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以前每讲完一节课,我总是习惯地问一句:“同学们,有没有问题?”听到学生异口同声地回答:“没有问题。”我引以为豪,觉得这节课很成功。一天我看到这样一个故事:以色列的孩子放学后,父母问的第一句话是:“今天问了老师几个问题?问住老师了吗?”而中国的孩子放学后,父母问的第一句话是:“作业做完了吗?有问题吗?”不同的问题意识决定了以色列的孩子和中国孩子的成长。如今处于阿拉伯国家包围之中的以色列仍然可以说是很强大的,这和他们的教育意识是密不可分的。我意识到我错了。孩子从会说话开始,就有问题,各种各样的问题。到了小学问题变少了,到了中学更少了,到了大学几乎没有问题了。这是一个真实的案例:一个教育研究者在北京选取了一个幼儿班、一个小学六年级班、一个高中三年级班,他用粉笔在黑板上点了一个点儿,问那是什
Every time I finish a lesson, I always ask: “Students, is there any problem?” Hear the students to reply in unison: “I am proud, I feel this section The lesson is very successful. One day I saw a story: After the children of Israel came to school, their parents asked the first sentence: ”Asked the teacher today a few questions? Asked the teacher yet?“ And Chinese children after school, parents asked The first sentence is: ”Did the assignment finish? Are there any problems?" The different question consciousness determines the growth of children in Israel and China. Israel, which is now surrounded by Arab countries, can still be said to be very strong. It is inseparable from their educational awareness. I realized I was wrong. Children start talking, there are problems, a variety of problems. By elementary school, there have been fewer problems, fewer secondary schools, and almost no problems at university. This is a real case: an educator and researcher selected a preschool in Beijing, a sixth grade primary school, and a third year high school. He put a little chalk on the blackboard and asked what it is