分类： 从教

“马克思主义基本原理概论”课的教学重点和难点进行培训

现场教学培训

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第一次参加马克思主义基本原理概论课的暑期备课会一点点感悟：几乎大家都共识这门课比较难上，理论性强，又比较抽象，孩子们天然性地不喜欢，但又有一点观察：越是牛掰的学校这种差异性越小，反之越大，比如我合影时刚巧旁边一个女老师，我随机问她，你们学校原理课和其他课相比评价如何，她说：不错的呀，至少有百分之八十老师原理课上得很好的。我问：老师你哪个学校？对方回：浙大。然后他们院长做了报告，我终于可以确认他们确实牛掰，艺高人胆大。比较有印象的几个点是：一个老师说如果没有学理上的清楚，政治上的坚定是不可能的。还有一个是温大搞的盛势浩大的教改“一化六制”，我检索了一下，发现调动学生积极性的核心武器其实只有一个，它的弹性考核制，就是平时多发言，多研讨，多实践等等，可以抵消期末考试，平时成绩不好的参加机考。我想如果我是学生我也愿意为不用期末考试拼了。最后一点，专题制教学与传统制教学形成了一种冲突，结论就是，因为争议比较大，专题教学还实行不了，只能继续传统教材板块教学啦

艺术是什么？

我们常常听到一种陈词滥调， 即一个对自己的观点有自我意识的人说： “我对艺术不太懂， 但我知道我喜欢什么 。” 仅从论点出发， 这反映了主观性的穷途末路， 在某种程度上， 它呼应了柏拉图对美的理解 （参阅“人各有自己关于美的标准吗” 一节）。 柏拉图认为，苏格拉底将美定义为点燃我们感知愉悦的事物； 古希腊艺术关注对完美圣像对应的神和神话英雄的描绘， 进而认可了 “艺术作为美” 和 “美作为艺术” 之间的关联性。 艺术的这种理想化观点很难在实际中应用， 例如，它无法解释文艺复兴时期的宗教艺术对暴力行为的生动描绘。 一些油画， 例如， 鲁本斯 （Rubens） 的 《上十字架》、 格鲁内瓦尔德 （Grünewald） 的 《嘲弄基督》 和卡拉瓦乔 （Caravaggio） 的 《耶稣下葬》， 描绘了 《圣经》 中记载的耶稣所受的骇人听闻的酷刑， 这些绘画很难让人在欣赏它们的时候体会到任何感官愉悦： 作为祭坛绘画， 它们展示了宗教殉道者的痛苦遭遇。 然而， 这三幅名画的作者都是公认的艺术大师。

1897 年， 俄国小说家列夫·托尔斯泰写了一篇长文， 分析到底是什么构成了艺术。 《什么是艺术》 没能够通过俄国的审查， 最初只能以英文译本发表， 这主要是因为托尔斯泰表达了一些备受争议的观点。 文章一开始托尔斯泰就攻击了传统观点， 即所有关于美的判断都是主观的。 但如果认为美是客观的， 就必然要求每个人都以同样的方式看待事物。 如果美可以在自然界的完美中找到， 那么我们追求艺术又有什么必要？ 托尔斯泰观点的主要论点是艺术观既是客观的也是主观的， 他并没有给出艺术的核心定义。

托尔斯泰在很大程度上借鉴了法国艺术理论家尤金·贝隆 （Eugène Véron） 的理念， 特别是贝隆的著作《美学》 （1879 年） 中对艺术的定义。 贝隆认为， 尽管很多艺术可以被认为是美的、 赏心悦目的， 但美不是艺术的主要特性。 艺术不仅仅是漂亮的绘画或是令人赞赏的声音和文字。 艺术是人类思想和情感的表达， 而且，艺术是人们交流各自观点的媒介。 但是， 对于托尔斯泰来说， 艺术作为一种表达依然是不够的： 这种表达还必须能够成功地抵达观众的内心， 人们欣赏绘画或听交响乐时， 应该有与创作这些作品的艺术家们同样的感受。这一观点以反传统的方式， 让托尔斯泰有充分理由被列入所有他所不喜欢的 “艺术家” （歌德、 贝多芬、 莎士比亚） 行列之中。 托尔斯泰总结出 “好艺术” 和 “坏艺术” 之间的差异， 即 “好艺术” 可以成功地传达情感和观念， 而 “坏艺术” 却不能， 因为它们是混乱的、假的和令人困惑的。 远离对美的狭隘分析， 这一结论是合理的。

