第一篇：1領(lǐng)導(dǎo)威信不是從掩飾錯(cuò)誤中而是從改正錯(cuò)誤中提高起來(lái)的不是從自吹自擂中而是從埋頭苦干中培養(yǎng)起來(lái)的

1領(lǐng)導(dǎo)威信不是從掩飾錯(cuò)誤中而是從改正錯(cuò)誤中提高起來(lái)的不是從自吹自擂中而是從埋頭苦干中培養(yǎng)起來(lái)的。工作信心，改正錯(cuò)誤后只會(huì)增強(qiáng)，不會(huì)減弱。只有那種要虛榮愛(ài)面子的人才會(huì)怕揭發(fā)錯(cuò)誤呢！

2面向群眾。不僅要教育群眾，還要向群眾學(xué)習(xí)。因?yàn)轭I(lǐng)導(dǎo)者本身知識(shí)還不完全，經(jīng)驗(yàn)還不夠，領(lǐng)導(dǎo)地位并不能使你得到知識(shí)和經(jīng)驗(yàn)，所以面向群眾，汲取群眾經(jīng)驗(yàn)，十分必要。我們要求同志們：

（１）與群眾接近和聯(lián)系，在某種程度上要與他們打成一片；（２）傾聽(tīng)群眾意見(jiàn)；（３）向群眾學(xué)習(xí)；（４）教育群眾，不做群眾的尾巴。

3領(lǐng)導(dǎo)群眾，結(jié)交朋友。

（一）領(lǐng)導(dǎo)黨的方式和領(lǐng)導(dǎo)群眾的方式是不同的，領(lǐng)導(dǎo)群眾的方式和態(tài)度要使他們不感覺(jué)我們是在領(lǐng)導(dǎo)。

（二）領(lǐng)導(dǎo)群眾的基本方法是說(shuō)服，決不是命令；只有在多數(shù)已經(jīng)同意而少數(shù)尚不同意的情形下，必要時(shí)可用多數(shù)的意見(jiàn)強(qiáng)制少數(shù)執(zhí)行。

（三）領(lǐng)導(dǎo)群眾和結(jié)交朋友，領(lǐng)導(dǎo)者自己要起模范作用。

（四）領(lǐng)導(dǎo)者在必要時(shí)應(yīng)忘記他所受的侮辱。

（五）領(lǐng)導(dǎo)者切勿輕視自己的作用和影響，要戒慎恐懼地工

作。

4列寧、斯大林論領(lǐng)導(dǎo)藝術(shù)，不可跑得太前，也不可落在運(yùn)動(dòng)后面，而應(yīng)抓住中心一環(huán)，推向前進(jìn)。

毛澤東同志論領(lǐng)導(dǎo)藝術(shù)，要照顧全局，照顧多數(shù)，以及和同盟者一道干 5發(fā)揚(yáng)民主，開(kāi)展批評(píng)和自我批評(píng)。

五）主要用說(shuō)服的方法，不用行政的方法，只有在情況緊急時(shí)，才用命令的方式。

第二篇：TED 演講稿 怎樣從錯(cuò)誤中學(xué)習(xí)

I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students.In 1931, my grandmother--bottom left for you guys over here--graduated from the eighth grade.She went to school to get the information because that's where the information lived.It was in the books;it was inside the teacher's head;and she needed to go there to get the information, because that's how you learned.Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world.When I was a kid, we had a set of encyclopedias at my house.It was purchased the year I was born, and it was extraordinary, because I did not have to wait to go to the library to get to the information.The information was inside my house and it was awesome.This was differentthan either generation had experienced before, and it changed the way I interacted with information even at just a small level.But the information was closer to me.I could get access to it.In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government.My first year--super gung-ho--going to teach American government, loved the political system.Kids in the 12th grade: not exactly all that enthusiastic about the American government system.Year two: learned a few things--had to change my tactic.And I put in front of them an authentic experience that allowed them to learn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front of them, which was to put on an election forum for their own community.They produced fliers.They called offices.They checked schedules.They were meeting with secretaries.They produced an election forum booklet for the entire town to learn more about their candidates.They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't know what she's in for.” But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them.And that night, all 90 kids--dressed appropriately, doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It was authentic.It meant something to them.And they will step up.From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what was interesting about this position I found myself in in Arizona, was I had this reallyextraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities.And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And he was going to speak at the high school next door to us.We could walk there.We didn't even have to pay for the buses.There was no expense cost.Perfect field trip.The problem then becomes how do you take seventh-and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive.I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing.I asked them to produce a little movie about it.It's the first time we'd done this.Nobody really knew how to make these little movies on the computer, but they were into it.And I asked them to put their own voice over it.It was the most awesome moment of revelation that when you ask kids to use their own voice and ask them to speak for themselves, what they're willing to share.The last question of the assignment is: how do you plan to use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.Fast-forward to Pennsylvania, where I find myself today.I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia.We are a nine through 12 public school, but we do school quite differently.I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school,and to a moment when we have information surplus.So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information? In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information.And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process.We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids to never be wrong.To ask them to always have the right answer doesn't allow them to learn.So we did this project, and this is one of the artifacts of the project.I almost never show them off because of the issue of the idea of failure.My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill.I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history.And they had certain criteria to do it.They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it.They can talk--they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them.But I gave them the room to just do the thing.Go create.Go figure it out.Let's see what we can do.And the student that persistently turns out the best visual product did not disappoint.This was done in like two or three days.And this is the work of the student that consistently did it.And when I sat the students down, I said, “Who's got the best one?” And they immediately went, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” And they went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh, that one wasn't so awesome.” And then we went to another one--it didn't have great visuals, but it had great information--and spent an hour talking about the learning process,because it wasn't about whether or not it was perfect, or whether or not it was what I could create.It asked them to create for themselves, and it allowed them to fail, process, learn from.And when we do another round of this in my class this year, they will do better this time,because learning has to include an amount of failure, because failure is instructional in the process.There are a million pictures that I could click through here, and had to choose carefully--this is one of my favorites--of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, to play, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls.This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that.But this is learning too, because we asked them to go out into real spaces.The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark.And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer.We know how to do this better, and it's time to do better.

