Xunzi's "Encouragement of Learning": "The horse is ten-drive, and the effort is hard to give up." He tells us that if we stick to the end, will we be able to win and succeed? But students often insist on doing math every day, in exchange for making up exams instead of grades? (Especially this year, the number A has exploded, and there are many sorrows) Is it because of lack of mathematical talent? There is a saying in Stephen Chow's movie "The God of Cooking", "As long as there is a heart, everyone can become a God of Cooking", and Xunzi's "Encouraging Learning" is exactly the same as it. "As long as there is a heart, everyone can succeed." Everyone must have heard the story of the tortoise and the hare race. The rabbit is strong and talented, and the tortoise is slow and ignorant. The two are inherently different. The race running is basically a battlefield tailored for the rabbit. In the end,
however, the hare lost and the tortoise won, needless to say. Since then, our parents and school teachers have often warned us to work hard and persevere. Even if our qualifications are not good, we can be like turtles and win the final game. However, the problem lies in this seemingly no problem. Seriously do the math, right? Take the phrase "Ten horses ride ten times, and the work is hard to give up" as an example, as long as the bad horses are willing to step by step, accumulate sand into a tower, trickle into a stream, and try to pull the cart for ten days, they wedding photo retouching services can also reach the set goal. It tells us that as long as we persevere and persevere, we can achieve something. Many teachers translate and expound in this way, and students also swallow it whole and accept it as they think they understand. Seemingly easy sentences are the hardest to explain. If the student is smart enough, or rebellious (like my student), he will ask you: "Teacher, I'm also working hard at math! But if you don't know math, you just don't know it." "Do you understand everything in class?" I asked according to the established pattern. "Yes!" The answer was succinct and powerful.
"Then you must go home and don't do math every day, and math will betray you." "Teacher, I also do math!" "Then...it should be that the concept is not fully understood, otherwise, since you can understand it, you will also have it. Practice, shouldn't..." "Do you want to ask your classmates who are better at math, or ask your math teacher, is it wrong to see how you read?" The above conversation is probably my teaching routine. "That's right!" You see, I didn't solve the problem at all, but put the blame on the students and the math teacher. Therefore, when I explained in the class "Ten horses, the merit is not giving up", "As long as you have the heart and persevere to the end, you will definitely achieve the fruit of success", the more I say, the more guilty I feel. "Persistence" has to add "technique" This is the blind spot of our traditional interpretation of texts, thinking that it is