教育應以「學生習什麼門道」為主，而非「老師備什麼內容」。並讓學生主動地分享在課程中習得的所知。透過「學、做、教」，將學習到的範疇，透過「教學相長」來內化與分享。 Education should be based on what the students learn, not on what the teacher prepares. And let students actively share what they have learned in the curriculum. Through the process of "learning, doing and teaching", students can internalize and share the areas they have learned through "teaching and learning(Teaching others teaches yourself)".

【修己揚他/AskSelf】【意念/EN】【反轉向上/ReverseUp】【教育/Education】
教育應以學生習什麼門道為主，而非老師備什麼內容。並讓學生主動地分享在課程中習得的所知。透過「學、做、教」，將學習到的範疇，透過「教學相長」來內化與分享。

Education should be based on what the students learn, not on what the teacher prepares. And let students actively share what they have learned in the curriculum. Through the process of "learning, doing and teaching", students can internalize and share the areas they have learned through "teaching and learning(Teaching others teaches yourself)".

親子天下 會稽國中 會稽國中學務處 張建龍 蔡英文 Tsai Ing-wen 賴清德 蘇貞昌 柯文哲 侯友宜 鄭文燦 鄭運鵬 Cheng Yun-Peng 盧秀燕 黃偉哲 陳其邁 Chen Chi-Mai 蔣萬安 黃珊珊 陳時中

看到顏睿誼的傑出表現，我想會稽國中或教育部，是否能多思考如何保留這樣特質的長才，或延續這樣的積極優勢呢？

Seeing Yan's outstanding performance, I wonder if the Kuai Ji Junior High School or the Ministry of Education can think more about how to retain such a characteristic of a talent, or continue such a positive advantage?

一、教育一直以來的遺憾，是以「老師備什麼內容」為主，而非以「學生習什麼門道」為主。

First, I think that the regret of education has always been based on "what the teacher prepares", not on "what the students learn".

兩者看似雷同，但最大的差異在於方向性。更可簡單地區分為「與會學習的態度」，以及「面對問題時的理解視角」。

The two seem to be similar, but the biggest difference is in the directionality. It can be easily divided into "learning attitudes" and "understanding perspectives when facing problems".

從老師備課的角度來看，常是「多→一」。也就是課程內容是為了學校的教學目標。甚至有的老師更可視為「一→一」，即「照本宣科」型。

From the perspective of the teacher's lesson preparation, it is often "more → one ". That is, the curriculum content is for the school's teaching objectives. Some teachers can even be regarded as "one → one", that is, the "according to the script" type.

但從學生學習的角度來看，反而更需要「一→多」。也就是教師協助課程內容衍生出各種變化以及應用。學生自己真正在學習的道理，則是「多→一」，也就是「歸納分析」以及「反求諸己」。

But from the perspective of student learning, it is more necessary to "one → more". That is, teachers help the curriculum content to derive various changes and applications. What students themselves are really learning is "more → one," that is, "inductive analysis" and "self-seeking."

我會特別提出來分享，是因為顏睿誼談到「把裡面的碟片拿出來，再把墊片拿出來，給助教看完之後，我們趕快裝回去。記得把碟片刷那個砂紙，也要抹一點油」。其實只聽得到步驟流程，而缺少了原因理由。

I will specifically mention it to share, because Yan said, "Take out the disc inside, take out the gasket, and after checking it to the teaching assistant, we will quickly put it back." Remember to brush the disc with that sandpaper, and also apply a little oil." In fact, only the step flow can be heard, and the reason is missing.

光這一點，就會讓學習與教育趨於片面而貧乏。有了步驟流程的原因理由，一個程序便能運用在不同的面向，衍生出更多的變化。我們無論是學習技藝或做人處事，每一個步不都是在歸納分析後，自己判斷決定嗎？

This alone will make learning and education tend to be one-sided and poor. With reasons for step-by-step processes, a process can be applied to different aspects and more changes can be derived. Whether we are learning skills or acting as human beings, isn't every step in our own judgment and decision after inductive analysis?