第三篇：TED演講怎樣從錯(cuò)誤中學(xué)習(xí)

TED: 怎樣從錯(cuò)誤中學(xué)習(xí)

Diana Laugenberg:How to learn? From mistakes

講者分享了其多年從教中所認(rèn)識(shí)到的一從錯(cuò)誤中學(xué)習(xí)的觀念“允許孩子失敗，把失敗視為學(xué)習(xí)的一部分”，以及從教育實(shí)踐中學(xué)到的三件事：“1.體驗(yàn)學(xué)習(xí)的過(guò)程 2.傾聽(tīng)學(xué)生的聲音 3.接納錯(cuò)誤的失敗。” TED演講文本：

0:15 I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents.In 1931, my grandmother--bottom left for you guys over here--graduated from theeighth grade.She went to school to get the information because that's where the informationlived.It was in the books;it was inside the teacher's head;and she needed to go there to getthe information, because that's how you learned.Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world.When Iwas a kid, we had a set of encyclopedias at my house.It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation.The information was inside my house and it was awesome.This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level.But the information was closer to me.I could get access to it.1:34 In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government.My first year--super gung-ho--going toteach American government, loved the political system.Kids in the 12th grade: not exactly allthat enthusiastic about the American government system.Year two: learned a few things--hadto change my tactic.And I put in front of them an authentic experience that allowed them tolearn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front ofthem, which was to put on an election forum for their own community.2:27 They produced flyers.They called offices.They checked schedules.They were meeting withsecretaries.They produced an election forum booklet for the entire town to learn more abouttheir candidates.They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them.And that night, all 90 kids--dressed appropriately,doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It wasauthentic.It meant something to them.And they will step up.3:17 From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities.And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And hewas going to speak at the high school next door to us.We could walk there.We didn't evenhave to pay for the buses.There was no expense cost.Perfect field trip.4:04 The problem then becomes how do you take seventh-and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive.I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing.I asked them to produce a little movie about it.It's the first time we'ddone this.Nobody really knew how to make these little movies on the computer, but they wereinto it.And I asked them to put their own voice over it.It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share.The last question of the assignment is: how do you plan to useyour life to positively impact other people? The things that kids will say when you ask them andtake the time to listen is extraordinary.5:05 Fast-forward to Pennsylvania, where I find myself today.I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia.We are a nine through 12 public school, but we do school quite differently.I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus.So what do you do when the information is all around you? Why doyou have kids come to school if they no longer have to come there to get the information? 5:51 In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information.And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess.We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids tonever be wrong.To ask them to always have the right answer doesn't allow them to learn.Sowe did this project, and this is one of the artifacts of the project.I almost never show them offbecause of the issue of the idea of failure.6:45 My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill.I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history.And they had certain criteria to do it.They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it.Theycan talk--they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them.But I gave them theroom to just do the thing.Go create.Go figure it out.Let's see what we can do.And thestudent that persistently turns out the best visual product did not disappoint.This was done inlike two or three days.And this is the work of the student that consistently did it.7:39 And when I sat the students down, I said, “Who's got the best one?” And they immediatelywent, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” Andthey went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one--it didn't have great visuals,but it had great information--and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create.Itasked them to create for themselves, and it allowed them to fail, process, learn from.And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.8:29 There are a million pictures that I could click through here, and had to choose carefully--this isone of my favorites--of students learning, of what learning can look like in a landscape wherewe let go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls.This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that.But this is learning too, because we askedthem to go out into real spaces.9:20 The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark.And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer.We know how to do this better, and it's time to do better.0:15

