(Key concepts: two sets of syllabus, basic knowledge, basic skills and knowledge background)
5. "Two sets of teaching syllabus" to develop students' thinking (core item)
The teacher feels that there is not enough time, first of all, because children have difficulties in learning. I have been thinking about how to reduce children's labor for many years. Taking practical skills as the basis of mastering knowledge is only the beginning of this problem. Goose Notes: Isn't knowledge just transformed into skills? Reading was a bit confusing at first. Memorizing knowledge and leaving knowledge in memory is the continuation of this problem. I suggest every teacher: please analyze the content of knowledge and clearly divide the knowledge that students are required to remember and keep in memory for a long time. There is some key knowledge in the syllabus. The development of students' thinking and intelligence and their ability to use knowledge depend on whether these "key" knowledge is solid or not. Goose notes: Only when the basic knowledge is solid can we build a knowledge network system. Therefore, it is very important for teachers to correctly judge this knowledge. The "emphasis" mentioned here refers to the important conclusions and generalizations, formulas, laws, theorems and regularity that reflect the characteristics of this discipline. Goose note: Teachers should first have a professional knowledge system, no matter which teaching cycle. In experienced teachers, students have special notebooks for copying materials that must be memorized and kept firmly in memory.
The more complex the materials that must be memorized, the more generalizations, conclusions and laws that must be memorized, and the wider the "knowledge background" of the learning process should be. In other words, if a student wants to memorize formulas, laws, conclusions and other generalizations, he must read and think about many materials that don't need to be memorized. Reading should be closely linked with learning. If you can think deeply about all kinds of facts, phenomena and things through reading, which are the basis of generalization that should be kept in memory, then this kind of reading will help you remember. This kind of reading can be called reading that creates the necessary intellectual background for learning and memory. Goose Notes: What should students do to better remember the basic knowledge? What kind of books should I read? This requires a lot of teachers. The more a student reads from his interest in the material itself and his desire for knowledge, thinking and understanding, the easier it is for him to remember those materials that must be remembered and kept in memory.
Considering this very important rule, I have always grasped two sets of teaching syllabus in my own practical work: the first set of teaching syllabus refers to the materials that students must remember and keep in memory; The second set of outlines involves extracurricular reading and other sources of information. Notes on "The Sound of Wild Goose": In that early era, Suhomlinski clearly divided in-class and out-of-class, and somewhat understood the preface of "Su's appearance is a miracle".
Physics is one of the most difficult subjects to remember and keep, especially in grades six to eight. The outline of this teaching stage contains many concepts. I have been teaching this course for six years, and I always try my best to adapt extracurricular reading to every new generalization of new learning. The more complicated the concept of learning in a certain period, the more interesting and attractive the books I recommend to students. Goose note: This principle recommended by the author is still very practical. Only when students are interested can they take the initiative to read and participate in the classroom slowly. This will be a long-term process. Parents should also come to study when students are studying, right? When teaching this part of the textbook, I specially collected a bookshelf for students to read in their spare time. There are 55 kinds of books in this bookshelf, all about natural phenomena, and the principles of these natural phenomena are related to various electrical properties of matter.
I inspired students to think. They asked me a lot of questions: what is it? How's it going? Why? About 80% of all the questions they ask begin with the word "why". There are many things they don't understand. The more they don't know about the world around them, the clearer their desire for knowledge and the more sensitive they are to it. Goose Note: Being too ignorant will also dampen students' enthusiasm. There should be some problems. How to grasp? Everything the children told me, I immediately understood. When we first talked about the scientific concept that current is the flow of free electrons, we found that students had many questions about this complex physical phenomenon. However, on the basis of reading and previous knowledge, students seem to have formed a map of the world in their minds. My answers to these questions seem to be as long as I put small squares in the blank space on the map.
I taught biology for three years in my senior year. There are many theoretical concepts in this course that are difficult to understand, so it is difficult to remember and keep in memory. When students learn scientific concepts such as life, biology, heredity, metabolism and organism. For the first time, I first selected some reading materials for them from science and popular science magazines, books and pamphlets. Goose Note: The more difficult the theoretical concept is, the more difficult it is for students to understand without relevant extracurricular knowledge. Because you can't understand it, you will get bored and lead to a vicious circle. This "second syllabus" includes reading such pamphlets, books and articles. Reading these materials has aroused students' great interest in a series of complex scientific problems and new books. By studying biology, young students are interested in natural phenomena around them (especially various metabolic phenomena). The more questions my students ask, the more knowledge they gain. None of them scored below "four points".