弗里 德 里 希 · 尼 采 （ Friedrich Nietzsche， 1844—1900） 在其作品 《悲剧的诞生》 （1872） 中通过分析古希腊戏剧尝试发展艺术的定义。 尼采认为人类生活一直不可避免地在两种对立状态中挣扎， 他以古希腊神话中的阿波罗 （Apollo， 日神） 和狄俄尼索斯 （ Dionysus，酒神） 命名这两种相反的力量。 日神力量的特点是以安静的形式存在的富有远见的梦想力量， 如古典雕塑、 音乐作品中的和谐与平衡， 典型的现代例子当属毕加索（Picasso） 和蒙德里安 （Mondrian） 的 “抽象立体主义”（abstract cubism）。 与此相反， 酒神力量呈现出无序和疯狂。 狄俄尼索斯的艺术要求纵情狂欢， 尼采认为中世纪节日的野性民间舞蹈就是一个典型的例子。 摇滚吉他手吉米·亨德里克斯 （ Jimi Hendrix） 奔放的演出或“虚 无 主 义” （ nihilistic ） 艺 术 家 达 米 安 · 赫 斯 特（Damien Hirst） 的作品， 它们包含了狄俄尼索斯艺术的典型元素。 然而， 对尼采来说， 真正的艺术推动力来源于两种对立力量之间的冲突， 和占领彼此空间而造成的紧张关系。 回到上面的例子， 吉米·亨德里克斯是一个非常有才华的音乐家， 他对标准蓝调音乐有着无可挑剔的掌控力 （阿波罗力量）， 同时又用不同寻常的节奏变化和生机勃勃的演奏风格 （狄俄尼索斯力量） 颠覆了前者。 同样， 毕加索花了几年时间研习艺术创作的技术手法后， 开始了他自己独特的颠覆式的抽象形式和视角。 尼采认为， 古典艺术以阿波罗形式呈现的宁静和美丽， 促进了秩序和和平， 但是它们也应该被看做是对同样存在于世界上的黑暗压迫力量的理解和反馈。 用尼采的话来说： “人们 （希腊人） 要遭遇多少， 才可以创造出如此的美！”

“艺术， 抑或抄袭， 抑或革命。”
保罗·高更 （1848—1903）
摘自尼克的书 《距离的凄美》 （1913 年）

那么， 什么是艺术？ 苏格拉底的观点是艺术和美相关， 因为它们都激发并引起人们的感官享受。 托尔斯泰否定了这种观点， 认为它过于主观， 并认为艺术可以表达人的思想和情感。 尼采区分了日神力量和酒神力量，并用它们作为区分和评估艺术作品的方式。 鲁本斯对耶稣受难的描绘同时包含了两种力量元素， 因为这幅作品既气势恢宏又令人咋舌。 也许尼采的解释最接近文艺复兴时期宗教艺术中的暴力与美的混合。

“一些时候， 事情并不都是正如一个人主要期望相信的那样便于理解和传达； 很多事情无法表达出来， 当它们发生在一个没有语言的领域里， 而且一些艺术作品比另一些作品更难表达， 例如神秘的存在物， 我们过世后的生命。”
莱纳·玛利亚·里尔克 （Rainer Maria Rilke），
《给青年诗人的信》 （1929）

《喷泉》 是马塞尔·杜尚1917 年的作品。 这个 “雕塑” 是杜尚从商店买来的一个陶瓷小便池， 杜尚将这一作品提交到独立艺术家协会并试图参加在纽约的展览。杜尚的这一作品被认为是个恶作剧， 它讽刺了当时艺术世界里的浮华。 然而， 《喷泉》 已经被艺术评论家公认为 20 世纪最有影响力的作品。

虽然很多人都熟悉 《喷泉》 的理念， 但是几乎没有人真正见过它的实物。 独立艺术家协会拒绝展示原始版本的小便池， 所以在被拍摄下来之后， 它可能就被丢弃了。 20 世纪 20 年代初， 杜尚的 《喷泉》 引起了很多关于什么构成艺术的讨论， 可以说这是一个极好的例子： 艺术只是一个想法， 尽管可能十分愚钝， 艺术也不必然只是一件物品而已。

“如果森林里的一棵树倒了，而周边没有一个人听到，那它倒下时是否有声音？”这个问题常常被认为是爱尔兰哲学家和牧师乔治·贝克莱（GeorgeBerkeley，1685—1753）提出的。事实上，这个问题的现代提法与贝克莱原来的提法有所不同。

乔治·贝克莱被认为是“主观唯心主义”（subjectiveidealism）哲学分支的创始人。在哲学术语中，唯心主义指我们所知道的事实在根本上是思想的构建和心理官能的感知。