我從事教師工作很長(zhǎng)一段時(shí)間了，而在我教書(shū)的過(guò)程當(dāng)中 我學(xué)了很多關(guān)于孩子與學(xué)習(xí)的知識(shí) 我非常希望更多人可以了解 學(xué)生的潛能。1931年,我的祖母 從你們那邊看過(guò)來(lái)左下角那位--從八年級(jí)畢業(yè)。她上學(xué)是去獲取知識(shí) 因?yàn)樵谶^(guò)去,那是知識(shí)存在的地方 知識(shí)在書(shū)本里,在老師的腦袋里，而她需要專程到學(xué)校去獲得這些知識(shí)，因?yàn)槟鞘钱?dāng)時(shí)學(xué)習(xí)的途徑 快進(jìn)過(guò)一代： 這是個(gè)只有一間教室的學(xué)校,Oak Grove，我父親就是在這間只有一個(gè)教室的學(xué)校就讀。而同樣的,他不得不去上學(xué) 以從老師那兒取得知識(shí)，然后將這些知識(shí)儲(chǔ)存在他唯一的移動(dòng)內(nèi)存,那就是他自己的腦袋里，然后將這些隨身攜帶，因?yàn)檫@是過(guò)去知識(shí)被傳遞的方式 從老師傳給學(xué)生,接著在世界上使用。當(dāng)我還小的時(shí)候，我們家里有一套百科全書(shū)。從我一出生就買了這套書(shū)，而那是非常了不起的事情，因?yàn)槲也恍枰戎D書(shū)館取得這些知識(shí)，這些信息就在我的屋子里 而那真是太棒了。這是 和過(guò)去相比,是非常不同的 這改變了我和信息互動(dòng)的方式 即便改變的幅度很小。但這些知識(shí)卻離我更近了。我可以隨時(shí)獲取它們。

1:34

在過(guò)去的這幾年間 從我還在念高中 到我開(kāi)始教書(shū)的時(shí)候，我們真的親眼目睹網(wǎng)絡(luò)的發(fā)展。就在網(wǎng)絡(luò)開(kāi)始 作為教學(xué)用的工具發(fā)展的時(shí)候，我離開(kāi)威斯康辛州 搬到勘薩斯州,一個(gè)叫勘薩斯的小鎮(zhèn) 在那里我有機(jī)會(huì) 在一個(gè)小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書(shū)，教我最喜歡的學(xué)科 “美國(guó)政府” 那是我教書(shū)的第一年,充滿熱情,準(zhǔn)備教“美國(guó)政府” 我當(dāng)時(shí)熱愛(ài)教政治體系。這些十二年級(jí)的孩子 對(duì)于美國(guó)政府體系 并不完全充滿熱情。開(kāi)始教書(shū)的第二年,我學(xué)到了一些事情,讓我改變了教學(xué)方針。我提供他們一個(gè)真實(shí)體驗(yàn)的機(jī)會(huì) 讓他們可以自主學(xué)習(xí)。我沒(méi)有告訴他們得做什么,或是要怎么做。我只是在他們面前提出一個(gè)問(wèn)題，要他們?cè)谧约旱纳鐓^(qū)設(shè)立一個(gè)選舉論壇。

2:27

他們散布傳單,聯(lián)絡(luò)各個(gè)選舉辦公室，他們和秘書(shū)排定行程，他們?cè)O(shè)計(jì)了一本選舉論壇手冊(cè) 提供給全鎮(zhèn)的鎮(zhèn)民讓他們更了解這些候選人。他們邀請(qǐng)所有的人到學(xué)校 參與晚上的座談 談?wù)撜驼?還有鎮(zhèn)里的每條街是不是都修建完善，學(xué)生們真的得到強(qiáng)大的體驗(yàn)式學(xué)習(xí)。學(xué)校里比較資深年長(zhǎng)的老師 看著我說(shuō) “喔,看她,多天真呀,竟想試著這么做?！?大笑)“她不知道她把自己陷入怎么樣的局面” 但我知道孩子們會(huì)出席 而我真的這樣相信。每個(gè)禮拜我都對(duì)他們說(shuō)我是如何期待他們的表現(xiàn)。而那天晚上,全部九十個(gè)孩子 每個(gè)人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看著。那是屬于他們的夜晚,那是經(jīng)驗(yàn),那是實(shí)在的經(jīng)驗(yàn)。那對(duì)他們來(lái)說(shuō)具有意義。而他們將會(huì)更加努力。

3:17

離開(kāi)堪薩斯后,我搬到美麗的亞利桑納州，我在Flagstaff小鎮(zhèn)教了幾年書(shū)，這次是教初中的學(xué)生。幸運(yùn)的,我這次不用教美國(guó)政治。這次我教的是更令人興奮的地理。再一次,非常期待的要學(xué)習(xí)。但有趣的是 我發(fā)現(xiàn)在這個(gè)亞歷桑納州的教職 我所面對(duì)的 是一群非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學(xué)校。在那里,有些時(shí)候,我們會(huì)得到了一些機(jī)會(huì)。其中一個(gè)機(jī)會(huì)是 我們得以和Paul Russabagina見(jiàn)面，這位先生 正是電影“盧安達(dá)飯店”根據(jù)描述的那位主人翁 他當(dāng)時(shí)正要到隔壁的高中演講 我們可以步行到那所學(xué)校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學(xué)

