刚刚走上讲台的我,是教学的中心,是课堂的主宰,是学生面前屹立不倒的知识“权威”。那时,我还太年轻,太急于证明自己无愧于老师这个职业,所以我一味地强调知识的逻辑体系,教授了太多太多与学生的生活相去甚远的书本知识,使学生的学习索然无味,制约了学生的发展潜能。直到有一天,因为校本研修,我开始接触到潘海燕教授及其团队提倡的“自主生长课堂”的理念,随后看到卢梭 I just took the podium, is the teaching center, is the master of the classroom, students stand in front of knowledge “authority ”. At that time, I was too young and too eager to prove myself worthy of being a teacher, so I blindly emphasized the logical system of knowledge and taught too much knowledge of books far away from the lives of students so that students could study hard Tasteless, restricting the development potential of students. Until one day, because of school-based training, I began to come into contact with Professor Pan Haiyan and his team to promote “self-growth classroom ” concept, then saw Rousseau