快乐地做老师：立足以生为本的“赋能教育”

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快乐地做老师：立足以生为本的“赋能教育”

快乐地做老师：立足以生为本的“赋能教育”

$17.00

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编辑推荐

学生“下海”，专注投入；老师“上岸”，轻松快乐。以生为本，快乐地做老师。

 
内容简介

本书是《幸福地做老师》的姊妹篇，介绍了教学奇人荆志强立足以生为本的“赋能教育”，建构激励型课堂、自主化管理，把“以生为本”的理念真正落实到日常教学中，颠覆传统课堂，转换师生角色，让学生真正成为课堂的主人，他在教学一线创造了诸多奇迹，他所带班级普通生源100%考上本一重点大学。

作者简介

荆志强：全国名师，著名教改专家，正高级教师，全国教育科研先进工作者，广东省基础教育教学成果一等奖获得者，深圳市先进教育工作者、优秀班主任、名班主任工作室导师，深圳市罗湖区教科院副院长。他在教学一线三十多年创造了诸多教育奇迹，不管学生基础如何，总能把不是一流的生源培养成一流的学生，连续多年高考均取得优异成绩。他把以生为本的理念真正落实到日常教学中，颠覆传统课堂，转换师生角色，让学生从被动的听众变成课堂活动的主角，充分调动学生积极性，把课堂变成剧场舞台，学生从内心乐学、善学，综合能力在轻松高效的课堂中得到提高，学生获取的不仅仅是知识、成绩，更是成长、成才。
《江苏教育报》《江苏电视台》《深圳电视台》《广东电视台》《中国教育报》《中国教师报》《人民教育》《中央电视台》等诸多媒体都先后报道了他的教改事迹。全国各地邀请不断，参观学习者络绎不绝，他的教改实践经验辐射影响到了全国，产生了良好的社会效应。受邀到全国20多个省市（包括香港、澳门）作教改报告多场，反响强烈，好评如潮！老师们由衷地感慨:“荆老师介绍的教学方法是我们一线老师需要的,好学易行，便于推广，真正解放师生，而且绩效又好！原来书可以这样教！生活可以如此美好！”

目　　录
前言 / 001
节教学中面临的现实问题 / 002
第二节有没有什么办法可以改变现状？ / 004
第三节老师要彻底转变理念 / 005
节课前做好前置，以学定教 / 031
第二节课中教学互动、协同共振 / 041
第三节课后及时反馈、有效落实 / 064
节充分发挥学生的作用 / 070
第二节形成制度，管理监督，评价激励 / 075
第三节老师要“hold”得住学生！ / 092
第四节营造和谐的氛围 / 096
节没有文化的班级没有灵魂！ / 098
第二节老师绝不能对学生“发火” / 109
第三节教育而不是教训学生 / 111
前　　言

走到哪里火到哪里的“生本赋能课堂”

任教34年来，我一直在教学一线，不管教什么年级,在乡村还是城市,无论学生基础好差，总能让学生在原来基础上有较大的提升。

在江苏工作二十多年，我任教学校的朱万喜校长这样总结:“荆老师平时所教班级成绩常比同层次班高出十多分，连续多年中考、高考都得优异成绩。”2012届带普通班学生，全班63人参加高考，其中达本一重点大学人数33人，重点率52.4%；达本二线人数57人，达线率90.5%，高考录取率再次名列当地前茅。 

2012年我被人才引进到深圳。本来安排我到教科所推广教育改革，我跟领导说，我想先去学校教书，因为我觉得刚到深圳，只有有了教育教学实绩，推广教改才有说服力。领导说：你到哪所学校？我说；哪所学校教改氛围好，我就去那所学校吧。领导说深圳华侨城中学教改氛围很好，我就去了华侨城中学。到了侨中才知道，我们学校当时在区内的招生分数并不高。但是我觉得基础薄弱一点的学生潜力大，提升空间更大更好教。