贝克莱的基本论点是“存在即被感知”：

“感觉的对象只存在于它们被感知时；因此，如果没有人感知到花园里的树，它们就不存在。”
乔治·贝克莱，《人类知识原理》（1710）

根据贝克莱的观点，感知创造了我们的现实以及我们称之为物质的东西，包括肉体，它们只不过是相对稳定和规范的感知形式。这些形式和心理构建通过词语进行分配和归类，如“树”“猫”或“摇滚”。然而，我们对这些类别的感知只是当前和“当下的”。虽然贝克莱并没有分析本节开篇提出的问题（而且从来没有提过声音的存在），但他的理论对这个问题的回答必将如下：如果一棵树倒了，而没有一个人听到，那它不仅没有发出声音，而且“这棵树”———因为它源于人的思想感知———也不存在。

反对贝克莱观点的人可能会声称“森林中没有人感知到树，它们就不存在”是个荒谬结论。科学告诉我们不但树木和森林存在，而且它们存在的时间比人类还早。贝克莱回避这一难题，并声称因为神是全能的，他在森林里永远存在（也永远存在于其他地方），并通过对树木持续的感知确保它们持续的存在。

“现实留下了很多想象空间。”
约翰·列侬，引自《星期天太阳报》（2003）

因此，贝克莱哲学可理解为存在分为两个层面。一是个人的身体和心灵层面，在这个层面上我们的感知创造我们的现实，感官感知的一切决定了我们的经历，也因此，它们成为了对我们而言的存在。另一层面是“终极面”，是由神感知一切而确保它们持续存在的、为万物所共享的“自然世界”。

With the rapid advancement of technology in the realm of education, the fear that a teacher’s role will become obsolete in the near future is growing. It is commonly feared that the responsibilities of teachers might get curbed and they will remain mere facilitators of information.

Greater use of technology in the classroom has made the process of teaching less personal in nature. Learners, these days, are significantly exposed to technology and content from various open sources. Thus, teachers today are no longer accredited with being the only figures who impart knowledge.

This is a major challenge being faced in a field that is constantly being augmented by technology. However, teachers can still strive to remain effective and relevant in the coming years and align themselves with the changing scenario.

Education in the year 2030

The 21st century is all about technological innovations and integrating them with the well-designed curriculum which ensures the holistic development of learners.

The facilitators of today’s world are witnessing robots in the classroom, helping children with visually intriguing digital content, providing young learners with augmented reality cards and so on.

It is expected that technological development will be massive in upcoming years. Artificial Intelligence (AI), Internet of Things (IoT) and blockchain, perhaps, will rule the technology domain and in this fast-growing environment, people might evolve equally fast.

Thus, skills such as computer fluency, adaptability to change, problem-solving and high EQ will become essential for future success.

Teachers of 2030

Despite the fear that the teaching profession might lose its significance due to the rapid growth of technology and the Internet, we must understand the importance of a person in a classroom environment who is emotionally intelligent and knows how to guide children to channel their energy and facilitate learning.ADVERTISEMENT

Here are some of the traits that can help teachers to stay equipped with the evolving time:

1. Embracing technology

Kids today are tech-driven from a very tender age. The education system too is transforming with the help of technology.

Thus, it is important for teachers to embrace technology wholeheartedly and be part of this global academic transformation.

2. Being a learner for life

Being a learner for life is an essential part of modern education. Therefore, facilitators need to have a positive approach when it comes to learning. Teachers of 2030 will hopefully be more flexible and open to new ideas and learning.

Thus, while on one hand, they are expected to keep up with the process of learning and unlearning, on the other hand, they are expected to motivate the pupil to practice the same.

3. Being a guide and facilitator

Content knowledge is easily accessible to students even today. The practice of availing information from the internet will be more in the coming decade.

Thus, the teacher’s role will no longer be limited to providing information to students but helping them find out the right information from a lot of data.

4. Not staying restricted to classrooms

Learning can never be restricted to a classroom. Many years ago, Rabindranath Tagore talked about a learning system that encourages a child to learn from everything around them – starting from nature, people, animals, books etc.

The future of education is going to be the same with the greater accessibility of data. Thus, it will be important for both learners and facilitators to have an open mind and flexibility for learning.

As learning space will be extended, a teacher’s workspace may not be confined within the four walls of their classroom in the future.

5. Imparting knowledge with the help of experience

It is difficult to transmit and articulate knowledge only through technological means. Facilitators have personal experience and insight gained over the years.

The role of a future educator will be more of a facilitator who can enrich learners with their own experiences during the process of imparting knowledge.

2030 will definitely be a technologically-advanced year with better content accessibility. Therefore, the responsibility of teachers will not be restricted to imparting knowledge but helping learners to become life-ready and accumulate all the skills that are essential for life in general.

