Today, in Mrs Wang's class, I have listened to the word, Technology-native.
Nowadays, in English teaching, there is no language native or non-native. But there is technology native.Technology is used to divide people into native or non-native. So it's called technology-native or IT-native.
How would you see this phenomenon?
2009年4月6日星期一
曾经的心情
今天，在王蔷老师的课上，看到几位同学大方自如的展示着“How to make demonstrations”。突然间觉得，此时的自己是灰色的和timid。在会议上，向老外提问会紧张；甚至在课堂上，发表自己的看法，偶尔也会冒汗珠。
于是，头脑中浮现出07年的金秋九月站在蒙中的主席台上，领着两千多学生读英语句子的我；站在诺大的多媒体教师的讲台上，自信满满地告诉大家“May I have your attention, please?”或者饱含感情的朗读Martin Luther King的“I have a dream”的那种“我就是我”的感觉。
是我后退了吗？一方面，我想，勇气是需要锻炼的，久则不练，必会退却。另一方面，我想，站在讲台上的那份自信，很大一部分是学生们给我的，是他们的信任和期待，让我大方地走上去，自如地展示自我。
所以，不能说自己后退了，但心却被尘封了，因为心的尘封而让那份自信和热情藏匿到角落。面对着繁华都市中，一个个匆匆掠过的人，一张张很难让你走近的面孔，心慢慢被缩紧、被尘封。于是，我只能告诉自己，努力向前，向前！以此来弥补心灵的孤独。也或许，多数人的成长之路原本就是孤独的，也正是我们在追求不孤独的路上，逐渐地成长、成熟！而陪伴你抛弃孤独的事物，可以是一个人或一份感情（比如，爱人），可以是书籍，也可以是一项事业（比如，梅兰芳的京剧）。但最后一者，却往往不能摒弃孤独，而只是孤独所带来的附属品。
但，无论是孤独也好，还是在锦山的甜蜜宁静也好，生活之路是我自己选择的。我曾经也深切地感受到那里的生活虽然快乐、幸福，但那份安逸并不是我想要的，至少在年轻的时候，我想奋斗。而奋斗之路，往往意味着孤独，因为很多你从未攀登过的路，需要自己去探索；你从未遇到过的困难，需要自己去克服。没有人能替你走，甚至没有人能帮得了你。
只是，孤独并不意味着要尘封自己的心。而我，也应该努力敞开自己的心扉，努力去接受身边的一切，自信地去展示自我。乐观、开朗、包容！用微笑去迎接冰冷的面孔，用善良去对待尖刻的眼神。不要把那些不友好的东西放到心里，只是让它们随着稍纵即逝的时间一起流过吧。我想这是保持心情的平静和快乐的好方法。
宁静以致远......
于是，头脑中浮现出07年的金秋九月站在蒙中的主席台上，领着两千多学生读英语句子的我；站在诺大的多媒体教师的讲台上，自信满满地告诉大家“May I have your attention, please?”或者饱含感情的朗读Martin Luther King的“I have a dream”的那种“我就是我”的感觉。
是我后退了吗？一方面，我想，勇气是需要锻炼的，久则不练，必会退却。另一方面，我想，站在讲台上的那份自信，很大一部分是学生们给我的，是他们的信任和期待，让我大方地走上去，自如地展示自我。
所以，不能说自己后退了，但心却被尘封了，因为心的尘封而让那份自信和热情藏匿到角落。面对着繁华都市中，一个个匆匆掠过的人，一张张很难让你走近的面孔，心慢慢被缩紧、被尘封。于是，我只能告诉自己，努力向前，向前！以此来弥补心灵的孤独。也或许，多数人的成长之路原本就是孤独的，也正是我们在追求不孤独的路上，逐渐地成长、成熟！而陪伴你抛弃孤独的事物，可以是一个人或一份感情（比如，爱人），可以是书籍，也可以是一项事业（比如，梅兰芳的京剧）。但最后一者，却往往不能摒弃孤独，而只是孤独所带来的附属品。
但，无论是孤独也好，还是在锦山的甜蜜宁静也好，生活之路是我自己选择的。我曾经也深切地感受到那里的生活虽然快乐、幸福，但那份安逸并不是我想要的，至少在年轻的时候，我想奋斗。而奋斗之路，往往意味着孤独，因为很多你从未攀登过的路，需要自己去探索；你从未遇到过的困难，需要自己去克服。没有人能替你走，甚至没有人能帮得了你。
只是，孤独并不意味着要尘封自己的心。而我，也应该努力敞开自己的心扉，努力去接受身边的一切，自信地去展示自我。乐观、开朗、包容！用微笑去迎接冰冷的面孔，用善良去对待尖刻的眼神。不要把那些不友好的东西放到心里，只是让它们随着稍纵即逝的时间一起流过吧。我想这是保持心情的平静和快乐的好方法。
宁静以致远......