4:04

然后接著的問(wèn)題是 你要怎么和七八年級(jí)的學(xué)生談?wù)摲N族屠殺 用怎么樣的方式來(lái)處理這個(gè)問(wèn)題 才是一種負(fù)責(zé)任和尊重的方式，讓學(xué)生們知道該怎么面對(duì)這個(gè)問(wèn)題。所以我們決定去觀察PaulRusesabagina是怎么做的 把他當(dāng)作一個(gè)例子 一個(gè)平凡人如何利用自己的生命做些積極的事情的例子。接著,我挑戰(zhàn)這些孩子,要他們?nèi)フ页?在他們的生命里,在他們自己的故事中,或是在他們自己的世界里，找出那些他們認(rèn)為也做過(guò)類似事情的人。我要他們?yōu)檫@些人和事跡制作一部短片。這是我們第一次嘗試制作短片。沒(méi)有人真的知道如何利用電腦制作短片。但他們非常投入,我要他們?cè)谄永镉米约旱穆曇簟Ｄ菍?shí)在是最棒的啟發(fā)方式 當(dāng)你要孩子們用他們自己的聲音 當(dāng)你要他們?yōu)樽约赫f(shuō)話，說(shuō)那些他們?cè)敢夥窒淼墓适?。這項(xiàng)作業(yè)的最后一個(gè)問(wèn)題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說(shuō)出來(lái)的那些話 在你詢問(wèn)他們后并花時(shí)間傾聽(tīng)那些話后 是非常了不起的。

5:05

快進(jìn)到賓州,我現(xiàn)在住的地方。我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書(shū)，它是富蘭克林學(xué)院 和費(fèi)城學(xué)區(qū)協(xié)同的合辦的。我們是一間9年級(jí)到12年級(jí)的公立高中，但我們的教學(xué)方式很不一樣。我起初搬到那里 是為了親身參與一個(gè)教學(xué)環(huán)境 一個(gè)可以證實(shí)我所理解孩子可以有效學(xué)習(xí)方式的方式，一個(gè)愿意探索 所有可能性的教學(xué)環(huán)境 當(dāng)你愿意放棄 一些過(guò)去的標(biāo)準(zhǔn)模式，放棄我祖母和我父親上學(xué)的那個(gè)年代 甚至是我自己念書(shū)的那個(gè)年代，因?yàn)樾畔⒌南∪?，到一個(gè)我們正處于信息過(guò)剩的時(shí)代。所以你該怎么處理那些環(huán)繞在四周的知識(shí)? 你為什么要孩子們來(lái)學(xué)校? 如果他們?cè)僖膊恍枰匾獾綄W(xué)校獲得這些知識(shí)?

5:51

在賓州,我們有一個(gè)人人有筆記本的項(xiàng)目，所以這些孩子每天帶著他們筆記本電腦，帶著電腦回家,隨時(shí)學(xué)習(xí)知識(shí)。有一件事你需要學(xué)著適應(yīng)的是 當(dāng)你給了學(xué)生工具 讓他們可以自主取得知識(shí)，你得適應(yīng)一個(gè)想法 那就是允許孩子失敗 把失敗視為學(xué)習(xí)的一部分。我們現(xiàn)在面對(duì)教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化，而我在這里要告訴你們，這不是學(xué)習(xí)。這絕對(duì)是個(gè)錯(cuò)誤 去要求孩子們永遠(yuǎn)不可以犯錯(cuò)。要求他們永遠(yuǎn)都要有正確的解答 而不允許他們?nèi)W(xué)習(xí)。所以我們實(shí)施了這個(gè)項(xiàng)目，這就是這個(gè)項(xiàng)目中一件作品。我?guī)缀鯊膩?lái)沒(méi)有展示過(guò)這些 因?yàn)槲覀儗?duì)于錯(cuò)誤與失敗的觀念。

6:45

我的學(xué)生們制作了這些信息圖表 結(jié)果是我們決定以這個(gè)匯報(bào)作為我們學(xué)年的總結(jié)報(bào)告 內(nèi)容是回應(yīng)漏油事件。我要求他們拿 他們看過(guò)的資訊圖表當(dāng)做范例 就是在媒體里展示的那些信息圖表，仔細(xì)看看那里頭什么是有趣的，然后自己設(shè)計(jì)一個(gè) 以美國(guó)歷史中其他的人為災(zāi)難為主題。我為這項(xiàng)作業(yè)設(shè)了一些其他的條件 他們覺(jué)得這個(gè)作業(yè)有些困難，因?yàn)槲覀儚膩?lái)沒(méi)有出過(guò)這樣的作業(yè),而他們不完全知道要怎么進(jìn)行。他們可以談?wù)撨@議題,相當(dāng)順暢，他們也能寫得非常非常得好，但當(dāng)被要求要用一種其他的方式來(lái)表達(dá)想法的時(shí)候 他們有點(diǎn)無(wú)所適從。但我給了他們空間去做這個(gè)作業(yè)。去創(chuàng)造,去自己發(fā)現(xiàn)該怎么做。讓我們拭目以待我們可以完成些什么。最后那些總是 呈現(xiàn)最佳視覺(jué)效果作品的學(xué)生,這次也沒(méi)有讓人失望 這個(gè)作品大概花了兩三天的時(shí)間 而這是來(lái)自一個(gè)經(jīng)常很棒得完成作業(yè)的學(xué)生。

