圖片來(lái)源：攝圖網(wǎng)

今天，芬蘭Hermanni小學(xué)校長(zhǎng)Lisa Paavilainen的連載就要結(jié)束了。最后這一篇，Penni & Lady Lion 為大家?guī)?lái) Lisa 對(duì)“如何教”的具體建議。

請(qǐng)讀：

我認(rèn)為，教育應(yīng)當(dāng)以學(xué)生為中心，照顧每個(gè)學(xué)生的個(gè)性化需求，給予足夠的挑戰(zhàn)，發(fā)掘最大的潛能。我們應(yīng)當(dāng)允許每個(gè)學(xué)生根據(jù)自己的能力，以自己認(rèn)為舒服的節(jié)奏進(jìn)行學(xué)習(xí)，并且取得相應(yīng)的進(jìn)步。

我們尤其需要關(guān)注特殊學(xué)生的需求，對(duì)于天賦異稟的孩子，不斷地給他們出“難題”，讓他們充滿(mǎn)學(xué)習(xí)的動(dòng)力；同時(shí)，對(duì)于那些進(jìn)度慢的孩子，我們也要有足夠的耐心，放慢節(jié)奏，給他們更多簡(jiǎn)單的指導(dǎo)。在放慢節(jié)奏的同時(shí)，也要降低對(duì)這些學(xué)生的要求，這樣才不會(huì)讓他們感到喘不過(guò)氣來(lái)，從而感受到學(xué)習(xí)是有意義的、使人聰慧的活動(dòng)。即使某個(gè)學(xué)生跟不上班里大部分人的進(jìn)度，需要為他制定個(gè)性化學(xué)習(xí)方案，老師也應(yīng)當(dāng)鼓勵(lì)他去發(fā)現(xiàn)自己的長(zhǎng)處，而不應(yīng)當(dāng)區(qū)別對(duì)待他。為他制定的個(gè)性化學(xué)習(xí)方案應(yīng)當(dāng)揚(yáng)長(zhǎng)避短，著眼于學(xué)生的長(zhǎng)處，而非揪著他的短處不放。對(duì)于這個(gè)學(xué)生不擅長(zhǎng)的部分，我們應(yīng)當(dāng)鼓勵(lì)他努力練習(xí)，但是不能過(guò)度練習(xí)，否則會(huì)讓他失去自信。學(xué)習(xí)應(yīng)當(dāng)是充滿(mǎn)快樂(lè)、令人振奮的活動(dòng)，每個(gè)學(xué)生都應(yīng)當(dāng)為自己的進(jìn)步而感到自豪。

如果學(xué)生開(kāi)始感到挫敗或者絕望，認(rèn)為學(xué)習(xí)沒(méi)有意義，那么我們的教育就失敗了。如果學(xué)生認(rèn)為上學(xué)很無(wú)聊，那么我們的教育還是失敗了。如果學(xué)生失去了追逐夢(mèng)想的愿望，沒(méi)有能力去實(shí)現(xiàn)自己的夢(mèng)想，看不到自己的未來(lái)，那么我們的教育就徹底失敗了。

Everyone. In my opinion, education should be student focused and nurture to each and every student’s individual needs. It means challenging each learner to reach their potential. Each student should be allowed to make progress according to their own pace and abilities. We should give especially gifted students challenges that will keep them motivated and at the same time give special support to those who need perhaps simplified instructions and a slower pace. If the pace is slower, the demands should also be modified to make the learning meaningful and inspiring rather than making it an intolerable burden. Students who need an individualized learning plan should be encouraged to look for their strengths just like all other students. The individualized learning plan should evolve around the student’s strengths and not focus so much on the weaknesses. Practice in areas in which the student struggles should be kept at a level that ensures the development of a positive self-esteem. Learning should be fun and exciting for everyone and each student should feel a sense of pride in their own progress. When a student starts to feel like a “l(fā)oser” or a hopeless case, a good-for-nothing, school has failed badly. When a student is underachieving in regards to their potential, school has failed badly. When school is utterly boring to a student, it has failed badly. When a student loses his/her ability to dream and reach for the stars and loses sight into their own future, school has failed badly.

感謝Lisa的來(lái)信，相信讓每一個(gè)讀者都收獲頗多。也感謝堆堆志愿者YinYin的翻譯。

你有教育故事或教育觀點(diǎn)與大家分享嗎？

歡迎來(lái)信：lei.peng@jmdedu.com 或 chuying.liang@jmdedu.com.