再读《追求卓越》-徐碧美
今日再读，从徐碧美老师案例研究的四位英语教师身上学到的关于教师专业发展的东西。
从婧身上，
1.对于一个老师不能营造民主、公平、活跃的教学氛围，而只是一味地制定规约和惩罚，往往会压抑学生潜能的发挥，也使自己的教学陷入被动、压抑和疲惫中。
2.教师教学最关心什么，重要的标准是什么，往往决定了他们成长的方向。
3.小组活动不应该仅仅是一种课堂组织形式，不是仅仅为了调动学生的兴趣，它更应该是一种学习组织形式，是为了更好地实现教学目标而设计的。小组活动所进行的协作学习是单个人所无法完成的。作为一名教师，要深入地思考小组活动在课堂教学中的价值究竟是什么？如何更好地实现其价值？而不是仅仅为了形式上的应用。
4.教学活动应该为目标服务，而不仅仅是迎合学生的兴趣。当然，最好的状态是两者能够结合，兼顾。
从珍妮身上，
1.课堂教学中，要分清哪些事情需要即刻处理，而那些事情可以稍后处理，哪些需要单独处理，哪些可以一并处理。也就是，对于课堂上的事件应该做到“前摄式应对”而不是“反射式”的处理。
2.英语课堂说英语的监督任务，不应该由老师一人负责，而应该鼓励学生互相监督。比如，玛丽娜所制定的，小组之间互相监督，发现有个人说广东话，既给个人扣分，也给小组扣分，这样也带动小组内互相监督，形成一个整体。
3.在确定各个单元的语法要点及其顺序安排时要考虑语言学原理或学习动机！另外，语法的讲解，要和阅读课文、写作联系、整合到一起！
从玛丽娜老师那里，学来的东西太多太多了，待续吧。。。
从婧身上，
1.对于一个老师不能营造民主、公平、活跃的教学氛围，而只是一味地制定规约和惩罚，往往会压抑学生潜能的发挥，也使自己的教学陷入被动、压抑和疲惫中。
2.教师教学最关心什么，重要的标准是什么，往往决定了他们成长的方向。
3.小组活动不应该仅仅是一种课堂组织形式，不是仅仅为了调动学生的兴趣，它更应该是一种学习组织形式，是为了更好地实现教学目标而设计的。小组活动所进行的协作学习是单个人所无法完成的。作为一名教师，要深入地思考小组活动在课堂教学中的价值究竟是什么？如何更好地实现其价值？而不是仅仅为了形式上的应用。
4.教学活动应该为目标服务，而不仅仅是迎合学生的兴趣。当然，最好的状态是两者能够结合，兼顾。
从珍妮身上，
1.课堂教学中，要分清哪些事情需要即刻处理，而那些事情可以稍后处理，哪些需要单独处理，哪些可以一并处理。也就是，对于课堂上的事件应该做到“前摄式应对”而不是“反射式”的处理。
2.英语课堂说英语的监督任务，不应该由老师一人负责，而应该鼓励学生互相监督。比如，玛丽娜所制定的，小组之间互相监督，发现有个人说广东话，既给个人扣分，也给小组扣分，这样也带动小组内互相监督，形成一个整体。
3.在确定各个单元的语法要点及其顺序安排时要考虑语言学原理或学习动机！另外，语法的讲解，要和阅读课文、写作联系、整合到一起！
从玛丽娜老师那里，学来的东西太多太多了，待续吧。。。
2009年4月3日星期五
Diigo in the Classroom [转]
Before class on Tuesday, I have never heard of the program Diigo. When Professor Wolf mentioned that, it was a way to annotate online documents right on the web page. He also explained how it is interactive, that you can read other annotations posted by others and others can read yours. At first, I didn’t see myself ever using this after this class. I find it easier to read documents once they are printed out rather than right off the screen. I cannot concentrate when the documents are on the screen and I feel better writing notes in the margins with a pen and highlighting.
