三平：教师个人成长，贵在自觉坚持

外部环境的好坏对一个人成长的影响固然重要，但起决定作用的，还是个人内在动力的觉醒。...

美国著名女作家、教育家、社会活动家海伦·凯勒说：当一个人感到有一种力量推动他去翱翔的时候，他是决不应该爬行的。教师的工作是个良心活，教师的专业成长在很大程度上依靠的是自我的觉悟。鞭策可以让人前行，但只有自己心底的那份对成长的渴望，才能不断的丰富自我。



优秀教师脱颖而出，无不是他们持之以恒地不断学习，长期坚持阅读、写作、实践和反思等优良习惯，不断调整自己的教育行为和工作方式。回想自己33年来的从教生涯，觉得自己就是在无人扬鞭的时候奋蹄前行。古人云：纸上得来终觉浅，绝知此事要躬行。我体味到了其中的乐趣。



成长是自个的事，教师不断攀升，一靠自觉二靠坚持。外部环境的好坏对一个人成长的影响固然重要，但起决定作用的，还是个人内在动力的觉醒。我一直坚守，只要是真正有益于社会的事情，而又是我能做的，我都将全力以赴。教育的意义不仅仅是成就他人，更重要的也成就自己。



今天，年轻教师遇上了一个伟大的时代，一个机遇与挑战共存的时代。风云际会，有人被时代抛弃，也有人勇立潮头。未来将有广阔的大地驰骋，有博大的天空遨游。把书教好需要一辈子的努力，既然投身教育，就要把职业干成事业。远大抱负，崇高追求。行走，让成长驶向远方。



所附的这篇文章是我二十七岁时写的，是自己在一线教学实践中的做法和经验体会。本文在英国《Physics Eduction》发表后，当时的《邵阳日报》还作为新闻进行了报道。那时候教改刚刚停留在人们的口头，没有多少人真正去实践，我不欣赏自己那时的幼稚，但敬畏自己当时的勇气。



面对今天新课程所倡导的理念，以及轰轰烈烈的课堂教学改革花样翻新，我一点都不感到新鲜，并且得心应手，运用自如，因为我在三十多年前的教学中就已经这样做了。非教育专业人士后面内容无需阅读。

 （文章编号112，分类：学校餐厅）

   2016年6月27日

Students can teach each other

In autumn 1984 I was teathing physics in a middle school in Shaoyang City,Hunan Province,China.and I carried out some reforms in teaching methods.During this time I was encouraging students to ‘teach’each other.I encouraged student s to ‘teach’ each other not only outside class,but also in class.I encouraged them to soread their teaching in discussions I called them to come to the blackboard to ‘teach’their classmates as well.

Recently,I have sometimes chosen some simpler questions gor the students to preview in advance.then in class.I would ask them to come to the blackboard to be a litler teacher.They world relate the main content and the important aspects of the text to their classmates,They would explain the problems ,read the discussions and demonstrale experiment .This method proved to be valeable.

Students teaching eachother can strengthen their interest in study .We schouldn’t deny students seif-confidence in our physics taeching .The above method was based on this thought.When the student came to the blackboard to ‘teach’,he not only became the centre of learning,healso took part in the teaching actvity,and of course he strengthed his self confidence Each time when I assigned the self-teaching contents to my students,they all cheered up.Most of the students would preview their texts voluntanly and take notes of self-study.Some of them even made undeclared preparations for their speech.Before I assigned the’teaching’contents to the students, I told them that through previewing the text they should understand the text themselves, and above all they should make their classmates understand the text through their presentations. This the students bad not only to learn,but also to teach, When they were previewing their texts, they would not only be satisfied with the contents of the part they were going to learn, but wider areas related to it.

When the above kind of class began,the students all felt very nervous. Most were not willing to’cut a figure’, but each expected the others to go to the blackboard. After several training sessions,every student became anxious to have a try at’teaching’.Sometimes a heated argument developed and then a real teacher was needed to settle the problem.After the class,I asked for the opinions of the students about such classes.and they all said the lessons were attrative,no matter whether they were good at their lessons or not so good.Absent minded students concentrated more;less clever students said they also showed  interest in this kind of lesson, because it could make them read more and think more.I asked them why they read attentively. They answered,”Our classmates dare to go to the blackboard and actts a good’teacher’,so we are afraid that you will also call us to the black board,and if we don’t do well we will lose face before the class.In this case,we have to preview the text carefully and understandit,”A middle-level student told me that when a student of his level came across any hard problems in the previes,he would come and ask students who were more capable.That’s why they have already grasped the text before they study it.Now I can conclude that all the students become active in such kind of lessons.