深圳流行这么一句话“没有过去，只有未来”，意思是不管你原来怎么样，主要看你现在的实绩。刚到侨中学期学校安排我教学校第二层次的班级，我仍然采用生本赋能的方法，学生期末考试数学成绩无论优秀学生群体还是整体平均分都领先，平均分高出同层次班8.9分。我班孙圳南同学创奇迹全校、全区第三。我任班主任的班级9门科中6门年级，总分进入年级前50名的有19人。我带的徒弟小金老师，按照我说的方法做，他教第三层次班级，数学平均分在同层次班也是。第二学期学校安排我教两个层次班级。校长说不让我教好一点的班是浪费资源，实际上就全区来说，所谓“层次班级”学生基础也不能算好。课表都排好了，教务主任请我到他办公室跟我商量，说要调整一下。事后我才知道，有一位老师对我的教学方法有质疑，说为什么给荆老师教两个层次班？好学生谁都会教，你让他来教第三层次上课一大片学生睡觉的班级试试。我说让我教两个差的班吧！教务主任说：“荆老师，我们这样安排，您教一个层次班级，一个第三层次班级。”我说：“好！”第二学期期末考试我教的两个班学生数学成绩都是遥遥领先：“层次班级”超同层次班十多分,“第三层次班级”超有的同层次班三十多分。校长、老师、学生、家长等所有人都叫我“强哥”，老师们看我的眼神都不同了。我任班主任班级总分年级，各科均分全是年级（有一门并列），年级前10名我们班有7人，、二、三名全在我们生本赋能班。我们学校学生虽然基础不好，但全区总分前10名我们班有4人，总平均分比好的学校高15分。“一科把人带上去，各个学科站起来”，各种荣誉接踵而来。当时打响深圳改革开放炮的《蛇口消息报》这样报道：侨中教师荆志强课堂向全区开放，“你听过荆志强老师的课了吗？你听了吗？怎么样？什么感觉？”近以来，在全区各学校，尤其是初高中学校，教师之间无论是公开场合还是私下闲聊，常常会听到这样的问题和讨论，而“荆志强”也成为校园内的热词：“荆志强是何人？他刮起了一阵‘荆旋风’……”“但凡听过荆志强的课的老师，用得多的形容词就是‘震撼’……”南头中学一位数学老师说：“震撼于荆老师真正让学生自主的教学方式，震撼于活起来的课堂，震撼于高效轻负的课堂效果。”一位学生说：“以前上数学课老想睡觉，现在荆老师让我们感觉数学课很好玩，看到同学个个上台讲课，我也很想上去讲。” 


我的课堂全面开放，每天听课的人越来越多，有本区的，深圳市的，还有来自全国各地的同行。区里许多学校把我的课表直接张贴在校内，为听我课的教师专程提供专车接送服务。

教学改革难的是课堂，课堂改革难的是高中，而我多年来的教学探索证明了高中教师一样可以教得轻松，学生可以学得愉快。我想教学生虽然只有3年，但要想着他30年，不仅要教孩子知识，更重要的是要让学生成长成才、提升能力，为学生的长远发展着想。

 

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编辑推荐

学生“下海”，专注投入；老师“上岸”，轻松快乐。以生为本，快乐地做老师。

 
内容简介

本书是《幸福地做老师》的姊妹篇，介绍了教学奇人荆志强立足以生为本的“赋能教育”，建构激励型课堂、自主化管理，把“以生为本”的理念真正落实到日常教学中，颠覆传统课堂，转换师生角色，让学生真正成为课堂的主人，他在教学一线创造了诸多奇迹，他所带班级普通生源100%考上本一重点大学。

作者简介

荆志强：全国名师，著名教改专家，正高级教师，全国教育科研先进工作者，广东省基础教育教学成果一等奖获得者，深圳市先进教育工作者、优秀班主任、名班主任工作室导师，深圳市罗湖区教科院副院长。他在教学一线三十多年创造了诸多教育奇迹，不管学生基础如何，总能把不是一流的生源培养成一流的学生，连续多年高考均取得优异成绩。他把以生为本的理念真正落实到日常教学中，颠覆传统课堂，转换师生角色，让学生从被动的听众变成课堂活动的主角，充分调动学生积极性，把课堂变成剧场舞台，学生从内心乐学、善学，综合能力在轻松高效的课堂中得到提高，学生获取的不仅仅是知识、成绩，更是成长、成才。
《江苏教育报》《江苏电视台》《深圳电视台》《广东电视台》《中国教育报》《中国教师报》《人民教育》《中央电视台》等诸多媒体都先后报道了他的教改事迹。全国各地邀请不断，参观学习者络绎不绝，他的教改实践经验辐射影响到了全国，产生了良好的社会效应。受邀到全国20多个省市（包括香港、澳门）作教改报告多场，反响强烈，好评如潮！老师们由衷地感慨:“荆老师介绍的教学方法是我们一线老师需要的,好学易行，便于推广，真正解放师生，而且绩效又好！原来书可以这样教！生活可以如此美好！”

