Hong Kong teaching children in a “crazy” way.

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Study from 7am to late at night, 7 days a week.  Often no parents around.  All with the knowledge and consent of the Education Bureau. The consequences are children becoming adults who are not happy.   It clearly shows in the society statistics for divorce, suicide, crime and even the economic decline.

值得爸媽們省思的文章!

【德國憲法禁止太早開發孩子智力】

德國人獲得諾貝爾獎人數佔總數的一半,但德國憲法禁止過早開發孩子的智力,避免將孩子大腦變成硬盤(Hard Disk),留給孩子更多的想像空間。孩子在小學前「唯一任務」就是快樂成長。教育重點在:

1、基本社會常識。
2、動手能力。
3:保護孩子情感胚胎,澆灌情商,不該過度開發孩子智力。

原以為在德國祇有幼兒園的孩子不允許學習專業知識,後來才發現上小學的孩子也不能學習額外的課程,即使這個孩子的智商超過同齡人。

來自科隆的桑德拉寫到:「今年我兒子7歲,我向學校老師提出,能否額外教他一些東西,因為他5-6歲的時候就自己在家學會了基本的閱讀、書寫和簡單的數學計算。

老師表示反對並說,「您應該讓您的孩子與其他孩子保持同步」。

一個星期後我再次去見老師,並出示了孩子高智商的證書,希望得到她的理解和支持,但老師用一種奇怪的眼光看著我,似乎我像來自外星的人一樣。」

老師進而解釋,孩子智力被過度開發並不是一件好事情,因為必須給孩子的大腦留下想像空間。過多的知識會使孩子的大腦變成了電腦的硬盤(Hard Disk),常此下去,孩子的大腦就慢慢地變成了儲存器,不會主動思考了。

儘管如此,我對德國禁止學前教育的做法還是不太理解。

為了搞清楚這個問題,我專門請教了德國的教育人士,他們讓我找《基本法》來看看。

翻開聯邦德國《基本法》(即憲法),我大吃一驚。

其中第七條第六款明確規定,禁止設立先修學校(Vorschule)。

我還是不明白德國憲法為何這樣規定,只好再請教有關的教育專家。他們告訴我,孩子在小學前的「唯一的任務」就是快樂成長。

因為孩子的天性是玩耍,所以要做符合孩子天性的事情,而不應該違背孩子的成長規律。

如果說在上學前對孩子非要進行「教育」的話,那「教育」的重點只有三個方面:

一、基本的社會常識,比如不允許暴力、不大聲說話等。

二、孩子的動手能力。在幼兒園期間孩子會根據自己的興趣參與手工製作,讓他們從小就主動做具體的事情。

三、培養孩子的情商,特別是領導力。

原以為只有德國才有如此奇怪的規定。

後來查了一下歐洲有關國家的情況才發現他們對待小孩子的做法基本上大同小異。

例如匈牙利立法規定:嚴格禁止教授幼兒園期間的孩子學習寫作、閱讀、計算等。

幼兒園的教育是免費的。(Ungarn:Esiststrengstens verboten in diesemJahr den KindernSchreiben, Lesen, Rechnen, usw. beizubringen. Die pädagogischeArbeit der Kindergärtenistkostenlos).

學前教育破壞想像力

與歐洲相反,亞洲的孩子在幼兒園期間已經把小學一年級的知識基本上都學完了。

人們有理由擔心,歐洲的孩子在起跑線上已經輸給了亞洲的孩子。其實,這樣的擔心是多餘的。

歐洲人普遍認為,孩子有自身的成長規律,他們在相應的階段要做相應的事情。

表面上看中國的學前教育和基礎教育很紮實,但他們的想像力和思考能力已經被破壞掉,由此造成了孩子被動接受知識而疏於主動思考的習慣。

暫且拋開中西教育優劣的爭議和評判,讓我們來關注德國教育的成果:自諾貝爾獎設立以來,德國人(含移民美國、加拿大等國的德裔)獲得的諾貝爾獎人數將近總數的一半。

換句話說,8200萬的德國人分享了一半的諾貝爾獎,而全球另外70多億人口只獲得了剩下的一半。

難道這是種族的問題?
恐怕沒有這麼簡單。讓我們重新審視德國的教育,看看他們的做法是否值得我們藉鑑。

同時也希望亞洲的教育工作者別沾沾自喜,因為今天所做的事情,其實是毀了亞洲的一代又一代。

網路轉載

Worthy parents who reflect on the article!