After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students. I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons. For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson. The students would then go in and read the article and comment using Diigo.
I think students would benefit from this activity for several different reasons. I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions. I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation. In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.
来源：http://learningliteracy.wordpress.com/2008/04/16/diigo-in-the-classroom/
After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students. I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons. For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson. The students would then go in and read the article and comment using Diigo.
I think students would benefit from this activity for several different reasons. I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions. I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation. In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.
来源：http://learningliteracy.wordpress.com/2008/04/16/diigo-in-the-classroom/
2009年4月2日星期四
[转]The Best Web 2.0 Applications For Education — 2007
From: Prof.Larry Ferlazzo
http://larryferlazzo.edublogs.org/2007/12/21/the-best-web-20-applications-for-education-2007/#comment-630
I decided to start putting together various “Best Of” lists for this year, and am starting out with my picks for the best Web 2.0 applications for education. I’m taking the broader view for this list, so I think these sites are the best ones for students across the board — not just for ESL/EFL students. I hope to create a separate list highlighting the best Web 2.0 sites just for ESL/EFL students, though the sites on that list must be accessible to Beginning English Language Learners. There will probably be some overlap between the two. I also hope to develop a list of the best sites with educational content for this year.
One key criteria I’ve used to compose this list is how easy the application is to use. I basically asked myself if an English Language Learner and/or someone who only knows how to write a web address and to email could use it. If the answer is no, then the application didn’t make this list. In fact, if the answer is no, then I don’t blog about it or post the link on my website.
I should point out that some of these sites may have started prior to 2007, but, since I didn’t start blogging until February of this year, for purposes of this list they all might as well have begun in 2007!
Unlike my Websites of the Month picks, I will be prioritizing this list. I’ll start off with the fourteenth best and end with what I think is the best one. Fourteen might seem like a strange number, but I just couldn’t reduce it any further. Please let me know if you agree, disagree, and/or have other suggestions:
I’ve chosen Vi.sualize.us as my fourteenth pick. It’s a “social bookmarking” site like del.iou.us, but for images. You can save, categorize, and write a description of images on the web. It provides countless lesson opportunities. (Editor’s Note: Since I made this list, Vis.ualize.us has been having problems keeping pornographic images from being posted there. The site’s creator is working on a way to fix the problem. If you go there and find that it still is a problem, I would recommend you go to oSkope instead. It doesn’t have all the same features, but it’s very similar)
My pick for the thirteenth best Web 2.0 application is Sketchcast. You can “draw” on a whiteboard and record an audio explanation at the same time. You’re given a url for your creation and/or you can embed it into a blog. Others can leave comments about your Sketchcast, too. It’s particularly good to demonstrate how to solve math problems. (Please note that Sketchcast has been off-line for quite awhile now, and I don’t know if it is coming back)
Number twelve is Footnote. Footnote allows students to access thousands of primary source documents and photos, and easily create online history reports. Their urls can then be posted, and students can also leave comments on their peers’ reports.
My pick for the eleventh best are really two connected sites — SMILE and CLEAR. They’re both from Michigan State University, and allow teachers (and students) to easily create clozes, drag-and-drop exercises, and sequencing activities. They also allow you to use audio and video with the activities, and will host them as well.
The tenth best is CircaVie. I think it’s the easiest online application for creating timelines and incorporating images. It can be used in any number of lessons. (unfortunately, it appears that this web tool is shutting down)
ESL Video is the ninth best. It’s super-easy to take pretty much any video off-the-net and create a quiz to it. It’s designed for ESL/EFL students, but it can also be used by and for mainstream students.
Number eight is Fleck. Fleck let’s you take any webpage and create virtual post-it notes to “paste” on them. They’re great for students to demonstrate their use of reading strategies.
Number seventh is One True Media. It’s a very easy way to create slideshows on the Web, and add text, music and images.
My pick for number six is Community Walk. Students can put many sites on a map with descriptions and images (which can be easily grabbed off the web). Students can use this to describe field trips, report on historical events, and do other mapping applications. There are a lot of these kinds of sites, but I’ve found Community Walk to be the easiest to use.