7:39

然后當(dāng)我要所有學(xué)生坐下來(lái),我問(wèn)他們“誰(shuí)交出了最好的作品?” 他們立刻指著這個(gè)作品回答“這件” 他們并沒(méi)有細(xì)讀其中的內(nèi)容,就回答了“這件” 然后我說(shuō),“那么,是什么因素讓這個(gè)作品這么好?” 他們回答說(shuō),“喔,設(shè)計(jì)得很好,他用了很好的顏色組合,還有一些...” 他們分別說(shuō)了想法,我們一起討論了之后 我說(shuō),“現(xiàn)在去讀讀內(nèi)容” 接著他們說(shuō)“喔,現(xiàn)在看起來(lái)好像其實(shí)沒(méi)有那么好” 后來(lái)我們談到另外一個(gè)作業(yè)--那個(gè)作品沒(méi)有很好的視覺(jué)設(shè)計(jì),但是有非常好的資訊內(nèi)容--我們接著花了大概一個(gè)小時(shí)來(lái)討論這個(gè)學(xué)習(xí)過(guò)程，因?yàn)槟遣⒉皇顷P(guān)于哪個(gè)作品比較完美，或是我能或不能創(chuàng)造出這樣的東西； 這作業(yè)是要他們?yōu)樽约簞?chuàng)作。這作業(yè)也讓他們有失敗的可能，消化思考之后,從失敗中學(xué)習(xí)。今年,當(dāng)我們又再一次嘗試類似的作業(yè)，他們都將會(huì)比去年做的更好。因?yàn)閷W(xué)習(xí)必須包含一定程度的失敗，因?yàn)槭【哂薪虒W(xué)意義 在學(xué)習(xí)的過(guò)程中。

8:29

我有上百萬(wàn)個(gè)照片 可以展示，可我得小心的選擇--好,這是我最喜歡的一張--學(xué)生正在學(xué)習(xí)的照片，學(xué)習(xí)可以是什么樣子 在一個(gè)我們放棄傳統(tǒng)觀念的環(huán)境中 學(xué)生非得來(lái)學(xué)校以獲得知識(shí)這樣的想法，取而代之,問(wèn)他們,他們可以利用這些知識(shí)來(lái)做些什么? 問(wèn)他們真正有趣的問(wèn)題。他們不會(huì)讓人失望。要求他們?nèi)ゲ煌牡胤剑ビH眼見(jiàn)識(shí)不同的事情，去真正的體驗(yàn)學(xué)習(xí)，去玩,去查詢。這是我最喜歡的照片之一 因?yàn)檫@是一張星期二照的照片，當(dāng)我要求學(xué)生們?nèi)ネ镀薄＿@是Robbie,這是他第一次投票，而他想要和大家分享這個(gè)投票的經(jīng)歷。但這也是學(xué)習(xí)，因?yàn)槲覀円麄兊酵忸^真實(shí)的世界去。

9:20

重點(diǎn)是 如果我們繼續(xù)把教育 當(dāng)作是要來(lái)學(xué)校 取得知識(shí) 而不是體驗(yàn)學(xué)習(xí)的過(guò)程，傾聽(tīng)學(xué)生的聲音,接納錯(cuò)誤和失敗，我們將會(huì)誤解上學(xué)的意義。而今天每個(gè)人在談?wù)摰拿考虑?都將不可能達(dá)成,如果我們繼續(xù)這樣的教育系統(tǒng) 而不重視這些價(jià)值，因?yàn)槲覀兪遣豢赡芤揽繕?biāo)準(zhǔn)化測(cè)試，一種只有一個(gè)標(biāo)準(zhǔn)答案的文化是沒(méi)有辦法引領(lǐng)我們達(dá)到目標(biāo)的。我們知道怎么樣可以做得更好，而現(xiàn)在,需要做得更好的時(shí)刻到了。

第四篇：從“練”中培養(yǎng)學(xué)生的思維能力

從“練”中培養(yǎng)學(xué)生的思維能力

數(shù)學(xué)教學(xué)中“練”是學(xué)生熟悉運(yùn)算步驟，積累運(yùn)算技巧，發(fā)展思維能力的重要一環(huán)，常言說(shuō)：“眼過(guò)千遍不如手過(guò)一遍”，這充分說(shuō)明了“練”的重要性。通過(guò)作業(yè)練習(xí)，可以幫助學(xué)生鞏固概念，發(fā)展思維，提高計(jì)算能力，進(jìn)而找到正確、迅速、靈活、合理解答問(wèn)題的途徑。課堂教學(xué)中恰當(dāng)?shù)倪\(yùn)用處理好“學(xué)”和“練”的關(guān)系，即提高課堂教學(xué)效果又減輕了學(xué)生的負(fù)擔(dān)。

一、新課前安排“練”

