新课程改革以来,我们积极倡导尊重、平等、以人为本等理念,要求教师“放下管理者的架子”、“蹲下来看学生”、“带上放大镜寻找学生的闪光点”……促使广大教育工作者的教育思想发生了很大的转变。然而与此同时,也出现了一些矫枉过正的现象,表现为过分注重学生的“活力”与“自由发展”,不敢否定学生的行为,就怕“冷眼里有牛顿,讥笑之中有爱迪生”。这样的尊重,是否有助于学生个性的选择与发展呢?这不得不让我们对“尊重”这一教育理念进行一次全方位审视。 Since the reform of the new curriculum, we have actively advocated the concepts of respect, equality, and people-centeredness. We have required teachers to “put down the manager’s shelves,” “let’s look at students,” and “bring a magnifying glass to look for students’ bright spots.” The educational thinking has undergone a great transformation. At the same time, however, some overcorrections have also emerged, manifesting themselves as too much emphasis on students’ “vigor” and “free development”. They dare not deny the behavior of students and are afraid of “Newton in cold eyes and Edison in laughter.” Does such respect respect the selection and development of student’s personality? This must allow us to conduct a comprehensive review of the concept of “respect”.