The picture book Frog Tells a Story to a Fish was learned in Zhengzhou thirteen years ago. Through this story, I stayed alone in the plot and didn't reflect on the content. I remembered this story recently.

There lived a fish and a frog in a small pond. They are good friends and both want to go out and have a look. Because fish can't leave water, frogs can only go alone. The frog came back this day. The frog told it that there were many new and interesting things outside. "For example, a cow," said the frog, "has a big body, two curved horns on its head, eats grass for a living, has black and white spots on its body, and has four stout legs ..." At this time, the image of "cow" appeared in the fish's mind-fish cow: on the fish, the characteristics of the cow it heard were added. This result is reasonable for fish. It constructs the image of "fish and cattle" according to some information about cattle obtained from frogs and combining these information with the existing knowledge in the mind. But for frogs, the cow that fish understands is not the cow it wants to express at all, or the cow that fish understands is not the real cow.

Let's look at this story again. Didn't the frog make it clear? Obviously not. Frogs make clear the characteristics of each animal, but when it comes to fish, they change. Why?

If fish is regarded as a learner, then frog is a teacher. As we said just now, it's not that the teacher is unclear, but that the students themselves have problems. Teachers teach by students' brains, and how children build depends on personal experience. The fish in the story is blank and inexperienced for things on the mainland, so the establishment of fish is based on their own experience. The same is true for students. Learning new knowledge is based on your own life experience.

As teachers, we can't think that I have said it several times. Why not? It's not that the teacher didn't make it clear, but that the teacher's design is different from the child's cognition. Which means we haven't found the baby yet. I wonder what knowledge the children have mastered.

? If students have the opportunity to learn in real situations and let children experience the process of knowledge generation, children's cognition will continue to improve.