I would like to suggest to all teachers: Try your best to create a memorable intellectual background for your students, and memorize the textbooks stipulated in the syllabus and keep them in memory. Only when the student thinks can he master the textbook. Please think about how to turn what you are learning and what you are about to learn into objects that students are willing to think, analyze and observe. Yan Sheng's Note: When preparing lessons, we should combine students' physical and mental characteristics and existing knowledge structure, and also follow the educational laws.
4. Keep the basic knowledge in students' memory (important items)
After working in the school for 30 years, I found a secret that I think is very important-it can also be said to be a special educational law: in the middle and high grades, there will be a phenomenon of academic backwardness and poor grades, mainly because students do not firmly keep the basic knowledge that seems to be the "foundation" of knowledge in primary school in their memory, to the extent that they will remember it for life. Goose Notes: "A tall building rises from the ground." Point out the importance of basic knowledge and remember it for life. Imagine that we have built a beautiful building, but the foundation of the wall is hit on very weak concrete, mortar is peeling off and bricks are falling off; People are busy troubleshooting in the project every day, but they are always under the threat of building collapse. Goose note: the essence of the problem was not found. "Curing the headache and treating the foot pain" simply doesn't work. Many Chinese teachers and math teachers in grades four to ten are in this situation: a building is being built, but the wall foundation is cracked.
Primary school teacher! Your most important task is to build a solid knowledge base. This foundation should be so solid that teachers who meet your class don't have to worry anymore. For example, you are going to teach first grade. Then please look at the syllabus of grade four-first look at the syllabus of Chinese and mathematics, and then look at the syllabus of grade five mathematics. Please look at the textbooks about history, nature and geography in the reading materials, and then look at the syllabus of these subjects in the fourth grade. Please compare these things together. Please think about it, what should students know in grade three if they want to study smoothly in grade four and five? Goose note: Not only teaching the knowledge in this grade textbook, but grasping it as a whole, paving the way for future study.
First of all, we should pay attention to basic reading and writing skills. In a language, there are 2,000 to 2,500 correctly written words, which are the "skeleton" of knowledge and literacy. Experience has proved that if a child firmly remembers these words in primary school, he will become a person with literacy. But it means more. Reading and writing ability in primary school is also a tool for students to master knowledge after they reach middle and high grades.
When I teach primary school children, I always pay attention to the "most important vocabulary" in front of me. This table seems to be a special "basic literacy outline". I allocated 2500 words as follows: learn 3 words on average every study day. The children copy them in their notebooks and remember them. This homework only takes a few minutes every day. Goose Note: Basic English vocabulary 1500 for junior high school and 3500 for senior high school. Although I know this method, I have never done it, and I have never thought about strengthening the test. I think I am a high school student, and I can plan what to do by myself. It seems that we should strengthen our children. In childhood, memory is very flexible and sensitive. If you are good at using it without overloading, it will become your first assistant. What students remember in their early years is often never forgotten. The skills of using memory are shown here: at the beginning of the study day (before the first class), I wrote down three words to be learned today on the blackboard, such as "grassland", "temperature" and "rustling". As soon as the children entered the classroom, they copied these words into the vocabulary book and recorded them for three years. Goose note: Really accumulate over a long period of time, long-term persistence. They think about these words and write down a few words with the same root beside them. This assignment will take 3 to 4 minutes in total. The children gradually formed the habit.
Then, the homework has the nature of a game, which obviously shows the elements of self-education and self-examination. I said to the children, "On the way home, please think about which three words we copied today and how they were written." . Please recall what these words look like in your memory. When I wake up tomorrow morning, I will immediately recall the writing of these words and write them in my exercise book from memory. "What I'm talking about here is a general exercise book, just like a vocabulary book. If this kind of game starts from the first year of senior high school, if the teacher believes that it will be successful, and if he has never been bored with anything the students do in his life, then no child will not be fascinated by this kind of game. Goose note: I hope to find a useful scheme for senior high school students.