[German constitution prohibits early intellectual development of children]

German Nobel Prize-winning half of the total number, but the German constitution prohibits prematurely develop children’s intelligence, to avoid the child’s brain becomes hard disk (Hard Disk), leaving children more room for imagination. Children in pre-primary “sole task” is to grow up happy. Education focuses on:

1, the basic social common sense.
2, the practical ability.
3: Protect children emotional embryos, watering emotional intelligence, intellectual development of children should not be excessive.

Originally thought that the kindergarten children in Germany only allowed to learn professional knowledge, and later found in elementary school children can not learn additional courses, even if the child’s IQ than their peers.

From Cologne Sandra wrote: “This year my son is 7 years old, I asked the teacher to the school, could teach him something extra, because his 5-6 years old when he learned his home basic reading, writing and simple mathematical calculations.

Teacher objected and said, “You should let your children to keep pace with other children.”

A week later I went to see the teacher again and produce a certificate of a child IQ, hoping to get her understanding and support, but with a strange teacher looked at me, it seems like I like people from another planet. ”

Teacher further explained that child mental development is not a good thing to be over, because the child’s brain must leave room for imagination. Too much knowledge could become a child’s brain computer’s hard drive (Hard Disk), often this continues, the child’s brain is slowly become a memory, not actively thinking.

Nonetheless, I Germany banned the practice of pre-school education still do not understand.

To understand this problem, I specifically ask the German educators, they let me find a “Basic Law” to look at.

Opened the Federal Republic of Germany “Basic Law” (ie the Constitution), I was shocked.

Article VII, paragraph 6 of which expressly prohibits the establishment of Pre-school (Vorschule).

I still do not understand why the German constitution so provides, and then had to ask the experts in education. They told me that children in preschool “sole task” is to grow up happy.

Because the child’s nature is to play, so the nature of things to do in the child should not be contrary to the child’s growth pattern.

If in school children have to be before the “education”, then “education” focuses only three areas:

First, the basic social common sense, such as not violent, not loud and so on.

Second, the child’s hands. During the kindergarten children will participate according to their interests handmade, so they were trained to take the initiative to do specific things.

Third, cultivate children’s emotional intelligence, especially the leadership.

Originally thought that only Germany have such a strange requirement.

Later checked the relevant European countries the situation only to find they treat children approach basically similar.

Legislative provisions such as Hungary: Prof. strictly prohibited Kindergarten children learn during the writing, reading, computing.

Kindergarten education is free. (Ungarn: Esiststrengstens verboten in diesemJahr den KindernSchreiben, Lesen, Rechnen, usw. Beizubringen. Die pädagogischeArbeit der Kindergärtenistkostenlos).

Pre destruction imagination

In contrast with Europe, Asia, children in kindergarten to first grade during the period has been basically finished school knowledge.

People have reason to worry that Europe’s children have lost at the starting line of the Asian children. In fact, this worry is unnecessary.

Europeans generally believe that children have their own law of growth, they are in the appropriate stage to do the appropriate thing.

Superficially China’s pre-school and basic education is very solid, but their imagination and thinking abilities have been destroyed, thus resulting in a passive acceptance of knowledge of child neglect active thinking habits.

Western education being put aside and judge the merits of the controversy, let’s take a German educational achievements: Since the inception of the Nobel Prize, German (including emigrated to the U.S., Canada and other countries German) to get the total number of nearly Nobel Prize half.

In other words, 82 million Germans shared half of the Nobel Prize, and the addition of more than 70 million people worldwide received only the rest of the half.

Could this be the issue of race?
I’m afraid not so simple. Let us re-examine the German education, to see whether they practice we can learn from.

We also hope educators in Asia do not be complacent, because today do, in fact, destroyed generations in Asia.

Network reprint

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