In the vast space of education, family education and school education are like two wheels of cars and wings of birds, carrying together the growth and future of children. InFamily“in an increasingly important moment, in order to support closer and more effective educational synergy between parents and schools, the media centre for integration in the east city, together with the eastern city teaching council, launched a special column entitled `breathing the future', which specifically invited the beijing city teaching leaders from the east city institute of educational sciences to an exclusive interview, which brought together practical and unique schools to develop a “big plan”。
Wang tai-chung, from the institute of educational sciences of the east side, is the lead teacher in the teaching of language subjects in primary schools in beijing city. Since the beginning of her work in 2000, she has been working in the field of deep-growing education for more than 20 years. Nine years of first-line language teachers and masters' work experience has allowed her to accumulate a wealth of valuable first-line educational experience and, after years of continuous research and deep-tilled farming, has sunk educational wisdom, resulting in a set of “edifices” of scientific parenting。
Reshaping education
Addressing child care anxiety
Parents, as important companions on the way to their children's development, often have a critical role to play as leaders in their development. The parents' anxiety often goes hand in hand on the road to education, and the wang super-man's accurate analysis of the root causes — parents are sometimes caught in excessive fear and denial of their children's abilities and are accustomed to paying attention to their children's deficiencies while ignoring the infinite potential that they have. “many times parents think about where my children are `no', and i suggest parents change their minds from their roots to think more about where my children are `can, can, can,'.” wang said that it was not blind optimism, but rather that it led parents to actively explore the potential and bright spots of their children, so that they could truly understand their children in a comprehensive manner, so that they could accept the pace of growth and individual differences from the inside。
At the beginning of the new term, some children may have more problems with their homework, some parents may be more hasty and use "how are you wrong?" such words severely criticize children. Wang recommended that parents abandon their accusations and encourage “opening”. And she said, "when school starts, you can remember what you learned and do so many questions. You're great. Can you tell mom and dad what's wrong with all these things? Do you need any help? * i don't know. Such warm words can build bridges between parents, open their hearts to children, and allow parents to understand their children's mental processes, find out their true faults and address their symptoms。
“parent's acceptance and tolerance are helping and encouraging the child.” in the educational philosophy of the king, the important role of parents in family education is that of the “leader” “accompanier” “helper”, and these roles are not simply to write homework with the child and teach the child, but to listen to and support the child in finding the real causes of the problem. School cooperation is crucial. She said: “the child spends a very long time studying at school, and the teacher is a very knowledgeable person. I therefore recommend that parents and teachers communicate with each other, communicate with each other about children's different learning performances at home and in schools, jointly analyse their learning strengths and weaknesses, share with teachers ways to help children learn in a targeted way, and help them to build a more systematic knowledge system.”
He's talking to students。
“every child is an independent individual, and we should try to find the unique path that is best suited to this child's development, as if there was no one-size-fits-all key to unlock all the locks.” wang said that it was essential for parents and children to think more about where they “can, can and must”。
Deep tillMother and son read
To raise children
How do we learn the language of primary school? In addition to learning in the school system, strengthening parent-child reading outside school is an experimental approach. In particular, during the critical transition period from kindergarten to primary school, it is the primary task of education to develop and sustain the interest and motivation of children in learning。
At the early stages of the connection, children have limited cognitive capacity and fewer literacy, but they are full of curiosity and a desire to explore the world. Wang xiong suggested that at this stage parents could make full use of the life scene and link real goods to abstract words. She said, “parents who take their children to shopping in supermarkets can help them to develop a real, vivid understanding by linking the `sound' to `matters'.”
As the child enters primary school, the manner in which the child is read must be adapted to the child's evolving characteristics. Wang said: “in first and second grade, some children need to read with their parents. On a sweet night, the child sits by his parents and listens to his or her voice to tell a wonderful story, to feel the beauty of the language, to express his or her own childish thoughts, in the course of which he or she warms his or her feelings, and the child feels that reading is a particularly happy thing.”
Up to the third and fourth grades, the parents read a book together and discuss the circumstances or characters of the book as a way for them to read. “at this point, children have a certain reading base, and they have their own thoughts and opinions on the facts and characters of the story, at which point parents can read a book with their children to discuss topics of interest.” wang said, "why does the master of the book do this? If it were you, what would you do? “how would you feel if you read this little story?” in this kind of parent-child interaction, children share their reading understanding and reading feelings, parents listen patiently, respond positively, and provide timely encouragement, guidance and counselling to better protect children's reading passions, and be able to fully motivate children to think and express themselves and to keep reading and accompanying them growing
In the fifth and sixth grades, when children are gradually acquiring independent reading and thinking skills, parent-child reading focuses on deep communication and sharing awareness. Wang man suggested that parents could discuss with their children the philosophy of life, moral values and social phenomena inherent in the book。
He said, “the value and effect of reading at different school ages is different. `to write, in the language of culture', in the course of parent-child exchange discussions, parents can tactfully infiltrate the right world view, life vision and values into their children, so that their children can read as fertile ground for their children's spiritual growth.”
Joint targeting
Close family ties
The new term holds new hopes and opportunities for children to grow up. According to wang, at this critical point, sound targeting by science is essential for children's development。
Wang hao has been taking oral live lessons "story in the name" at the beijing city regional education and research programme。
Wang had suggested that parents could work with their children to develop a new term of “minus goals”. She said, "this `small goal' can be `biger', not limited to the improvement of academic achievement, but rather focused on the interests of children and what they want to do, for example, make new friends during the new semester, or develop a certain hobby better, in the process of guiding the child to a `small goal' that really belongs to him."
In wang's view, the process by which parents and children work together to develop “small targets” is also a process by which wonderful “magnetic fields” are created. Under this “magnetic field”, the children's sense of tension in the new semester is eased, and parents are listening to the children's voices, adapting their mentalities to improve their understanding of the child's inner world. The bonding of filiation is increasing, and both parties are able to launch a new semester of growth in an atmosphere of comfort. And how to achieve the small goals will be a valuable clue to the growth of our children this semester, an important topic of parent-child communication