The fifth site on my list is Daft Doggy. It allows you to create website tours — a series of websites where you also leave your own descriptive text or instructions on each page. You can use it to create Internet scavenger hunts. Visitors can also leave comments. The site’s creator has a different part of his site where you can easily make voice recordings, and plans to connect that ability up to the webtours soon so visitors can leave audio comments. When that happens, Daft Doggy should move even higher on this list.
The fourth-ranked site is called Show Beyond. This is similar to VoiceThread (number three) in allowing audio narration of slideshows, but doesn’t allow audio comments like VoiceThread. You can also add music and text. It’s particularly good in District’s, like ours, that block streaming media (like VoiceThread).
The third-ranked site is VoiceThread. You can upload pictures and create an audio narrative to go along with them. In addition, audio comments can be left by visitors. VoiceThread also provides a great deal to teachers by allowing them to get their premium services for free, including allowing them to create a zillion VoiceThreads for free. Happily, they’ve finally incorporated the feature of allowing you to include images off the web just by inserting its url.
Number two is Bookr. It would be difficult to create an easier application to make slideshows with captions on the web. The only drawback to it is you can only use images off Flickr, and not others on the Web, but that’s a small price to pay for such an accessible application.
And now, my choice as the best Web 2.0 application for Education in 2007 is Tumblr. This “micro-blogging” site upgraded their service this year. It’s a great place for students to easily post a whole lot of their work. Students can have individual or group “Tumblrs.” A student can also share their password with a small number of students who can leave comments.
There’s always plenty of room for agreement and disagreement with these kinds of lists. I’m looking forward to getting feedback on this and other lists I post over the next week.
(Editor’s Note: I have indeed compiled some additional lists you might want to check-out, including The Best Web 2.0 Applications for ESL/EFL Learners; The Best Online Learning Games; Best Internet Sites For English Language Learners, The Best Search Engines For ESL/EFL Learners, The Best Science Websites For Students & Teachers, The Best Math Sites For English Language Learners, The Best Social Studies Websites, The Best News/Current Events Websites For English Language Learners, The “Best” Articles About Education, The Best Reference Websites For English Language Learners, The Best Blogs For Sharing Resources/Links, and a post listing all of the winners called The Best Of The Best — 2007. You’ll also be able to access these, and some additional lists I’m making over the next few days, at Websites of the Year).
All these sites can also be found on my website, along with thousands of other categorized links.
Since this list was posted, I’ve also added The Best Health Sites For English Language Learners, The Best Websites For Learning About Civic Participation & Citizenship, and The Best Websites for K-12 Writing Instruction/Reinforcement.
You can subscribe to this blog for free here.
http://larryferlazzo.edublogs.org/2007/12/21/the-best-web-20-applications-for-education-2007/#comment-630
I decided to start putting together various “Best Of” lists for this year, and am starting out with my picks for the best Web 2.0 applications for education. I’m taking the broader view for this list, so I think these sites are the best ones for students across the board — not just for ESL/EFL students. I hope to create a separate list highlighting the best Web 2.0 sites just for ESL/EFL students, though the sites on that list must be accessible to Beginning English Language Learners. There will probably be some overlap between the two. I also hope to develop a list of the best sites with educational content for this year.
One key criteria I’ve used to compose this list is how easy the application is to use. I basically asked myself if an English Language Learner and/or someone who only knows how to write a web address and to email could use it. If the answer is no, then the application didn’t make this list. In fact, if the answer is no, then I don’t blog about it or post the link on my website.
I should point out that some of these sites may have started prior to 2007, but, since I didn’t start blogging until February of this year, for purposes of this list they all might as well have begun in 2007!
Unlike my Websites of the Month picks, I will be prioritizing this list. I’ll start off with the fourteenth best and end with what I think is the best one. Fourteen might seem like a strange number, but I just couldn’t reduce it any further. Please let me know if you agree, disagree, and/or have other suggestions:
I’ve chosen Vi.sualize.us as my fourteenth pick. It’s a “social bookmarking” site like del.iou.us, but for images. You can save, categorize, and write a description of images on the web. It provides countless lesson opportunities. (Editor’s Note: Since I made this list, Vis.ualize.us has been having problems keeping pornographic images from being posted there. The site’s creator is working on a way to fix the problem. If you go there and find that it still is a problem, I would recommend you go to oSkope instead. It doesn’t have all the same features, but it’s very similar)
My pick for the thirteenth best Web 2.0 application is Sketchcast. You can “draw” on a whiteboard and record an audio explanation at the same time. You’re given a url for your creation and/or you can embed it into a blog. Others can leave comments about your Sketchcast, too. It’s particularly good to demonstrate how to solve math problems. (Please note that Sketchcast has been off-line for quite awhile now, and I don’t know if it is coming back)
Number twelve is Footnote. Footnote allows students to access thousands of primary source documents and photos, and easily create online history reports. Their urls can then be posted, and students can also leave comments on their peers’ reports.