數(shù)學(xué)是一門邏輯性較強(qiáng)的學(xué)科，知識(shí)的系統(tǒng)性、聯(lián)系性較強(qiáng)，新授前安排好與新知識(shí)聯(lián)系較密切的練習(xí)，為新知識(shí)打下良好的基礎(chǔ)，起到承上啟下的作用。如講授“歸一”應(yīng)用題的復(fù)合應(yīng)用題，我先安排了如下練習(xí)：（1）一個(gè)服裝廠計(jì)劃做660套衣服，已經(jīng)做了5天，平均每天做75套，做了多少套？（2）服裝廠計(jì)劃做660套衣服，已經(jīng)做了75套，還剩多少套沒(méi)做？（3）服裝廠計(jì)劃做660套衣服，已經(jīng)75套，剩下3天做完，平均每天做幾套？（隨時(shí)變換已知條件和問(wèn)題）然后出示例題：一個(gè)服裝廠計(jì)劃做660套衣服，已經(jīng)做了5天，平均每天做75套，剩下的3天做完，平均每天做多少套？學(xué)生一見(jiàn)新題就很快舉手回答問(wèn)題。在此基礎(chǔ)上解答復(fù)合應(yīng)用題，學(xué)生既知道復(fù)合應(yīng)用題是由幾個(gè)相關(guān)聯(lián)系的簡(jiǎn)單應(yīng)用題組成，同時(shí)又培養(yǎng)學(xué)生解答應(yīng)用題的能力。

二、要加強(qiáng)知識(shí)的有機(jī)聯(lián)系，處理好鞏固練習(xí)。

新課授完后，抓住新知識(shí)的重點(diǎn)，難點(diǎn)和關(guān)鍵用時(shí)練習(xí)，不僅能加深學(xué)生對(duì)新知識(shí)的理解和掌握，還能及時(shí)發(fā)現(xiàn)問(wèn)題，及時(shí)糾正。做到當(dāng)堂情況，當(dāng)堂鞏固之目的。安排好鞏固練習(xí)是課堂教學(xué)的重要一環(huán)，小學(xué)生模仿性強(qiáng)，做點(diǎn)模仿性練習(xí)，對(duì)于重難點(diǎn)要多練，但教師在授課時(shí)一定要抓住“精”點(diǎn)講。以便鼓勵(lì)學(xué)生從中找出解答規(guī)律，掌握概念，突破難點(diǎn)，發(fā)現(xiàn)問(wèn)題及時(shí)進(jìn)行針對(duì)性的糾正和練習(xí)。例如：講組合圖形，我發(fā)現(xiàn)學(xué)生不能識(shí)別圖形，就幫助學(xué)生分割圖形，掌握方法，讓學(xué)生進(jìn)行判斷，說(shuō)明理由，然后讓學(xué)生自已去練，這樣既提高了學(xué)生的學(xué)習(xí)興趣，又培養(yǎng)了學(xué)生思維，鞏固了新課所學(xué)的知識(shí)。

三、幫助學(xué)生思維練習(xí)，提高解題能力。

對(duì)于所學(xué)知識(shí)，得到鞏固之后，鼓勵(lì)學(xué)生在新的情況下，自己運(yùn)用一般知識(shí)，有觀察、分析、解答問(wèn)題的能力，針對(duì)教材的實(shí)際安排一些綜合性強(qiáng)、難度較大的練習(xí)題，以便循序漸進(jìn)，使學(xué)生動(dòng)腦、動(dòng)口、動(dòng)手。這樣既提高了學(xué)生分析問(wèn)題的能力，又發(fā)展開(kāi)發(fā)了智力。

綜合實(shí)際編題練習(xí)，如學(xué)生學(xué)會(huì)了梯形面積后，讓學(xué)生獨(dú)立求梯形面積的應(yīng)用題，幫助學(xué)生掌握概念，同時(shí)又提高學(xué)生的學(xué)習(xí)熱情，鞏固了所學(xué)的知識(shí)，培養(yǎng)鍛煉了學(xué)生的邏輯思維能力。

另外注意學(xué)生練習(xí)的時(shí)間過(guò)長(zhǎng)易疲勞，厭學(xué)，注意力將低，效果不佳。要分散練習(xí)，加強(qiáng)學(xué)習(xí)進(jìn)程，分散難點(diǎn)、重點(diǎn)，各個(gè)擊破，然后系統(tǒng)地聯(lián)系起來(lái)進(jìn)行練習(xí)而有效。對(duì)于好、中、差學(xué)生要因材施教，因人而宜。

總的說(shuō)來(lái)，課堂教學(xué)中處理好“練”的關(guān)系是教學(xué)常規(guī)的一個(gè)重要環(huán)節(jié)，是一項(xiàng)長(zhǎng)期而又仔細(xì)地工作，要隨著教材的實(shí)質(zhì)變化而變化。

