激发学生学习兴趣的3条黄金法则

3rulestosparklearning激发学生学习的3条黄金法Iteach Allright,allright.Somorethanjustexplosions,chemistryiseverywhere.Haveyoueverfoundyourselfatarestaurantspacingoutjustngthisoverandover?Somepeoplenoddingyes.Recently,Ishowedthistomystudents,andIjustaskedthemtotryandexinwhyithappened.Thequestionsandconversationsthatfollowedwerefascinating.CheckoutthisthatMaddiefrommyperiodthreeclasssentmethatevening.大家没吓着吧！除了，化学在我们生活中随处可见。你有没有试过在餐厅里空闲无聊时一遍又一动手去体验并解析这一现象为何发生。在实验中，学生们问题和进行的很有意思。请看一下这个，这是我第三节课上的学生Maddie，在当天晚上发给我的。(Clang)Nowobviously,asMaddie'schemistryteacher,Ilovethatshewenthomeandtogeekoutaboutthiskindofridiculousdemonstrationthatwedidinclass.ButwhatfascinatedmemoreisthatMaddie'scuriositytookhertoanewlevel.Ifyoulookinsidethatbeaker,youmightseeacandle.Maddie'susingtemperaturetoextendthisphenomenontoanewscenario.Maddie这个实验跟我们在课堂上做的差不多。但最吸引我的是，Maddie的好奇心将化学学习提升到了一个MaddieYouknow,questionsandcuriositylikeMaddie'saremagnetsthatdrawustowardsourteachers,andtheytranscendalltechnologyorbuzzwordsineducation.Butifwecethesebeforestudentinquiry,wecanberobbingourselvesofourgreatesttoolasteachers:ourstudents'questions.Forexample,flipaboringlecturefromtheclassroomtothescreenofadevicemightsaveinstructionaltime,butifitisthefocusofourstudents'experience,it'sthesamedehumanizingchatterjustwrappedupinfancyclothing.Butifinsteadwehavethegutstoconfuseourstudents,perplexthem,andevokerealquestions,throughthosequestions,weasteachershaveinformationthatwecanusetotailorrobustandinformedmethodsofblendedinstruction.学技术和高大空的流行语。如果我们在学生提问之前，就把这些技术呈现出来毁掉我们作为老师手中最强大的——学生们的疑问。比如说，在教室里借助移动电子设备将一堂沉闷的课快速讲完或许会节省些老师进行指导的时间，但是，如果这是学生在课堂上所能收获的体验，那这种照本宣科的无So,21st-centurylingojargonmumbojumboaside,thetruthis,I'vebeenteachingfor13yearsnow,andittookalife-threateningsituationtosnapmeoutof10yearsofpseudo-teachingandhelpmerealizethatstudentquestionsaretheseedsofreallearning,notsomescriptedcurriculumthatgavethemtidbitsofrandominformation.10InMayof2010,at35yearsold,withatwo-year-oldathomeandmysecondchildontheway,Iwasdiagnosedwithalargeaneurysmatthebaseofmythoracicaorta.Thisledtoopen-heartsurgery.Thisistheactualrealfrommydoctorrightthere.Now,whenIgotthis,Iwas--pressCapsLock--absoluyfreakedout,okay?ButIfoundsurprisingmomentsofcomfortintheconfidencethatmysurgeonembodied.Wheredidthisguygetthisconfidence,SowhenIaskedhim,hetoldmethreethings.Hesaidfirst,hiscuriositydrovehimtoaskhardquestionsabouttheprocedure,aboutwhatworkedandwhatdidn'twork.Second,heembraced,anddidn'tfear,themessyprocessoftrialanderror,theinevitableprocessoftrialanderror.Andthird,throughintensereflection,hegatheredtheinformationthatheneededtodesignandrevisetheprocedure,andthen,withasteadyhand,hesavedmylife.我问他这个问题，他跟我讲了三件事情。他说，第一，他的好奇心驱使他去就手术的程序预设了很多硬计和修改手术的进程，最后，他胸有成竹地帮我做了手术，救了我一命。NowIabsorbedalotfromthesewordsofwisdom,andbeforeIwentbackintotheclassroomthatfall,IwrotedownthreerulesofmyownthatIbringtomylessonnningstilltoday.Rulenumberone:Curiositycomesfirst.Questionscanbewindowstogreatinstruction,butnottheotherwayaround.Rulenumbertwo:Embracethemess.We'reallteachers.Weknowlearningisugly.Andjustbecausethescientificmethodisallocatedtopagefiveof1.2ofchapteroneoftheonethatweallskip,okay,trialanderrorcanstillbeaninformalpartofwhatwedoeverysingledayatSacredHeartCathedralinroom206.Andrulenumberthree:Practicereflection.Whatwedoisimportant.Itdeservesourcare,butitalsodeservesourrevision.Canwebethesurgeonsofourclassrooms?Asifwhatwearengonedaywillsavelives.Ourstudentsourworthit.Andeachcaseisdifferent.师。我们知道学习绝非易事。这是因为，科学的方法已经写在第五页的第一章第一部分的第二节里（通过反复试验来消除误差许在将来的某一天可能会救别人一命。我们的学生，我们得珍惜。而每个都是不同的。(Explosion)（声Allright.Sorry.Thechemistryteacherinmejustneededtogetthatoutofmysystembeforewemoveon.Sothesearemydaughters.OntherightwehavelittleEmmalou--Southernfamily.And,ontheleft,Riley.NowRiley'sgoingtobeabiggirlinacoupleweekshere.She'sgoingtobefouryearsold,andanyonewhoknowsafour-year-oldknowsthattheylovetoask,"Why?"Yeah.Why.Icouldteachthiskidanythingbecausesheiscuriousabouteverything.Weallwereatthatage.ButthechallengeisreallyforRiley'sfutureteachers,theonesshehasyettomeet.Howwilltheygrowthiscuriosity?这是我的两个女儿的。右边那个是Emmalou——南方的人。左边那位是Riley。再过几周，Riley这样的。但是Riley未来的老师将要很大的了，他们会怎样来培养好奇心呢？Yousee,IwouldarguethatRileyisametaphorforallkids,andIthinkdropoutofschoolcomesinmanydifferentforms--totheseniorwho'scheckedoutbeforetheyear'sevenbegunorthatemptydeskinthebackofanurbanmiddleschool'sclassroom.Butifweaseducatorsleavebehindthissimpleroleasdisseminatorsofcontentandembra