目　　录
前言 / 001
节教学中面临的现实问题 / 002
第二节有没有什么办法可以改变现状？ / 004
第三节老师要彻底转变理念 / 005
节课前做好前置，以学定教 / 031
第二节课中教学互动、协同共振 / 041
第三节课后及时反馈、有效落实 / 064
节充分发挥学生的作用 / 070
第二节形成制度，管理监督，评价激励 / 075
第三节老师要“hold”得住学生！ / 092
第四节营造和谐的氛围 / 096
节没有文化的班级没有灵魂！ / 098
第二节老师绝不能对学生“发火” / 109
第三节教育而不是教训学生 / 111
前　　言

走到哪里火到哪里的“生本赋能课堂”

任教34年来，我一直在教学一线，不管教什么年级,在乡村还是城市,无论学生基础好差，总能让学生在原来基础上有较大的提升。

在江苏工作二十多年，我任教学校的朱万喜校长这样总结:“荆老师平时所教班级成绩常比同层次班高出十多分，连续多年中考、高考都得优异成绩。”2012届带普通班学生，全班63人参加高考，其中达本一重点大学人数33人，重点率52.4%；达本二线人数57人，达线率90.5%，高考录取率再次名列当地前茅。 

2012年我被人才引进到深圳。本来安排我到教科所推广教育改革，我跟领导说，我想先去学校教书，因为我觉得刚到深圳，只有有了教育教学实绩，推广教改才有说服力。领导说：你到哪所学校？我说；哪所学校教改氛围好，我就去那所学校吧。领导说深圳华侨城中学教改氛围很好，我就去了华侨城中学。到了侨中才知道，我们学校当时在区内的招生分数并不高。但是我觉得基础薄弱一点的学生潜力大，提升空间更大更好教。

深圳流行这么一句话“没有过去，只有未来”，意思是不管你原来怎么样，主要看你现在的实绩。刚到侨中学期学校安排我教学校第二层次的班级，我仍然采用生本赋能的方法，学生期末考试数学成绩无论优秀学生群体还是整体平均分都领先，平均分高出同层次班8.9分。我班孙圳南同学创奇迹全校、全区第三。我任班主任的班级9门科中6门年级，总分进入年级前50名的有19人。我带的徒弟小金老师，按照我说的方法做，他教第三层次班级，数学平均分在同层次班也是。第二学期学校安排我教两个层次班级。校长说不让我教好一点的班是浪费资源，实际上就全区来说，所谓“层次班级”学生基础也不能算好。课表都排好了，教务主任请我到他办公室跟我商量，说要调整一下。事后我才知道，有一位老师对我的教学方法有质疑，说为什么给荆老师教两个层次班？好学生谁都会教，你让他来教第三层次上课一大片学生睡觉的班级试试。我说让我教两个差的班吧！教务主任说：“荆老师，我们这样安排，您教一个层次班级，一个第三层次班级。”我说：“好！”第二学期期末考试我教的两个班学生数学成绩都是遥遥领先：“层次班级”超同层次班十多分,“第三层次班级”超有的同层次班三十多分。校长、老师、学生、家长等所有人都叫我“强哥”，老师们看我的眼神都不同了。我任班主任班级总分年级，各科均分全是年级（有一门并列），年级前10名我们班有7人，、二、三名全在我们生本赋能班。我们学校学生虽然基础不好，但全区总分前10名我们班有4人，总平均分比好的学校高15分。“一科把人带上去，各个学科站起来”，各种荣誉接踵而来。当时打响深圳改革开放炮的《蛇口消息报》这样报道：侨中教师荆志强课堂向全区开放，“你听过荆志强老师的课了吗？你听了吗？怎么样？什么感觉？”近以来，在全区各学校，尤其是初高中学校，教师之间无论是公开场合还是私下闲聊，常常会听到这样的问题和讨论，而“荆志强”也成为校园内的热词：“荆志强是何人？他刮起了一阵‘荆旋风’……”“但凡听过荆志强的课的老师，用得多的形容词就是‘震撼’……”南头中学一位数学老师说：“震撼于荆老师真正让学生自主的教学方式，震撼于活起来的课堂，震撼于高效轻负的课堂效果。”一位学生说：“以前上数学课老想睡觉，现在荆老师让我们感觉数学课很好玩，看到同学个个上台讲课，我也很想上去讲。” 


我的课堂全面开放，每天听课的人越来越多，有本区的，深圳市的，还有来自全国各地的同行。区里许多学校把我的课表直接张贴在校内，为听我课的教师专程提供专车接送服务。

教学改革难的是课堂，课堂改革难的是高中，而我多年来的教学探索证明了高中教师一样可以教得轻松，学生可以学得愉快。我想教学生虽然只有3年，但要想着他30年，不仅要教孩子知识，更重要的是要让学生成长成才、提升能力，为学生的长远发展着想。

 

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