Gone are the days when parents heard from teachers only when their child did not perform well in academics or was struggling with some other issue. Now, due to technological development and instant access to information, parents show more interest in their child’s education.

Most modern-day parents wish to collaborate with the teachers to ensure that their child gets the best education. They look forward to regular reports of their child’s progress and expect their opinions to be heard. Teachers also aim for a similar relationship with parents.

For the majority of children, the most significant people in their lives are their parents and teachers. These are the people they spend most of their time with, who influence their day-to-day activities and guide them through their schooling.

Children do best when their parents are connected to their school in meaningful ways. A perfect blend of teacher and parental involvement in a child’s education is one of the biggest contributors to their success.

Here are the ways in which teachers and parents can work together to improve a child’s learning experience:

1. Communicating effectively

Frequent two-way communication between parents and teachers is essential for the former to stay updated on what is happening at school and to let the latter know important things about the child.

Parents and teachers should communicate with each other throughout the academic year. They should discuss the child’s learning style, what stimulates, bores and interests them and any other issue(s) that might affect their learning.ADVERTISEMENT

Parentteacher meetings are a great opportunity for parents to communicate with the teacher and track their child’s academic performance. Also, these meetings are a great way to discuss any troubles or questions regarding the child.

Ways of staying in touch and creating a positive two-way relationship include sending emails, messaging, volunteering in the classroom or adding comments to a homework notebook or student diary.

Additionally, parents can have a quick talk with the teacher while dropping off or picking up their child.

2. Following a cooperative and collaborative approach

Collaboration and communication go hand in hand. If communication is frequent, the collaboration will be easier.

A collaborative approach implies that both parties work together as equals, towards a common objective of enhancing the child’s learning, development and well-being.

In the teacherparent collaboration, it is important to be mindful that both parties have unique areas of knowledge and skill.

Parents are well-versed with their child’s developmental history, interests and lifestyle. Teachers have the knowledge of teaching, assessment strategies, rules and the child’s school performance.

Parents and teachers should share this knowledge in a collaborative manner to support the child’s academic achievement. It includes relating what the child is learning at school with how they learn at home.

This helps parents respond to the child’s learning challenges, thereby extending their learning.

3. Facilitating and encouraging learning after school

Teachers’ understanding of the child’s capabilities is very useful to parents while creating home-learning conditions.

Parents should support after school learning by interacting with their child positively about school and teachers, providing a supportive environment at home, and nurturing the child’s interests.

To build interest in studies and reinforce what is learned in the classroom, parents should stay abreast of topics being taught. They should encourage their child to create a routine for their homework.

They should also provide learning materials, read with the child and encourage healthy eating habits and physical activities.

Being involved in a child’s education shows that parents support their learning. The more supported a child feels at home, the more effectively they will learn at school.

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Education is a consequential phase in a child’s development and growth. Parents and teachers should work together as a team, towards creating the best possible learning environment for the child and foster physical, emotional and intellectual well-being.

Little kids normally love to count, sort, solve puzzles and discover different patterns. It is only when these fun activities get defined “maths” with the doses of addition, subtraction, long division, and fraction where the children lose their confidence and interest. It is important for the kids to be math savvy and don’t get turned off by the subject. For that we need to find ways to make it fun.

With the existing long list that parents are already struggling with amidst the covid-1 pandemic and lockdown, one most difficult task is that of teaching maths. Most of the parents are not math teachers, nor can they replicate what is taught in the classroom unless they are educators. Mastering the calculus is the not the goal in the lockdown but to have parents represent a positive mindset towards maths by incorporating fun activities in the child’s day at home.

Mathematics and its applications are one of the most important subjects in school’s education. Most of the students face difficulty in understanding the concepts. Parents can use this time wisely to instill a positive approach to understanding and enjoying the subject. Here’s all you need to know from the expert Manisha Singh (ZCAS & Pre School Coordinator, zamit).