第五篇：如何從領(lǐng)導(dǎo)講話材料中提煉智慧結(jié)晶

如何從領(lǐng)導(dǎo)講話材料中提煉智慧結(jié)晶

一直以為，領(lǐng)導(dǎo)講話是代表公文寫作最高水平的材料。上至習(xí)近平總書(shū)記的重要講話，下到所在處室領(lǐng)導(dǎo)的大會(huì)發(fā)言，都是領(lǐng)導(dǎo)理論和實(shí)踐的智慧結(jié)晶，都是掌握公文寫作要義的集大成者。因?yàn)?，領(lǐng)導(dǎo)講話里既有思想理論的高度，也有研究問(wèn)題的深度，還有多種多樣的鮮活情況，可以說(shuō)包羅萬(wàn)象，是一座富礦。那么，我們?cè)趺慈タ搭I(lǐng)導(dǎo)材料，才能充分挖掘和利用好這座富礦呢?我們感到，由淺入深應(yīng)該有這么“三階、九看”。

第一階段

看事例。我記得自己剛開(kāi)始看領(lǐng)導(dǎo)講話時(shí)，最喜歡看的就是領(lǐng)導(dǎo)講話中列舉的各種例子。好多領(lǐng)導(dǎo)經(jīng)歷非常豐富，常常能舉一些很鮮活、很生動(dòng)、很深刻的例子，讓人烙印很深。但這不是領(lǐng)導(dǎo)講話材料的主角，甚至連配角都不算，它們只是一些配料和佐料。我們頂多把大意記下來(lái)，以后作為論據(jù)使用，或者從中能悟出些哲理，受到啟迪或警醒，僅此而已。因此，現(xiàn)在方方面面的領(lǐng)導(dǎo)講話很多，考慮學(xué)習(xí)效率，遇到事例一般略讀，在旁邊做一個(gè)標(biāo)注，分門列到自己的資料庫(kù)里即可。

看語(yǔ)言。金句名言有時(shí)比現(xiàn)實(shí)事例更讓人眼前一亮，也更為實(shí)用。因?yàn)槲覀儗懳恼乱欢〞?huì)用到一些好的語(yǔ)言，這就靠平時(shí)的積累。當(dāng)然，某一篇文章的語(yǔ)言往往是零散化的，這就要求我們?cè)谠O(shè)計(jì)資料庫(kù)時(shí)搞好頂層規(guī)劃。比如，黨的建設(shè)類，可以按照“五位一體”的結(jié)構(gòu)來(lái)劃分，遇到相應(yīng)領(lǐng)域的經(jīng)典語(yǔ)句，就摘錄在相應(yīng)文檔里，并提煉出關(guān)鍵詞為序，這樣日積月累、積少成多，自己在起草材料的時(shí)候可以大大節(jié)省時(shí)間。

看結(jié)構(gòu)?？搭I(lǐng)導(dǎo)講話多起來(lái)以后，就開(kāi)始慢慢關(guān)注它的結(jié)構(gòu)。當(dāng)然，有的處室領(lǐng)導(dǎo)也會(huì)傳道授業(yè)，幫助講解領(lǐng)導(dǎo)講話材料怎么謀篇布局，但更多的還是靠自己去悟。有的領(lǐng)導(dǎo)講話的結(jié)構(gòu)很清楚，因?yàn)閺膸准?jí)提綱就可以看出來(lái);有的領(lǐng)導(dǎo)講話是娓娓道來(lái)，甚至比較隨意，幾個(gè)提綱從名字上看像是“多胞胎”。遇到這種情況，我一般是積累若干個(gè)講同樣問(wèn)題的領(lǐng)導(dǎo)講話對(duì)照著研讀，從中比較不同文章是從哪些不同角度去破題的，尤其是以哪些方式去拆分觀點(diǎn)的。這樣，也方便理解那些表面上看不出行文結(jié)構(gòu)和主線的文章。

第二階段

看思路。公文的主線是工作線，所以公文的思路也是工作的思路。到了這一階段，很多筆友們開(kāi)始慢慢揣摩領(lǐng)導(dǎo)講話中透射的工作思路，這是掌握公文門道的必經(jīng)之路。無(wú)論是什么形式的講話，其實(shí)都是講工作，只是有的講工作的具體內(nèi)容，有的講工作的原則方法，有的講工作的辯證規(guī)律，有的講工作的政治立場(chǎng)，這是層層遞進(jìn)、逐級(jí)拔高的過(guò)程。無(wú)論怎樣，我們心里都應(yīng)該很清楚，領(lǐng)導(dǎo)這次強(qiáng)調(diào)的是哪方面的工作，這些工作面臨哪些形勢(shì)、涉及哪些領(lǐng)域、區(qū)分哪些內(nèi)容等等，這樣在頭腦中形成一個(gè)較為系統(tǒng)的概念，下次再遇到相應(yīng)的材料，即使是工作匯報(bào)、個(gè)人述職、經(jīng)驗(yàn)事跡等其他類型的材料，也不會(huì)跑偏離題。

