During this time, I studied and practiced. First of all, I learned the definition and principle of "four-step learning and guidance". From this, I realized that the characteristics of the four-step method of learning and guiding are actually learning first, then guiding, and having problems first; Student-oriented, supplemented by teachers; Seek guidance in learning to guide and benefit learning; The process is concise and focused; Interactive communication and efficiency; Develop intelligence and strengthen adaptation. In a word, it is "learning-oriented", as long as you try to get students to move. That is, "give priority to self-study, guide doubts from beginning to end, strengthen teaching and training, and combine reading and writing." In line with this concept, I operate in class like this:
The first step is to review and preview independently.
I think self-study includes pre-class preparation and self-study in class. Students find and ask questions through preview, reading, demonstration or trial practice to prepare for further study.
For the author, writing background, words and other basic knowledge points that need to be memorized, I usually let students answer by themselves with the help of existing materials or reference books in the preview process. They can browse in class for a minute or two at most, and then take the exam directly. The test time is sometimes after class, sometimes after the exhibition, and sometimes when talking with the author's works.
The second step is to show and guide.
After I show the goal, I usually give the students a minute to look at it silently, then erase it and let a student repeat the goal we want to achieve in this class. Only when students have clear goals can they achieve them by themselves.
When students teach themselves, I will definitely put forward specific requirements, show self-study outlines or self-study thinking questions, and organize students to study independently and consciously. I am not allowed to discuss for the first 10 minutes, for fear of disturbing other people's thoughts. In the future, I will set up discussion questions, give targeted guidance, and provide students with learning environment and reference materials as much as possible, so that students can use various senses to observe things and gain knowledge in the process of conscious learning, and at the same time pay attention to cultivating students' correct learning methods and let them know how to read, write, speak and observe.
The third step is to create a situation and ask questions.
Chinese is different from other subjects. You can't learn by practicing operation in the laboratory. Chinese is the unity of instrumentality, humanity and emotion, but emotion is the fundamental feature of Chinese. Without emotion, Chinese loses its vitality. In the whole middle school Chinese teaching, since emotional experience is the soul of Chinese classroom, I try to create situations in the classroom to lure students into the emotional trap I set to understand the works. For example, when I was studying "Songs for Mother" comprehensively, I first used a lesson to let students listen to the touching story of the ancient people's filial piety (the story in the music picture of twenty-four filial piety companions), and played it all the time after class.