Fall in love with school, no longer tire of learning

Chapter 25 School Education Guidance (6)
This view has its rationality and its objective factual basis.It is true that teaching needs to consider the level of development that children have reached now, but it is not in line with the reality to regard development as the premise of teaching, only consider the level of development that children have reached in teaching, and obliterate the positive role that teaching can play.Because there are undeniably marked differences in cognitive development between educated and uneducated people.Starting from the basic point of view of his social-historical-cultural theory, Vygotsky believed that the development of children is definitely not an independent and spontaneous development process. It can be said that there is no teaching, no interaction between children and the social environment (including adults and peers) Children will not be able to obtain the advanced mental functions needed for social survival.It can be seen that Vygotsky first affirmed the positive role of teaching (a typical form of external social environment) in promoting children's development, and affirmed that "teaching is an inherently necessary and universal factor in the development of children's acquired and historical characteristics."

(2) "Identical theory", which means that teaching and children's development are the same process.Where there is teaching, there is development in the child, and for the child development is the "accumulation of habits," learning to make connections between external stimuli and correct responses.Typical of this view is the behaviorist school represented by Watson and Thorndike.Although this point of view attaches importance to the positive and decisive role of teaching on children's development, it simply attributes this positive role to external indoctrination and passive absorption, completely ignoring the initiative and particularity of children's development, ignoring Nor is it true that the internal psychological processes of child development ignore the mediation necessary for the transformation from external influences into the child's psyche.In this regard, Vygotsky agreed with Piaget's point of view, that is, children's development must be the process and result of children's active construction, and external teaching must not be used to replace or cover up children's development.This is also the second basic meaning contained in the concept of "Zone of Proximal Development", which affirms children's equal status in social interaction with adults or more capable peers, and enjoys equal freedom to express and communicate their thoughts and emotions. Opportunity and freedom, that is, "the active child develops in cooperation with a positive social environment".

(3) "Eclectic theory", which means that teaching and children's development are both independent and interrelated.The so-called mutual independence means that after all, teaching and development are two different processes. "Development directly depends on the maturity of the nervous system, not teaching"; the so-called mutual connection means that teaching can make children form a series of new behaviors. To advance children's development, which in turn makes various forms of instruction a choice.Koffka is representative of this point of view.

This "eclectic theory" seems to be very dialectical and unified, but because it only points out the relationship between the two that are both independent and interrelated, it "fails to correctly point out how teaching brings new things in principle to development." , that is, it fails to truly explain the conditions, approaches and mechanisms for teaching to play a positive role in promoting children's development, so in fact it still fails to truly explain the dialectical unity between teaching and development. can really be unified.This is exactly the third basic meaning that Vygotsky wants to include in the concept of "Zone of Proximal Development", that is, on the basis of affirming that teaching plays a positive role in development, and on the basis of affirming that children are the main body of their own development, Using the concept of "Zone of Proximal Development" to reveal the conditions, approaches and mechanisms for teaching to promote children's development.

As far as conditions are concerned, Vygotsky believes that if teaching wants to play a leading and promoting role in children's development, it must go ahead of children's development.To this end, the teacher must first establish three levels of children's development: ①The developmental level that the child has reached; ②The developmental level that the child may reach, that is, the developmental level that the child can achieve with the help of others.Because with the help of others, children show a higher level of intelligence, and there is a gap between the cognitive level they have reached. Vygotsky called this gap the child's "proximal development zone."It means the level of development that children can achieve in the near future, contains the potential of children's development, and can be used to mark the trend of children's development.Potential is the inevitability of development, represents the bud of development, and is the positive force that can be used by teaching and comes from within children's development.If teaching can be designed and implemented according to children's "proximal development zone", it will inevitably promote children to acquire "something new in principle", so that teaching not only follows children's existing development achievements, but also does not affect children's development. Therefore, Vygotsky once pointed out: "We should determine at least two levels of children's development. If we don't understand these two levels, we will be in danger." It is impossible to find, in every particular case, the correct relation between the progress of the child's development and the inevitability of his education".

From the above analysis, it can be seen that the concept of "Zone of Proximal Development" and the "Zone of Proximal Development" of children are two different terms.The latter is only used to mark the gap between the inevitability of children's development and their actual level, while the "zone of proximal development" as a concept has richer connotations. Uncover theoretical perspectives on the relationship between teaching and child development.Knowing and determining children's "Zone of Proximal Development" is only one of its basic contents, because it is only a prerequisite for teaching to play a role in promoting children's development.How to turn this promoting effect into reality still needs the way and mechanism of "the concept of the zone of proximal development" to explain the effect.

