“生本教育”在对学生关注的同时,也对教师的生命活动给予了最大的关注。它为教师正位:从拉动学生的“纤夫”转变为生命的“牧者”。教师是学生的服务者、帮助者、保护者,但不是他们任何动作的替代者。学生在良好的教学生态中会自动形成品格,例如:自信、合作、感恩等,也会收获知识和智慧。“牧者”的特征就是把牛羊放牧到水草丰美之处,而让他们恣意吃草。然而这需要静待的功夫。具体来说,当孩子们按照自己的成长规律去学习的时候,我们任何时候去检查它,常常错误百出。 “Health education ” in the students attention, but also on the life activities of teachers gave the greatest attention. It is the teacher ’s position: from the student’ s “scholar” to life “shepherd ”. Teachers are students’ servants, helpers, protectors, but not substitutes for any of their actions. Students in the good teaching ecology will automatically form a character, for example: self-confidence, cooperation, gratitude, etc., will also gain knowledge and wisdom. “Shepherd ” is characterized by grazing cattle and sheep to plump plants, let them wanton grazing. However, this requires time to wait. Specifically, when children learn to follow their own laws of growth, we check it at any time, often with errors.