Why is \”learning to make mistakes\” so important? The learning process is not about perfection, but about allowing children to observe the environment through problems and independent exploration, allow children to make mistakes, digest and think, and learn from mistakes. When similar problems arise again, children\’s coping abilities will naturally be improved. Diana, co-founder of the American non-profit organization \”Inquiry Schools\”. Diana Laufenberg, with her rich teaching experience of more than 20 years, creates a problem-oriented learning environment for children and is willing to explore various possibilities, and designs special assignments so that each child can realize their potential. Learn and explore more possibilities from life experiences. Topic-based learning, integrating information, and organizing your own learning map. Luffenberg gave up on the past standardized teaching model and began to think about how to educate children to deal with all kinds of information surrounding them. She thought that once the school is no longer the core that dominates knowledge, , why is it necessary for children to go to school to study? After an oil spill occurred in the United States, Luffenberg decided to discuss it by asking his children to create a special topic. “I asked the children to use existing infographics in newspapers and magazines as examples, and first carefully observe and analyze the examples. Then start designing your own chart based on the elements contained in it. At the same time, you must also compare it with another incident that caused a disaster caused by human negligence in the past historical events in the United States.” At the beginning, although the children were able to fully grasp the issues related to the oil spill, they seemed a little confused because they had never made a similar topic. During the process, Luffenberg guided the children through questions and encouraged them. Go to different places to see, visit, experience and learn with your own eyes, touch and explore, and give them space to create. In the process, let the children actively think about how to complete it step by step. Three days later, when the children completed their homework, Lufenberg placed the topics in front of the children one by one and asked them: Whose work do you think is the best? Why do you think so? Then, ask the children to read the content of each work carefully and ask if their first choice has changed? What\’s the reason? The children were very excited to observe and select the works of other students in the class. After many children selected the best work in their minds, and then compared other works in detail, they all discussed and said: \”After learning more about it, I feel that the original selection does not seem to be the best.\” \”So good\” and \”Although this work is not very eye-catching in terms of visual design, it has excellent information content.\” Making mistakes is the starting point of teaching. Luffenberg spent more than an hour with the children breaking down the steps to complete each challenge in the project and discussing the process. She wanted the children to understand that the purpose of making the project was not to compare which work is the most perfect. , I don’t want to ask the children to create similar works again, but to let the children understand the importance of “creating for themselves”. Although this learning process made some children feel frustrated, after digesting and thinking, they can start again from their mistakes. Learn, and the next time they make a similar topic, their works will be more improved than this time. This is the most important thing. The so-called learning,It must contain many mistakes, because \”making mistakes\” itself is the value of teaching.