My pick for the eleventh best are really two connected sites — SMILE and CLEAR. They’re both from Michigan State University, and allow teachers (and students) to easily create clozes, drag-and-drop exercises, and sequencing activities. They also allow you to use audio and video with the activities, and will host them as well.
The tenth best is CircaVie. I think it’s the easiest online application for creating timelines and incorporating images. It can be used in any number of lessons. (unfortunately, it appears that this web tool is shutting down)
ESL Video is the ninth best. It’s super-easy to take pretty much any video off-the-net and create a quiz to it. It’s designed for ESL/EFL students, but it can also be used by and for mainstream students.
Number eight is Fleck. Fleck let’s you take any webpage and create virtual post-it notes to “paste” on them. They’re great for students to demonstrate their use of reading strategies.
Number seventh is One True Media. It’s a very easy way to create slideshows on the Web, and add text, music and images.
My pick for number six is Community Walk. Students can put many sites on a map with descriptions and images (which can be easily grabbed off the web). Students can use this to describe field trips, report on historical events, and do other mapping applications. There are a lot of these kinds of sites, but I’ve found Community Walk to be the easiest to use.
The fifth site on my list is Daft Doggy. It allows you to create website tours — a series of websites where you also leave your own descriptive text or instructions on each page. You can use it to create Internet scavenger hunts. Visitors can also leave comments. The site’s creator has a different part of his site where you can easily make voice recordings, and plans to connect that ability up to the webtours soon so visitors can leave audio comments. When that happens, Daft Doggy should move even higher on this list.
The fourth-ranked site is called Show Beyond. This is similar to VoiceThread (number three) in allowing audio narration of slideshows, but doesn’t allow audio comments like VoiceThread. You can also add music and text. It’s particularly good in District’s, like ours, that block streaming media (like VoiceThread).
The third-ranked site is VoiceThread. You can upload pictures and create an audio narrative to go along with them. In addition, audio comments can be left by visitors. VoiceThread also provides a great deal to teachers by allowing them to get their premium services for free, including allowing them to create a zillion VoiceThreads for free. Happily, they’ve finally incorporated the feature of allowing you to include images off the web just by inserting its url.
Number two is Bookr. It would be difficult to create an easier application to make slideshows with captions on the web. The only drawback to it is you can only use images off Flickr, and not others on the Web, but that’s a small price to pay for such an accessible application.
And now, my choice as the best Web 2.0 application for Education in 2007 is Tumblr. This “micro-blogging” site upgraded their service this year. It’s a great place for students to easily post a whole lot of their work. Students can have individual or group “Tumblrs.” A student can also share their password with a small number of students who can leave comments.
There’s always plenty of room for agreement and disagreement with these kinds of lists. I’m looking forward to getting feedback on this and other lists I post over the next week.
(Editor’s Note: I have indeed compiled some additional lists you might want to check-out, including The Best Web 2.0 Applications for ESL/EFL Learners; The Best Online Learning Games; Best Internet Sites For English Language Learners, The Best Search Engines For ESL/EFL Learners, The Best Science Websites For Students & Teachers, The Best Math Sites For English Language Learners, The Best Social Studies Websites, The Best News/Current Events Websites For English Language Learners, The “Best” Articles About Education, The Best Reference Websites For English Language Learners, The Best Blogs For Sharing Resources/Links, and a post listing all of the winners called The Best Of The Best — 2007. You’ll also be able to access these, and some additional lists I’m making over the next few days, at Websites of the Year).
All these sites can also be found on my website, along with thousands of other categorized links.
Since this list was posted, I’ve also added The Best Health Sites For English Language Learners, The Best Websites For Learning About Civic Participation & Citizenship, and The Best Websites for K-12 Writing Instruction/Reinforcement.