例如，「拆輪胎時，螺絲對角拆卸有什麼優點？」這裡便可衍生出「對角裝上螺絲是否要直接旋緊？你的建議為何？」。

For example, what are the advantages of dismantling the screws diagonally when removing tires?" Here we can derive the question as "Should the screws be immediately tightened diagonally? What is your suggestion?".

我們的教育和考試測驗就差一步在這裡，因為「有能力正確的歸因」是非常重要的。其中每個特定步驟的考量與原因，一定要請教育部想辦法帶入到測驗之中。這更關係到未來遇到任何困難，他們可以獨立自主的改善與修正。只要能「正確的歸因」，就能很快地「提出改善與建議」！

Our education and exam tests are one step short of here, because "the ability to properly attribution" is very important. The consideration and reasons for each specific step of the test must be asked by the Ministry of Education to find a way to bring it into the test. This is much related to any difficulties encountered in the future, and they can independently improve and correct. As long as you can "make correct attribution", you can quickly "make improvements and suggestions"!

二、教育始終缺少的一環，便是如何讓學生主動地分享在課程中習得的所知。透過「學、做、教」，將學習到的範疇，透過「教學相長」來內化與分享。

Second, one of the links that education has always lacked is how to let students actively share what they have learned in the curriculum. Through the process of "learning, doing and teaching", students can internalize and share the areas they have learned through "teaching and learning(Teaching others teaches yourself)".

其實，這也是一種「分享」的概念。再形而上一個層次，則可以理解為「修己揚他」。

In fact, this is also a concept of "sharing". Metaphysically on a higher level, it can be understood as "cultivate yourself and raise others."

這個和大學的上台報告並不相同。上台報告的方式與內容，比較像是步驟流程的展示。然而，我想教育的本質還是應該回歸於「思考、歸因、內化」。

This is not the same as the university's report presentation. The way and content of the report on stage are more like a demonstration of the step process. However, I think the essence of education should return to "thinking, attribution, and internalization".

所以，上台報告更可以著重在「全面萬象(面向)的擬定與規劃」、「思路邏輯的拿捏與選擇」，以及「範疇結論的凝煉與期許」。

Therefore, report presentations can focus more on "comprehensive (oriented) formulation and planning", "the grasp and selection of ideas and logic", and "convergence and expectation of content conclusions".

顏睿誼談到「拆一整排車會覺得很累，然後又很熱」。會稽國中和其他各級學校，可以讓不錯的學生花一些時間協助指導其他的學生。這絕對對於學生理解上有極大的助益的。

Yan talked about "dismantling a whole row of cars will feel very tired, and then very hot". Kuai Ji Junior High School and other levels  schools can allow good students to spend some time helping to mentor other students. This is definitely very helpful for students' understanding.

老師也可以調整心態，設法讓每個學生都成為助教。老師若從旁協助學生間的彼此學習，更能將自己的態度以及思路回歸學習的心態。對所有的教師，都可以產生極大的「自抑能力」，與後續帶來莫大的「自益效應」。

Teachers can also adjust their mindset and try to make every student a teaching assistant. If the teacher assists the students to learn from each other, they can return their attitudes and ideas to the learning mentality. For all teachers, it can produce great "self-suppression ability" and bring great "self-amazing effect" in the future.

若是助教群對於學習內容的理解好，那麼就很容易協助其他仍有些卡關的同學。就好比社群媒體的意見領袖，發布的是助於學習的訊息。對於協助他人的同學，除了能培養「助人為快樂之本」的心，還能透過指導來內化各種知識。而稍落後的同學，實質上獲得了再一次學習，並從不同的說明面向來理解。

If the teaching assistant group has a good understanding of the learning content, it will be easy to assist other students who are still stuck in the level. Like opinion leaders in social media, they publish messages that help others learn. For students who help others, in addition to cultivating the heart of "helping others as the basis for happiness", they can also internalize various knowledge through guidance. The students who are slightly behind have essentially learned again and understood from different aspects of explanation.

多贏互惠之事，各位還等什麼呢？

What are you waiting for a win-win and reciprocal thing?

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