By teaching each other,students will be more active in class.This is another efficient way of training the stucknts’ abillies.

When the students’teach’,the teacher just stands nearby.listening and directing them.In this case,the students can have many chances to speak.to disuss and to correct.Therefore the students are more active in class and they can get every chance to train their ablities. Especially their speaking ability.At the very beginning.I made some rules.One is that anyone who comes to the teacher’s desk must speak louldy and clearly.The other is that the student who comes to the teacher’s desk should face his classmates for at least five minutes,But still students found it difficult to speak loudly or face their classmates though they were students who were normally very forward in class and were given sufficient time to prepare.Some of them lowered their head to their chest.Some of them flushed red all over.Some even trembled like leaves.Not single tongue could speak fluently.After the training.the students never felt inghtened or shameful.Most of them could speak fluently before their classmattes. Some even had a teacher’s manner and an orator’s poise.Apparently their speaking abilities were greatly impoved.

When students have opportunities to’teach’ other,the texts will be more comprehensive and readable.The students will be more conrageous and creative.

‘Stuedents teaching each other’can expand their antennar of exploring knowledge.It is another good way for student to gain knowledge Since I let students teach each other,they became more and more self.reliant.They began to raise more and better questions.They became more active in exploring knowledge.They raised questions and they turned form’you want me to learn’to I want to learn’.Before that,they bad only one way to gain knowledge—through the lectures of the teacher,but now they can learn not only from the teacher’s lectures but also from their classmates,from textbooks andfrom books outsidc class, Thus students will not learn through just a single channcl, theycan gain from many directions, In this way,students’antennae will be langen and longer, and the teacher’s burden will be lighter.

Once I talked with my students in class and I said, I hope all of you have the ability to teach each other, I wish I would be of less and less use to you , If that was so,what would the teachers do? What is the use of a teacher?” I answered , “If I really could have thay day, what would I not give! Anyhow you will still have problents for us teachers to solve”,Once the students’abilities are trained to a certain degree, it’s true that they can gain knowledge through all kinds of channels on their own initiative.The teacher just plats a leading role.

Of course, this kind of lesson is limited, For instance, it is not suitable for all kinds of classes, We can’t always have this kind of lesson, Sometimes we can’t linish our teaching task according to the schedules. Anyhow. it’s really useful in stimulating students’ interest and developing their abilities.

Zhang Sanping

Education Academy in Shaoyang Education Committee, 103 Baochin Road. Shaoyang City, Hunan Province, China.

附：“Students can teach each other”中文本—

学生互教

1984年下学期开始，我在中国湖南省邵阳县第十一中学兼教了一个初中班的物理课，并进行了一些小的教学改革。在近两年的初中物理教学过程中，在课堂教学的同时，我对“学生互教”也进行了初步尝试，现将近两年来这方面的体会介绍如下：

所谓“学生互教”，不仅在课余时间鼓励学生互教互学，而且在课内请学生个别上讲台集中型的互教。两年初中物理教学中，我间或选择一些较简单、难度不大的学习内容，提前几天通知学生预习，到时候点名或学生自愿让学生上讲台当小先生，象教师讲课那样向全班同学叙述该课的主要内容、知识重点、讲解例题、带动讨论、演示实验等。根据试验的情况来看，这种方法间或在课堂教学中使用是可行的，也是有意义的。

一、“学生互教”增强了学生的主体感，是激发兴趣的又一得力措施。物理教学中学生的主体作用之重要是无可否认的，我在教学中采用这一方法也是基于这一思想。学生在课堂上台讲课，使学生不仅成为学习的主人，而且参与了教的活动，使学生的主体作用得到更好地发挥。当我每次布置学生自教的内容时，学生的情绪都很高涨，绝大部分学生能自觉地预习课文，作好自学笔记，有些还暗暗地准备他的发言，我在布置内容之前，对学生说：通过预习，你不仅自己要弄懂弄通这部分内容，更重要的是你要通过自己的讲解使别的同学也要懂得。这样一来，学生不仅抱有学的目标，而且带有教的目的，因此在预习时，不再象以往那样只知道这部分讲哪些内容就得了，而且要更加深入地钻研。