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2009年3月30日星期一
基础教育我们到底该教些什么？如何教
基础教育我们到底该教些什么？如何教？这一直是困扰无数教育家、学校、老师和家长的问题。历来的教育改革，也都是围绕这个问题在挣扎。
中国人一直将我们的基础教育引以为傲，因为我们二年级的孩子就可以做奥数，可以很轻松地计算数学问题，而国外到初中还不一定能达到这样的水平。但是，我们的基础教育真的比美国等其他国家优质吗？？我国基础教育出来的孩子，考试能得很高分，这确实不假，但教育的目的是为了拿高分吗？为什么小时候原本被视为数学天才的儿童，长大后却不愿再学数学，更不用说拿数学界的诺贝尔奖？而美国的小孩，小时候也许在数学上表现并不突出，长大后却成为优秀的诺贝尔奖获得者？
这些都是值得我们深思的问题。
要知道，教育的真正目的是促进人的发展，真正的教育应该是培养人的兴趣、学习的能力。所以，从小到大，能力的培养应该是一个正金字塔，而知识的积累则是一个倒金字塔。当孩子拥有了学习的能力和兴趣，他们有意识地去获取大量的知识是很容易的。但是，我国的教育功利性太强，为了见效快，为了所谓的找到好工作，深入好学校，从小就给学生灌入了大量的记忆性知识，而恰恰忽略了孩子应该在娴静的氛围中培养起来的创造力、思考能力、发问的能力、好奇的精神。
今天，Athabasca 大学的Baggaley教授还提到，西方的学生喜欢交互式的（interactive）教学，喜欢说、问，而东方的学生却喜欢静静地听（one-way teach）。He doesn't know why.我当时突然觉得，是我们从小的教育抹杀了我们的好奇心和提问的意识，甚至能力。大人们、老师们，总是告诉我们要听话，要按照他们的意志去做，要按照他们告诉我们的那样去行动。要知道，孩子生来就是充满了好奇心和求知欲的，但是我们的“听话教育（listen to me）”"灌输教育"却抹杀了这种最宝贵的品质。
虽然，我们现在在大力倡导新课程改革，倡导创新精神、自主能力的培养，但是，几千年的中国文化传统，几千年的教育常规，已经在老师们、家长们的思想中根深蒂固。改变教育行为，首先要改变教育观念。我们究竟应该在基础教育阶段培养孩子什么？教给孩子什么？需要深思啊！
中国人一直将我们的基础教育引以为傲，因为我们二年级的孩子就可以做奥数，可以很轻松地计算数学问题，而国外到初中还不一定能达到这样的水平。但是，我们的基础教育真的比美国等其他国家优质吗？？我国基础教育出来的孩子，考试能得很高分，这确实不假，但教育的目的是为了拿高分吗？为什么小时候原本被视为数学天才的儿童，长大后却不愿再学数学，更不用说拿数学界的诺贝尔奖？而美国的小孩，小时候也许在数学上表现并不突出，长大后却成为优秀的诺贝尔奖获得者？
这些都是值得我们深思的问题。
要知道，教育的真正目的是促进人的发展，真正的教育应该是培养人的兴趣、学习的能力。所以，从小到大，能力的培养应该是一个正金字塔，而知识的积累则是一个倒金字塔。当孩子拥有了学习的能力和兴趣，他们有意识地去获取大量的知识是很容易的。但是，我国的教育功利性太强，为了见效快，为了所谓的找到好工作，深入好学校，从小就给学生灌入了大量的记忆性知识，而恰恰忽略了孩子应该在娴静的氛围中培养起来的创造力、思考能力、发问的能力、好奇的精神。
今天，Athabasca 大学的Baggaley教授还提到，西方的学生喜欢交互式的（interactive）教学，喜欢说、问，而东方的学生却喜欢静静地听（one-way teach）。He doesn't know why.我当时突然觉得，是我们从小的教育抹杀了我们的好奇心和提问的意识，甚至能力。大人们、老师们，总是告诉我们要听话，要按照他们的意志去做，要按照他们告诉我们的那样去行动。要知道，孩子生来就是充满了好奇心和求知欲的，但是我们的“听话教育（listen to me）”"灌输教育"却抹杀了这种最宝贵的品质。
虽然，我们现在在大力倡导新课程改革，倡导创新精神、自主能力的培养，但是，几千年的中国文化传统，几千年的教育常规，已经在老师们、家长们的思想中根深蒂固。改变教育行为，首先要改变教育观念。我们究竟应该在基础教育阶段培养孩子什么？教给孩子什么？需要深思啊！
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