According to the "Zone of Proximal Development" teaching must follow the principle of teaching students according to their aptitude. From the perspective of children as a whole, such as a class, teaching should be oriented to most children, so that the depth of teaching can be accepted by most children after hard work.This requires starting from the reality of most children, considering their overall current level and potential level, correctly solving the relationship between difficulty and ease, fast and slow, more and less in teaching, so that the teaching content and progress conform to the overall needs of children. "Zone of Proximal Development".When encountering difficult chapters, the teacher can add some example questions that are acceptable to most children, and it is not necessary to copy them all according to the textbooks, so as to prevent "bookism", so that everyone can get something.For individual children, some children have strong cognitive abilities, broad interests, quick thinking, and strong memory. They are not satisfied with step-by-step learning.Teachers should implement targeted teaching according to the characteristics of their "proximal development zone".For example, some schools hold "improvement classes", and it is a better way to open "small stoves" for them.And some children become poor students because the teaching does not meet their "zone of proximal development".Pay attention to this group of children in classroom teaching.

For example, during the teaching process of the sample question "Prove: A trapezoid with equal diagonals is an isosceles trapezoid", it is absolutely incomprehensible to children with poor theoretical foundation. Different levels of requirements, such as some children only need to be able to draw isosceles trapezoidal graphics according to the requirements of the topic, and then reduce the requirements.It also fully takes into account the individual's "proximal development zone", so that children can enjoy learning, let children of different levels gain something in mathematics classrooms, and mobilize the enthusiasm of most children.At the same time, the teacher must also make multi-level requirements when assigning homework, so as to avoid the situation that individual children cannot hand in the homework, so that the children can do their own things in the homework.At the same time, due to differences in physical fitness, developmental conditions, cognitive abilities, awareness tendencies, hobbies, etc., children of the same age group have differences in comprehension and understanding abilities.They are not good at comprehending and mastering knowledge by means of analysis, combination and logical reasoning, but they may be good at more concrete and image thinking.Therefore, teaching should be carried out according to their "proximal development zone" to stimulate their thirst for knowledge.For another example, when talking about the operation of powers in the first grade of junior high school, "Any power of a positive number is a positive number, an even power of a negative number is a positive number, and an odd power of a negative number is a negative number." When such a sign about power depends, The teacher should first give an example from the image to the abstract order, positive power: (+2)2=4, 32=9.Negative exponent: (-3)2=9, (-1)3=-1.Let the children observe intuitively, summarize the rules together, and then propose the nature, an=b (when a>0, b>0; when a<0, n is even; b>0, when a<0, n is odd , b<0).This kind of teaching method is better, which starts the potential development and promotes the development of their abstract thinking.

Emotional Apps: Stimulating Self-Esteem
Mr. A, the world-renowned violin genius educator, has a famous saying to deal with lazy children: "You probably don't even know this, so you don't want to practice!"

We often come into contact with elementary school students. For a child who is not active and active, don't say to him: "Do you hate doing this?" Instead, say to him: "You probably can't do it!" Hearing this, the child will be happy do it.

The effect of the stimulation technique is also effective for adults. There is not much difference in psychology between adults and children. For an adult who is too lazy to act, even if he is encouraged to do it all the time, it is useless because he stubbornly thinks: "I will not do it! "It often leads to a vicious circle, even if forced orders, it will not work.

When people are forced to order, they will have a mentality of resistance.Mr. Duo Huhui talked about such a thing: Once, at a year-end dinner, in the sideshow program of the feast, there was a knockout contest, and the winner could get a big prize. "Cloth" is produced, because there is a mentality of resistance to the "stone" of mandatory orders.So it can be seen that it is human nature to resist compulsory orders.

To deal with the negligent opponent, don't say: "I don't hate this matter, do it quickly!" Because whether you want it or not is just your own private matter, and it doesn't hurt your self-esteem.If you say instead: "You can't do it!" implying that he is incompetent, the other party has to do it in order to maintain his self-esteem.

Deliberately whispered: "Probably not!" People who originally resisted strongly tend to forget the past and take it seriously.

Early treatment for those with severe mental disorders

Student readme:

"I am a student who failed the college entrance examination, and my parents sent me to study abroad this summer.

After that, I can no longer study with peace of mind.During this period, I couldn't bear the pressure of studying, and once fled to Nanjing (my family's Zhengzhou)...

Transferred another school (returned to Zhengzhou from other places), played truant and skipped classes N times.

I went to see a psychiatrist, said it was moderate depression, and suggested that I should suspend school, but my parents disagreed.

It has been almost half a year since I re-read, but I haven't listened to a single class, even if I force myself to listen, I can't listen to it.

What should I do……"

Therefore, for students who are tired of studying with serious psychological disorders, if they cannot be cured by general counseling and transformation, they must be diagnosed by a psychiatrist as soon as possible.

Only by educating and helping students with school weariness and effectively dealing with their psychological problems in learning can each student better adapt to the requirements of school education and thus successfully complete the process of healthy growth.

(End of this chapter)