Don’t cut off your child’s imaginary wings
We often marvel: the United States always leads the world in technological innovation!
However, many people do not know or are unwilling to accept the alternative provisions of the American Civil Rights Act: young children have ownership rights in schools: 1. the right to play; 2. the right to ask why.
This provision is said to be related to a moral compensation case in American history.
One day in 1968, a 3-year-old girl in the United States pointed to “OPEN” on a gift box and told her mother that she knew the first letter “O”.
The mother was very surprised and asked how she met.
The girl said it was taught by a kindergarten teacher.
After the mother praised her daughter, a lawsuit brought the kindergarten to court, on the grounds that the kindergarten deprived the child’s imagination.
Because before her daughter knew “O”, she could say “O” as apple, sun, football, bird egg, etc.
But since the kindergarten taught her to recognize the alphabet, the child lost this ability to imagine.
She asked the kindergarten to take responsibility for it and to pay for mental compensation.
When the case opened in court, the mother defended as follows: “I saw two swans in a park, one with the left wings cut off and placed in the pond that passed through; the otherIt is intact and placed in a small pond.
The management said that this would prevent them from escaping. The left wings would not be able to fly because they could not keep their balance. They could only stay in the water because there was not enough gliding distance in the small pond.
Now, my daughter is like a kindergarten swan; they cut off her imaginary wings and throw her into the small pond with only ABC prematurely.
“All members of the jury were moved.
Parents are the children’s first teachers.
However, many of our parents are eager to cherish their children, prematurely educate their children with an adult perspective, often denying, or even laughing at their children’s imagination.
After the child enters the kindergarten, in order to satisfy the parents’ psychology, the kindergarten begins to teach the child a lot of so-called normative knowledge.
After entering elementary and middle schools, the children’s “fun” nature was regarded as a “flood beast” and rigorous education was conducted.
In teaching, teachers often impose their own opinions on students, always highlighting standardized answers.
This is equivalent to killing the imagination of the students, which is not conducive to the cultivation of students’ creative ability.
I used a metaphor from mathematician Rosa to ask many parents and teachers: “Suppose you have a gas range, a faucet, an empty kettle and a match in front of you. The task is to burn water.
“Of course, the correct answer is:” Put water in the kettle, light the gas, and then put the kettle on the gas stove.
Then, a second question was asked: “Assuming there is enough water in the kettle, and all the other conditions are the same as the original, what should we do?
All adults said, “Ignite the gas directly and put the kettle on the gas stove.
“This is the best answer we usually think.
Let me ask my third question again: “If the answer of a child is to pour the water out of the kettle first, then do the first.
What do you think?
What do you do?
“Almost all adults said,” This kid is too rigid.
I will correct his mistakes and teach him alternative methods.
“Actually, the child’s answer is the best answer.
Because he has reduced the latter new problem to a previously solved problem.
This is exactly one of the characteristics of mathematicians’ thinking methods: instead of “attacking” the problem directly, it deforms, transforms, and turns it into a problem that has been solved or is easier to solve.
This method of thinking is very useful.
Unfortunately, this thinking of children is often denied by adults.
In teaching, the problem solving methods discovered by students are often not affirmed by the teacher, but rejected.
What many teachers like to say is: This method is too cumbersome, and you should use the method taught by the teacher.Over time, students’ imagination, exploration, and innovation ability are killed.
They no longer look for solutions to their problems, or wait for the teacher to tell them the “best” way.
It is gratifying that a new round of curriculum reform in developing countries was launched at the beginning of the century. A new educational concept emerged at the historic moment. A paradigm revolution in education was kicked off across the country and had a profound impact.
The majority of educators have carefully studied the “New Curriculum Standards for Compulsory Education”, which has given us hope.
For the hope of the nation, for the tomorrow of the child.
Save the child, don’t cut off the child’s imaginary wings.