STRATEGIES TO IMPROVE MATH SKILLS

• Go on a (make believe) spending spree where the child gets to circle thing is, he or she like to buy in catalogs. The challenge would be for the child to remove items from his or her wish list to get below Rs 1000. Give it a try!
• Set up a pretend store which helps boost the child’s money skills. Give her a budget and some real money to “spend”. Set prices and challenge her to stay within budget. When done change places and let her be the cashier
• Kitchen tools provide a great opportunity to teach the child abstract concepts in math. Use the measuring cup to explain fractions
• Use the clock in the house to get the child involved in addition and subtraction
• Play cards and use dice to explore the child’s arithmetic skills
• Use household items such as paper, toothpicks, straws, paper to construct shapes
• Use cash memos and receipts to teach your child about estimation
• Read books with mathematical themes
• Be positive and try to encourage your child by reminding him of all-important things maths is used for. From winning in board games to cool careers such as astronauts, video game programmer, scientist’s, and race car drivers where math formulas are used every day
• Weekly allowance helps the child manage money. He can make a ledger to record his income and expenses. If he wants to borrow from you help him calculate the interest as well
• Encourage, and praise their effort whenever they are successful in a task. This helps build self- esteem in the child
• Take your child’s Interests into account. Math is related to just about every interest. Whether your child is into computers, fashion or even building. All these interests require, calculating costs, coding, building complex structures
• Integrate math into fun activities like baking, or a car ride where you have him calculate the km or even in sports where he calculates the batting scores
• Encourage mental maths

Children are used to a fixed routine so chalk out a daily plan to prevent the lockdown from obstructing their schedule and create a dedicated space for learning. By applying the mentioned strategies during lockdown, math will no longer be an intimidating subject for the children instead a fun and happy learning experience!

俄罗斯教育部长奥莉加·瓦西里耶娃在“创新实践：科学加商业”第六届年会期间举行的“国家经济的文化密码：我们都出身于童年”全体会议上说，核心价值观定位都是在家庭中确立的。

瓦西里耶娃说：“儿童必须知道可以做什么，不可以做什么。最可怕的是模糊善与恶的概念。”瓦西里耶娃认为教师应向儿童传授普世价值观。她说：“每个孩子都面临着一个重要的价值观任务，即意识到他毕生应当学习什么。”

活动主办方是莫斯科罗蒙诺索夫国立大学和“创新实践”公司。主题是价值观的形成及其对社会和经济发展的影响。非政府发展机构“创新实践”第一副总经理娜塔莉娅·波波娃说：“我们已连续第三届大会选择价值观作为主题。对‘创新实践：科学加商业’大会来说，这似乎不是个很传统的决定，但非常合理。因为价值观是我们的核心动机，决定了我们的行为。”她认为，另一方面价值观是当前历史阶段社会文化发展的产物。

价值观探索

奥莉加·瓦西里耶娃说，人应当终身学习，其受教育水平应能应对越来越新的时代挑战。教师也必须准备接受这一新标准。并且对教师来说，最重要的任务是努力在现代知识方面超越学生，其中包括现代技术。奥莉加·瓦西里耶娃说：“普世价值观应当是每个人的精神组成，教师尤甚。不具备普世道德价值观就不可能做任何事情。”

俄罗斯政府副总理奥莉加·戈洛杰茨说：“如今人们和儿童接触的信息越来越多，这很好。我认为，我们教育儿童时应创造有益、有趣的内容，为他们提供保护。普通的父母之爱、教师之爱、身边人之爱将种下永恒的价值观，伴随一个人终生。”俄罗斯科学和高等教育部部长米哈伊尔·科久科夫说：“大家知道，这就像我们小时候读过的一首诗中写道的：在这个世界上，要留在原地就必须快速奔跑；要前进就必须跑得更快。对正在大学学习、正在考大学或即将大学毕业的人来说，比身边的人跑得更快的感觉应当是其精神不可分割的一部分。”

发展创新

莫斯科罗蒙诺索夫国立大学校长维克托·安东诺维奇·萨多夫尼奇说：“有一种非常肯定的预测，到2030年许多大众职业将消失，如司机、售货员、话务员、邮递员……需要高等教育的某些脑力职业也将消失，如会计、法律顾问、公证员、翻译，同时将出现一些与人工智能和3D技术有关的新职业、新专家。”他认为，将出现一些跨界新职业，这非常重要，逆向工程、空间系统工程、复合材料技术和原型设计等领域将非常需要跨学科性。

俄罗斯天然气工业股份公司总经理亚历山大·久科夫认为，现阶段俄罗斯经济正变得更具有创新性。他说：“什么使公司更具创新性？首先，要有足够清晰的观念：错误和失败并非坏事，而是获得宝贵经验的机会。”科久科夫说，俄罗斯科学和高等教育部正与多所高校讨论启动一个试点项目，即以创新项目作为大学生的毕业论文。他认为这将教会大学生承担创新风险，为自己的行为负责。他说：“部分错误可能需要在大学里经历。我想我们将尝试近期落实这一计划。”

大会期间与会者还在“HR领域”“技术经营领域”“科学、文化和体育领域”及“青年领域”等平台上，讨论了儿童时期树立价值观的问题。此外，大会还将展示中学生、青年学者和青年企业家发展人力资本的应用科研成果。