as conclusions with evidence; teaching content should reflect scientific inquiry methods unique to science, such as problem-solving methods; teachers should use inquiry methods to teach knowledge, and students should also Learning should occur through inquiry activities.

The students’ independent exploration, problem solving, discovery learning, scientific spirit, etc. emphasized by inquiry-based teaching will definitely open up new paths for innovative education, so that innovative education can truly be put into reality. Inquiry-based learning is a good carrier for cultivating students' innovative and practical abilities. Only by allowing students to independently complete the problems of their own design can they truly develop their abilities and improve their quality in the research process. Although China's strict and standardized education management has laid the foundation for primary and secondary education, it lacks the cultivation of students' creative thinking. In the same teaching time, the knowledge in our country's classroom is more difficult than that in the United States. It only takes us 10 minutes to complete the one-week course in American schools. The teacher only explains the formulas and principles according to the textbook, and the students only need to memorize them after listening. Precisely because of the fast pace, there are many knowledge points taught in the course, which means that our education must omit a lot of things compared to American education, omitting the entire process of students preparing various materials and making their own materials. Therefore, our students will not try to succeed or experience failure like American students.

The difference in the teaching process between China and the United States shows us that it is the same knowledge point. For Chinese students, it is just an abstract theory in a book that is boring and has no connection with their own lives. Students will not know that following the procedures in the book will still encounter many difficulties, including whether the properties of the materials meet the experimental requirements, and whether there are errors in the specific operation details; but for American students, the content in the book is interesting , and what I like to see in real life. Xianwei students must do things by themselves in real life, think, make choices, find the reasons for failure, overcome various difficulties, and enjoy the joy of success.

Therefore, the teaching process connected with real life not only trains students' practical ability, but also encourages them to form an active learning attitude and a correct view of knowledge, and stimulates strong learning interest and motivation - which can The drive for continuous development while fostering creativity. In the United States, students are generally asked to do "topics" and "projects" from elementary school, allowing students to look up information and conduct research and study on their own, so that students can independently master learning methods from an early age. Teachers do not instill a lot of knowledge. Instead of memorizing a large number of formulas and theorems, we teach them ways to think about problems, active learning methods, and good scientific habits, which are very beneficial to cultivating students' exploration spirit and creative ability.

Inquiry actually exists in all aspects of our lives, including inquiry in the field of science, inquiry in the field of life, and inquiry activities in the classroom. The actual inquiry-based teaching in the classroom is to introduce inquiry in the scientific field into the classroom. Before students learn scientific concepts and principles, they first conduct inquiry activities and then make scientific explanations based on their own inquiry results. That is, students can understand scientific concepts, scientific principles and the nature of science by repeating or simulating scientists' inquiry process, and cultivate students' inquiry ability and awareness. In the teaching process, we need to change the traditional "cramming" teaching of "indoctrination" and "memorization", and encourage students to make independent choices and take the initiative to explore, allowing them to observe, discover, comprehend, and think. Fully respect the exploratory instinct and personality of young people, leave thinking space to students, do not restrict questions too tightly, and do not give students answers easily. Let students use their hands, brains, collect information, process information, and summarize to make their own decisions in practice. to find answers and develop our students’ creative abilities in the problem-solving process.

China and the United States represent the two major education systems of Eastern and Western cultures respectively. Due to the differences in history and national conditions between China and the United States, China’s basic education reform must proceed from the actual conditions of the country, and basic education reform must adhere to inheritance. Innovation in innovation and breakthrough in sublation require researchers and practitioners to break through the original model framework with an open attitude and cross-cultural awareness, and to innovate and integrate on the basis of mutual absorption and mutual tolerance.

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