In the class after class, do various exercises to ensure that the words recited by the children are reviewed and used repeatedly. I also think memorizing 400 rhetorical idioms is one of the most important exercises for students. I believe that 400 rhetorical idioms are also a unique "skeleton" of basic language training. In the four-year primary school teaching, I asked the children to remember 400 rhetorical idioms, because due to the influence of daily speech practice, the use of these idioms is often prone to typical mistakes. Goose note: the requirements for teachers are also very high.
I emphasize once again that game elements are of great significance in the teaching process. I have 600 "fairy tale words", which are the words that often appear repeatedly in children's fairy tales. In the fourth year of primary school, my children and I drew dozens of fairy tales and asked them to inscribe them. These 600 words are contained in these inscriptions. This is a very successful form of consolidating the minimum vocabulary. Game teaching method. It also reflects the diversity of teaching methods, which will be of great guiding significance to junior high school English teaching, especially to the first grade English teaching.
In mathematics, in the four-year teaching process of primary school, children should remember this operation, because it seems to have become a habitual mathematical formula because it is often repeated. If it takes brains to use them every time, it is not very important. This includes not only multiplication tables, but also the most commonly used problems of addition, subtraction, multiplication and division within a thousand. This also includes the most typical measurements and quantitative changes. My starting point is: when students reach the middle and senior grades, they should not fill their minds with monotonous calculations, but put as much wisdom and energy as possible into creative work.
Of course, all the work is based on consciously mastering the teaching materials, but we have to notice that not everything needs to be explained. I try to combine random attention, random attention of conscious memory and random attention of unconscious memory. Goose Notes: Do everything possible to make learning "natural".
6. Talk about the work of "underachievers"
In our creative education, the work of "underachievers" is one of the "most difficult bones", and I'm afraid no teacher disagrees. Some students spend two to three times as much time understanding and memorizing textbooks as most ordinary students. What you learn on the first day, you forget the next day; In order to prevent forgetting, it is necessary to do solid exercises 3 or 4 weeks (but usually 3 or 4 months) after teaching the textbook.
Having been engaged in education for more than 30 years, I am convinced that it is the "second outline" mentioned above that can play a particularly important role in this kind of children. For these children, it is particularly harmful to limit their study to reciting prescribed textbooks, which will make them form the habit of memorizing and become more dull. I have tried many ways to reduce the mental work of these students, and I have come to a conclusion that the most effective way is to expand their reading range. Yes, these students must be allowed to read as many books as possible. I have taught grades three to four and grades five to eight. I always pay attention to selecting some books and articles for each underachiever to read. These books and periodicals reveal the meanings of various concepts, generalizations and scientific definitions in the most vivid, interesting and fascinating forms. We should let these children have as many questions as possible about all kinds of things and phenomena in the world around them, and let them ask me with these questions, which is a very important condition for their intellectual education. Goose noticed: this will be a long and difficult process. To accumulate, you must give your child time. Teachers should be knowledgeable in order to select those books related to teaching from so many books, not only to ensure the quantity but also to ensure the quality. In addition, students should be instructed to combine intensive reading with extensive reading. Teachers who can do this are not only teachers, but also education experts.
In the books that "underachievers" read, and in the things that he encounters from the world around him, he should always find something that surprises and admires him. Goose Note: Students' curiosity should be cultivated and protected at all times. In the education of "underachievers", I always strive to meet this requirement, and I also make this suggestion to all teachers. Surprise and admiration can treat the atrophy, inertia and weakness of nerve cells in both hemispheres of the brain, just as physical exercise can treat muscle atrophy. Goose note: From the negative side, it explains the harm that rote memorization brings to students, which makes their learning ability decline many times. It is still difficult to explain what happens in a child's mind when he is surprised and admired for something. However, thousands of observations lead us to the conclusion that at the moment when children are surprised and amazed, there seems to be some powerful stimulus at work, which wakes up the brain and forces it to strengthen its work.
