In the practice of teaching reform, under the guidance of new educational ideas, Mr. Wei Shusheng focused on cultivating students' self-study ability, re-emphasized science and democracy, and created a series of new teaching methods.
The six-step teaching method is one of them. The basic contents of six-step teaching method include the following six points.
First, orientation. Is to determine the focus of this class. For example, what are the new words in the lesson Peach Blossom Spring? Words, the usage of function words "Yan", and the differences between the ancient and modern meanings of "wife" and "transportation in different places"; Sentences, the omitted sentence patterns in this lesson are more prominent and listed as key; Which paragraph is the key? We should also understand the political ideal expressed by the author in this article and the limitations of this thought.
Second, self-study. Students read through the text and translate it paragraph by paragraph. Leave what you don't understand to the next step.
Third, discussion. Before, after, around and in groups of four, bring up what you don't understand in self-study and discuss with each other; Discuss the problem that can't be solved, and leave it to answer the question.
Fourth, answer questions. It is also based on the students themselves to answer difficult questions. Each study group is responsible for answering some questions, such as the first group answers the difficult questions in the first paragraph and the second group answers the second paragraph. In this way, there are fewer and fewer difficulties. Then the teacher answers the rest of the difficult questions.
Fifth, self-test. Students draw up a set of 10 minute self-test questions according to the key points, difficulties and self-knowledge after learning, and the whole class will answer them. They take out their own red pens to grade and check the learning effect themselves.
Six, since the knot. Before the class is over, each student orally summarizes the learning process and main gains of this lesson in his seat, and then selects one or two students from different types to summarize them respectively, so that the information accepted by the students can get timely feedback.
The six-step teaching method is based on the interaction law of knowledge, emotion, behavior and normality, and focuses on cultivating students' autonomous learning ability.
Knowledge is to let students know the importance of knowledge and stimulate their thirst for knowledge. Love is to let students experience the joy and happiness of acquiring knowledge. Line is to let students know the direction and law of their learning activities and improve efficiency. The "four times and eight steps reading method" summarized by Comrade Wei Shusheng includes: the first time, skipping reading. The first step is to remember the outline, and the second step is to remember the main people, things, things or opinions. The reading speed this time is 1500 words per minute. The second time, speed reading. The third step is to repeat the content, and the fourth step is to clarify the structure. The reading speed this time is 1000 words per minute. Third time, look carefully. To understand and master words and phrases, circle the abstract and summarize the three tasks of the center. The reading speed this time is about 200 words per minute. Fourth time, intensive reading. Complete the task of analyzing the writing characteristics in the eighth step, with unlimited speed. The four-time and eight-step reading method aims to cultivate junior high school students' reading and thinking ability. Perseverance is to keep learning, stick to the end, and never give up halfway.
Situational teaching method is the second. "Situational teaching method" means that teachers create vivid projection pictures according to the scenes described in the text, supplemented by vivid literary language, and reproduce the scene representations described in the text with the help of the artistic appeal of music, so that students can feel as if they are in it, hear their own voices and see their own people. In this situation, teachers and students engage in a kind of scene-blending teaching activity. Therefore, "situational teaching" is unique in cultivating students' emotions, enlightening thinking, developing imagination and developing intelligence, and plays a role that traditional Chinese teaching methods can't play.
Generally speaking, situational teaching can be carried out through three teaching stages: perception, understanding and deepening.
First, perception-creating pictures, introducing situations and forming appearances. The quatrains in "Two Ancient Poems" in Lesson 27, Book 5 of Primary School Chinese describe the beautiful scenery of Huaxi Caotang, the residence of the poet Du Fu. When teaching, write a landscape according to each line of this poem and create vivid, colorful and aesthetic slides. The scene of this picture is: two yellow cranes are singing on the branches of the green willow forest; A line of egrets flying in the blue sky; You can see the snow that doesn't melt all the year round in Xiling by the window; Ships are moored outside Wudongmen, thousands of miles away. With the presentation of the picture, the teacher asked an enlightening question: the author wrote the scenery around his home centered on the house. What landscapes did you write carefully? Let the students observe and think. In order to render the atmosphere and stimulate the mood, with the help of the artistic function of music, the recording of "quatrains" with musical poems is played at the same time. With melodious music, the yellow crane was operated to sing and jump on the branches of Liulin, and a group of composite pieces flew into the blue sky by car. In this way, turning static into dynamic and virtual into reality, students seem to be in a beautiful thatched cottage and feel the scene described in the article.
Second, understanding-go deep into the scene, understand the text and understand the feelings. When speaking and reading, we should grasp the similarities between pictures and texts, quote them from pictures, and deepen our impression of the scenery around the thatched cottage. Let students have real feelings. In the lecture "Two orioles singing in the green willows", the teacher described them in vivid literary language: two orioles with bright feathers are small and exquisite, jumping briskly on the branches of willows, like dancing happily, which is ridiculous; Sometimes I sing to my heart's content and play music on the piano, which is very nice. Student at this time: "Which line in the poem describes this scene?" As soon as the voice fell, the students said in unison, "Two orioles sing green willows." In order to deepen the understanding of this poem, the teacher asked the students: Who can tell the meaning of this line in one sentence and make it clear? A student said, "Two orioles are singing in the willow forest." The teacher affirmed that the student spoke well, and then the teacher asked, "Who speaks better?" Another student immediately said, "Two orioles are singing a sweet song on the green willow branches." The teacher praised him: "That's good! This scenery is really beautiful. Well, look at this beautiful scenery. " Later, the teacher instructed the students to read the poem well. In this way, students' imagination can be stimulated by drawing quotations, and their understanding and understanding of poetry can be deepened gradually.
