What should teachers pay attention to students?

Mr. Z, a professor of research and education at a university in Guangzhou, has a naughty son who is in the first grade of primary school, but his mind is smart and flexible, and he has no difficulty in learning. But he is often called to the office by the teacher to give lectures and even criticize in public, but all for a little thing. For example, if you forget to write your name on the test paper, you will often be punished like this. After teacher Z knew it, he took the opportunity to attend the parent-teacher meeting and wanted to communicate with the class teacher and the class teacher. The head teacher often says to them, I know there are professors and scholars in your parents, but don't be self-righteous. You can only listen to me here. I did the right thing, there is no room for discussion, otherwise don't send your child to me. Look at that. It's quite confident and overbearing. Mr. Z is also deeply helpless for scholars who study education. So he came to the conclusion that primary and secondary school teachers in China only pay attention to two points for the students he teaches. One is obedient and docile, not naughty; Second, you can still get good grades. Everything else is not important to the teacher. Of course, this statement is definitely not comprehensive enough, and it is suspected that one pole can't hit the boat. On the other hand, it is not completely unreasonable. It can be said that we can't just care about these two points, but it is undoubtedly quite common for primary and secondary school teachers in China to care about these two points. The basic education in China is indeed a big problem, but the root cause cannot be found. Being required to obey and tame is actually a common phenomenon in China society. People who question and ask difficult questions, dare to think independently and dare to put forward their own opinions have never been accepted by our national culture. Especially in interpersonal relationships. On the other hand, in fact, this primary school teacher only did his part according to China's traditional values, and there was nothing out of line. Asking students to get good grades in exams is also a consistent practice of China people to pursue political achievements and get ahead. Tracing back to the source, since the evaluation of teachers shows that students' grades are rigidly linked to promotion and salary increase, how can you ask them to do the right thing for their students without asking for grades? As long as a school still has the last elimination system based on scores, or judges teachers by grades, it is of course reasonable for teachers to try their best to get students' scores up. A considerable number of responsible educators in China have been paying attention to these matters and have been calling for them. Here I choose some views of Mr. Yang Peichang for analysis. Mr. Yang made some comparisons with German education. Mr. Yang described such a story: I often see a pair of parents playing with their school-age children where I live. Out of curiosity, I went over to chat with the family. The man told me that both children are in kindergarten and take them out to play on weekends. I asked, "Are you not conducive to taking your children to various classes on weekends?" The man looked at me with a puzzled face: "What class do you have?" I said, "For example, dancing, gymnastics, painting, piano, foreign languages, Olympics and so on. My daughter studied almost all the courses except Olympiad in kindergarten. " The man replied: "We prohibit preschool education here, and children are not allowed to teach professional knowledge during kindergarten. There is no similar training class in society." Mr. Yang thought that only kindergarten children were not allowed to learn professional knowledge, but later he found that primary school children were not allowed to take extra courses, even if their IQ exceeded their peers. Look at how the Germans explain that it is not a good thing for children to develop their intelligence excessively, because they must leave room for imagination in their brains. Too much knowledge will turn a child's brain into a computer hard disk. In this way, the child's brain will gradually become a storage and will not take the initiative to think. As we all know, contrary to them, children in China have basically finished learning the knowledge of the first grade of primary school during kindergarten. China people's achievements in the international Olympic Games are always talked about by China people, and people have reason to worry that their children have lost to China children at the starting line. Not only Germans, but Europeans generally believe that children have their own growth laws and should do corresponding things at corresponding stages. On the surface, China's preschool education and basic education are solid, but their imagination and thinking ability are destroyed, which leads children to form the habit of passively accepting knowledge and ignoring active thinking. I'm afraid it's a little hasty to draw a simple conclusion about which education is better between China and the West. Let's pay attention to the achievements of German education: since the establishment of the Nobel Prize, Germans (including Germans who immigrated to other countries) have gained nearly half of the total. In other words, 82 million Germans shared half of the Nobel Prize, while another 6 billion people in the world only got the remaining half. And China? Let's not talk about it. It's hard to say. In fact, children's "only task" before primary school is to grow up happily. Quite simply, children's nature is to play, and we should not do anything that goes against the law of children's growth. Therefore, primary and secondary school teachers may wish to pay more attention to the following three aspects: First, basic social common sense, such as not allowing violence and paying attention to safety. The safety knowledge contest held in Wang Xi, China, swept the country and was well received by parents of students. It was a beneficial pioneering practice in this respect. Second, the child's practical ability; Children have their own hobbies. Let them do more things that interest them, and they will be more active, thus forming positive habits from an early age. Thirdly, it is necessary to cultivate children's emotional intelligence, especially their leadership, mainly through more group games. And these are exactly what our current education lacks.