在第一次上这种课时，学生感到特别新鲜，虽然很多同学都不愿意上台“献丑”，但每一个学生都期待别的同学上台来讲解。经过几次锻炼，每当上这种课时，人人争先恐后，跃跃欲试，有时台上台下争论十分激烈，并不时期待老师的裁决。课后向全班一半以上的学生了解，结果表明，不论优生还是差生，他们都反映这种课很有吸引力。有些平时听课不认真的学生也能集中注意力了。据一些平时成绩较差的学生说，这种上课有味，能促使他们多看书、多想问题。我问他们：你们现在为什么会认真看书呢？他们回答说：别的同学上讲台讲得那么好，我怕你点我的名上台出洋相啊，所以不得不花时间把课文看懂弄通。据一位成绩中等的同学说：同学们在预习中遇到了不懂的问题时，一般都能向成绩好的同学请教，因此在上这种课之前，同学们已经基本上掌握课文中的内容了。可见，学生的主动性和积极性真正调动起来了。

二、“学生互教”扩大了学生活动的自由度，是培养学生能力的又一有效途径。学生登台“执教”时，教师只在旁边听课，在课堂是只起把握课堂方向的作用。这样，学生充分发言，上下讨论，互相纠正。因此，学生活动的范围扩大了，各种能力也在较大区域内得到锻炼、得到培养，并且以口头表达能力最为显著。第一次开始上这种课时，尽管我约法三章：第一，点的同学都要上讲台，任何人不得例外；第二，每个人都要开口说话；第三，上台的同学至少要面向同学站上五分钟才能下来。但是，虽然一节课我点名上台的同学是班里胆子较大成绩较好的学生，并且给了他们较充足的时间准备，可是这些上台的同学几乎都不敢大声发言，不敢面向同学，有的低着头有的满面通红，还有个别同学全身发抖，没有一个同学能流利地发言。但通过几次锻炼，恐惧感、羞涩感消失了，绝大部分同学后来上台时都能流利地发言，有些同学上台后还颇有教师的“派头”和好的“风度”哩，口头表达能力得到了明显地提高。

诚然，通过“学生互教”，学生对课本的理解能力、阅读能力以及学生的胆识、创造性地解决问题的能力也得到了不同程度的提高是不言而喻的，在此就不一一赘述了。

三、“学生互教”延伸了学生探索知识的触角，是学生获取知识的又一良好渠道。开展“学生互教”以来，学生的自学空气浓了，课堂发问率和问题质量提高了，学生能积极主动地探索知识，自己提出问题而又自己解决问题，他们不再象以往那样依靠老师“扶着走”，而是自己大踏步地前进，真正变“要我学”到“我要学”。以前，他们仅仅以单一渠道——通过教师传授获得知识，而现在，他们不仅从教师那里得到知识，而且能从全班几十个同学那里、从课本中、从课外书籍中得到知识。这样，学生从原来单一渠道到多渠道地获取知识，从纵向地到横向地、斜向地及各个方向获取知识。因而，学生获取知识的触角越伸越长，教师的负担也就由此而减轻，正如一次我在课堂上与同学对话所谈到的，我说：我希望同学们都有通过自学、通过互教互学来获取知识的能力，我希望我的作用对同学们越来越小。一位学生开玩笑地说：这样一来，老师不是无事可做，那不还要老师做什么呢？我回答说：做为一名教师，真有那么一天是求之不得的，可是你们总还有些疑难问题需要我解决啊。的确，学生能力得到一定锻炼后，他们自己可以从各条渠道去主动地攫取知识，教师真正只起主导作用，而不是过去的牵着学生的鼻子走，一切包办代替。

当然，“学生互教”课也有其局限性，例如不能适用各类课型，不宜过多地开展，有时不能很好地按时完成教学任务等等。但是，对于激发学生兴趣，培养学生能力来说，不能说是没有意义的。

文章编号112，分类：学校餐厅

 2016年6月27日

    关注 三平视点