There is a student named Fei Jia, which I will never forget. I taught him for five years-from grade three to grade seven. The biggest obstacles Fei Jia encountered were arithmetic application problems and multiplication tables. I come to the conclusion that the child has no time to remember the conditions of the application problem, and in his mind, he has no time to form the appearance of the things and phenomena on which the conditions are based: when his mind is about to turn to another thing, he forgets the previous thing. In other grades, there are children who are somewhat similar to Fei Jia, although their total number is small. I compiled a special set of exercises for these children. There are about 200 application questions in the problem set, which are mainly collected from the people. Each of these questions is a fascinating story. Most of them don't need arithmetic operation; Solving this kind of exercise requires thinking first. Yan Sheng's comments: This is a great teacher. In order to help students learn, everything is done to the extreme, and students' lifelong learning is also taken into account. The following are two exercises in the "Problem Set for Distracted Children" that I compiled as examples. 1. Three shepherds were exhausted by the hot weather. They lay under the tree to rest, and then fell asleep. Naughty grazing assistants blackened the foreheads of sleeping people with charcoal ash from oak branches. When three people woke up, they all laughed. Everyone thought the other two were laughing at each other. Suddenly, a shepherd stopped laughing. He guessed that his forehead was also blackened. How did he come up with it?
2. In ancient times, on the vast grassland of Ukraine, there were two villages not far apart-one called Truth Village and the other called Liecun Village. Residents of "Truth Village" tell the truth, while residents of "Lie Village" always tell lies. If one of us suddenly comes to one of these two ancient villages and is only allowed to ask the first local resident a question to find out which village he came to, how should this question be formulated?
At first, we simply read these exercises, just like reading interesting stories about birds, animals, insects and plants. It didn't take long for Fei Jia to understand that these stories were exercises. The child thought of the simplest exercise and solved it with my help. Goose Notes: Interesting stories inspire students' curiosity and admiration. Fei Jia was surprised that solving the problem was such a common thing. "So, can each of these exercises be solved?" -Fei Jia asked. So Fei Jia clung to the problem set all day. Every time he solves a problem, he thinks it is a great victory. He copied the solved exercises in a special exercise book, and beside the title, he also used the method of drawing exercises-drawing birds, animals, plants and so on.
I also specially collected a set of books for Fei Jia to read. There are about 100 books and pamphlets for the child to read from grade three to grade seven. Later, the Fei family made another set of books (about 200). Goose Note: It greatly improves students' interest, develops students' intelligence, provides great guarantee for students' intellectual background, and really and effectively improves students' learning situation. This set of books has been used by all three children except Fei Jia in two years. Some books and pamphlets are directly related to what is taught in class, while others are not, but I think reading these books is an intellectual training.
By the fifth grade, Fei Jia had caught up with his academic performance: he could solve the same arithmetic application problems as other students. By the sixth grade, children suddenly became interested in physics. Fei Jia became one of the active members of the "Young Designers Group". The greater the interest aroused by creative labor, the more books he reads. He later encountered difficulties in his studies, especially in history and literature. However, every difficulty is overcome by reading.
After graduating from the seventh grade, Fei Jia entered a secondary technical school and later became a skilled expert-machine tool adjustment technician.
I have never made up a lesson for such a student. The purpose of make-up lessons is to let students learn the textbooks that they have not mastered in the main course. I only teach them to read and think. Reading is like making the mind feel a certain meaning and arousing its awakening. Yan Sheng commented: "It is better to teach people to fish than to teach them to fish". How to teach this subject needs further study. What I read here is the teacher's love and sincerity.
Please remember that the more difficult it is for children to learn, the more seemingly insurmountable obstacles they encounter in their studies, and they should read more books. Reading can teach him to think, and thinking will become a stimulus to stimulate intelligence. Books and life ideas inspired by books are the most powerful means to prevent rote learning, which is the enemy that dulls people's wisdom. The more students think, the more things they don't know about the world around them, the more sensitive they are to knowledge, and the easier it is for you to work as a teacher. Goose note: I feel vaguely understandable, but it's quite different in practice. Now, what I am thinking about is how to match English teaching in senior high school with extracurricular reading and help those students with English learning difficulties. Starting with English picture books and English chapter books, do you choose famous books? Or choose the original novels of teenagers?