Third, deepen-reproduce the situation, enrich the imagination and deepen the feelings. The poem "The Early Development of Baidicheng" in two ancient poems describes the grandeur and momentum of the Three Gorges of the Yangtze River in 28 words. After the lecture, the teacher arranged two exercises, one is reading and the other is speaking. The teacher asked the students to read while watching the slides; At this time, the teacher operated the projection lens of the Three Gorges, while the students watched and read. With the transfer of slides, the students read: Farewell to Baidi, Jiangling, Wan Li.
After that, ask the students to describe the slides while watching. A student described different scenes with his own words as the slide moved: in the morning, he left Bai Di City as if he were in the clouds; Jiangling, a thousand miles away, can return in one day, and the monkeys on both sides of the strait are singing, and the canoe has crossed many mountains.
Will situational teaching weaken "double-base" teaching? The experience is that proper use is more conducive to the teaching of words, lines, sentences and texts and the training of listening, speaking, reading and writing, especially in the teaching of classical literary works. The key is that teachers carefully design pictures and prepare situational teaching classes to avoid rude abuse or gild the lily.
Learning guidance is the third method. The basic structure of learning-guided teaching method is as follows:
1. Students skim the text and handouts, try to practice, initially experience the required operation, find new knowledge and difficulties, and report to the teacher (this step can be completed in the preview stage before class. If each class lasts 45 minutes, it can also be held in the first 3 ~ 5 minutes of this class; Or do this step 3 ~ 5 minutes after last class). After collecting the students' difficult problems and understanding the students' experience of preview, self-study and pre-exercise, the teacher will explain the essentials, key thinking problems or do demonstration operations for students to imitate. At the same time, you can put forward concise basic requirements about this learning unit or this class (teachers can finish these tasks in 3 ~ 5 minutes, or you can use part of the time before class last class) and ask students to get answers independently.
2. Students have made clear the learning purpose and requirements of this class, and everyone will carry out in-depth self-study or practice with thinking questions. The second time, they will ask some questions or difficulties that are still irrelevant after thinking (these can also be done in pre-class preparation), ask questions to students or reflect to teachers (usually 3-5 minutes).
Under the teacher's organization, students sit in the front and back seats or in groups of 4-6 people. Discuss and learn with each other, exchange experiences, visit teachers, listen to students' difficult problems and pay attention to students' ideas (usually 3 ~ 5 minutes). If you can't solve the problem, ask the teacher for the third time or the teacher can help you answer questions at any time nearby. At this time, there are few difficult problems, which are really major problems or key links that students can't solve independently after some efforts.
4. Teachers should grasp the key points, difficulties and teaching emphases of this course, explain them in detail, and then comment on the knowledge, skills, skills and the progress of developing intelligence that students are mastering. For some of the most basic concepts, theorems and formulas, teachers should explain their sources, their properties and their applications with examples. Only a concept of juxtaposition can be explained clearly, thus guiding students to draw inferences. Avoid "carrying students". At the same time, explain and guide students to read the necessary extracurricular reference materials after class. This is the stage where the teacher focuses on explaining the key contents, solving students' difficult problems and demonstrating in the 45-minute class. This stage generally takes 10 ~ 15 minutes. For example, the teacher prompts the main points at the beginning of the class, explains the key thinking problems or does demonstration operations, and puts forward the purpose of this class for 3 to 5 minutes. The "learning-guided" teaching method requires teachers to give all students no more than 20 minutes in a 45-minute class. The proportion of classroom time mainly occupied by teachers or students is roughly four to five, that is to say, students must spend more time on independent activities than teachers spend on guidance, teaching and demonstration. At the same time, in the time of teacher's guidance, explanation and demonstration, it is necessary to accompany each student's observation, serious thinking, memory, imaginary intellectual activities and simple simulated actions. Teachers should also focus on teaching students to learn, develop their intelligence with full emotional teaching as much as possible and correct their learning attitude. Students' listening is bound to be accompanied by the development of corresponding abilities such as emotion and will.
5. Teachers ask questions in a planned, focused and selective way, check students' understanding of knowledge and skills in class, and make necessary assessments; Under the guidance of teachers, students can correct their mistakes, correctly understand the essentials and methods of completing homework, further deepen their understanding, and achieve the purpose of memorizing, consolidating and mastering (generally 5 ~ 10 minutes).
"Learning-guided" teaching method has a wide range of adaptability and performance, and can give full play to its effectiveness flexibly according to different teaching needs and teaching conditions. Of course, this does not mean that the "learning-guided" teaching method can be applied as a rigid model, but it should change according to the teaching content, students' age characteristics and knowledge level. In other words, flexible and diverse "variants" should be adopted to achieve different teaching purposes. It is worth noting that the adoption of "learning-guided" teaching method has to go through a process of gradual transition and adaptation between teachers and students.