看問(wèn)題。問(wèn)題是時(shí)代的聲音。能夠看到問(wèn)題、提煉問(wèn)題、分析問(wèn)題，最體現(xiàn)一個(gè)人的水平。以前在科研單位工作，對(duì)這方面感觸更深，因?yàn)殚_(kāi)展重大科研的能力很大程度取決于提煉科學(xué)問(wèn)題的能力。公文領(lǐng)域也是這樣，我們看習(xí)總書(shū)記講話，從文章的立意、到行文結(jié)構(gòu)和語(yǔ)言、再到列舉的事例等等，都是對(duì)著問(wèn)題來(lái)講。因此，我們看領(lǐng)導(dǎo)講話，很重要的是通過(guò)學(xué)習(xí)對(duì)相關(guān)領(lǐng)域存在的問(wèn)題做到心中有數(shù)，尤其是問(wèn)題的輕重程度、產(chǎn)生緣由、歷史因素都要很清楚，這樣寫什么文章都會(huì)有的放矢、精準(zhǔn)發(fā)力。

看招法。領(lǐng)導(dǎo)講話本身就是“橋”和“船”。一個(gè)成功的領(lǐng)導(dǎo)講話，里面既要有思想、有情況、有問(wèn)題，更要有思路、有招法、有措施。思路舉措往往是對(duì)著實(shí)際、對(duì)著問(wèn)題來(lái)的，所以我們?cè)趯W(xué)習(xí)和梳理領(lǐng)導(dǎo)講話中的“招法”時(shí)，要聯(lián)系著問(wèn)題去看。為什么這樣說(shuō)?因?yàn)橛械臅r(shí)候措施反映問(wèn)題，比如我們要求某個(gè)單位要有創(chuàng)新的魄力，折射的問(wèn)題就是這個(gè)單位存在守成求穩(wěn)思想;要求某個(gè)一把手要注重發(fā)揮黨委委員作用，折射的問(wèn)題就是民主意識(shí)不強(qiáng)，等等。有的時(shí)候提出問(wèn)題也是措施，比如省市領(lǐng)導(dǎo)到一線基層調(diào)研，對(duì)某項(xiàng)工作不可能細(xì)到操作層面，這個(gè)時(shí)候往往是提出某個(gè)問(wèn)題，像要處理好某方面的矛盾，具體怎么處理區(qū)縣自己去考慮，但這個(gè)問(wèn)題本身就是“突破口”。

第三階段

看用意。看領(lǐng)導(dǎo)講話到這一階段，就開(kāi)始從“術(shù)”向“道”轉(zhuǎn)變了。領(lǐng)導(dǎo)講每次話都是有意圖、有想法的，這就需要我們透過(guò)文字需求去揣摩領(lǐng)導(dǎo)的本意。因?yàn)槲淖止ぷ鳟吘故峭Ａ粼趧?wù)虛層面，措施和招法再實(shí)，也得落實(shí)到行動(dòng)上。我們起草材料的文字工作者，在研讀領(lǐng)導(dǎo)講話的時(shí)候，應(yīng)該更多地琢磨領(lǐng)導(dǎo)為什么會(huì)講這個(gè)主題?為什么這么講?為什么這個(gè)時(shí)候講?為什么對(duì)這些人講?把這些問(wèn)號(hào)拉直了，不僅僅是掌握了給領(lǐng)導(dǎo)講話的思路和門道，同時(shí)也把握住了現(xiàn)實(shí)工作的方向和重點(diǎn)，這個(gè)時(shí)候再拿理論之矢去射實(shí)踐之的，焉有不中之理?

看方法論。我們老說(shuō)學(xué)習(xí)習(xí)總書(shū)記講話，要掌握蘊(yùn)含其中的世界觀方法論，看似很高大上，其實(shí)很實(shí)際。就是我們看領(lǐng)導(dǎo)講話，不僅是看他對(duì)某個(gè)問(wèn)題、某項(xiàng)工作的看法和措施，更要看他對(duì)某類問(wèn)題、某個(gè)領(lǐng)域的觀點(diǎn)和方法。比如，問(wèn)題導(dǎo)向的方法論，統(tǒng)籌兼顧的方法論，重點(diǎn)突破的方法論，標(biāo)本兼治的方法論，預(yù)防在先的方法論，等等。這些都是普適性的東西，掌握好了、運(yùn)用對(duì)了，就會(huì)一通百通、一靈百靈。

看風(fēng)格。風(fēng)格是個(gè)性的，或者說(shuō)是感性的。我們經(jīng)常遇到這樣的情況，一個(gè)備受某位領(lǐng)導(dǎo)倚重的筆桿子，換個(gè)領(lǐng)導(dǎo)就怎么也對(duì)不上路子，問(wèn)題就出在風(fēng)格上。有的領(lǐng)導(dǎo)喜歡和風(fēng)細(xì)雨、有的領(lǐng)導(dǎo)喜歡狂風(fēng)驟雨，有的領(lǐng)導(dǎo)喜歡引經(jīng)據(jù)典、有的領(lǐng)導(dǎo)喜歡“時(shí)間”“地點(diǎn)"，這就需要我們?cè)趯W(xué)習(xí)領(lǐng)導(dǎo)講話時(shí)非常注意，只有把領(lǐng)導(dǎo)的風(fēng)格揣摩透了、把握準(zhǔn)了，才能真正把材料寫到領(lǐng)導(dǎo)心坎上，讓領(lǐng)導(dǎo)真正離不開(kāi)你，這才是看材料的高境界。