[Hongshun's Viewpoint]: New Theory: How does the fault-tolerant culture land in the new classroom?
"In the classroom, what is right may only be imitation, and what is wrong must be innovation." Hua Yinglong, a special teacher, said. He advocated and practiced fault-tolerant education, turning "accidents" into "stories", encouraging students to question boldly and cultivating their truth-seeking personality, which is a model of fault-tolerant culture.
"Don't give children a chance to try their own mistakes, don't leave them with thinking experience, don't let them experience and practice, everything is ready-made. We regard children as "sins". Allowing students to make mistakes and tolerating students' mistakes means respecting students' labor. What is terrible is not that students make mistakes, but that teachers treat students wrongly. This is the idea of Li Zhixin, a famous president in Beijing, on fault-tolerant culture.
"An error-free class is an error-free class", "Give students the opportunity to make mistakes, don't cut off their thinking process of making mistakes at will, and make them feel that they have the right to make mistakes", and the views of Feng Weidong, a famous teacher, on "wrong class" and "encouraging and encouraging" students to make mistakes are even more exciting.
Therefore, the author believes that schools that implement curriculum reforms such as cooperative learning and practical learning community need to create a fault-tolerant culture in the new classroom. So how can the fault-tolerant culture really land in the new classroom?
First, raise awareness and create a classroom psychological environment field of fault-tolerant culture
To establish the concept of fault-tolerant culture between teachers and students, we should first pay attention to raising awareness, cultivating habits and creating an environment;
Students dare to express their true thoughts and opinions in class; It should be normal for students with learning difficulties to say "I don't know, I don't understand" openly, freely and naturally. In other words, let all students, especially those with learning difficulties, feel safe inside.
In the classroom, teachers do not treat students' mistakes with the mentality of "fear, disappointment, impatience and worry", but with the mentality of "ordinary, deserved and even respected, excited and expected". The higher level is the teacher's encouragement, encouragement, leaving students with opportunities to make mistakes.
When a student gets stuck or speaks intermittently in class, other students and teachers do not interrupt or interrupt the student's speech, and give encouraging eyes or gestures to let the student think deeply, realize the breakthrough and progress of thinking, and enjoy the peak experience of success after breaking through the thinking screen.
In the classroom, when dealing with the answers to questions, teachers should focus on pursuing diversified, personalized and creative answers, rather than correct and standard answers; Treat every student's speech with an active listening attitude of excitement, curiosity, concentration and thinking.
Respect each student's speech in the group discussion, and seriously consider the reasons and basis of his thinking or reasoning; Students with learning difficulties are given priority when presenting, and errors are not displayed correctly.
Teachers should treat students' mistakes with neither wrong attribution nor external attribution. For example, when students understand a problem or do something wrong, they should realize that most of them are not inattention or lack of hard work, but that the teacher himself has not made it clear or the students need to repeat.
Do not deliberately catch up with the progress, deliberately avoid students' mistakes, and do not pursue the fluency and perfection of the classroom; On the contrary, it is necessary to establish a new concept of good classes, that is, "an error-free class is an error-free class."
In short, guide teachers and students to change their understanding of mistakes, establish a new sense of fault tolerance, tolerance and glory, realize that learning mistakes is a right, and regard mistakes as a resource and an active and effective learning method.
Second, change cognition and build a process chain of teaching and educating people.
The author recently observed the cooperative learning classroom in primary and secondary schools, and found that there are such problems in the discussion, display and sharing of cooperative learning:
First, focus on correcting mistakes and ignore them. When a student speaks, when his thinking stops, gets stuck, is incomplete or makes mistakes, the rest of the students quickly stand up and shout "I correct mistakes, I question mistakes, and I make up mistakes" ... I am thinking that teachers and students should learn to wait, because students speak intermittently, which is the key to getting through thinking or improving, optimizing and upgrading thinking, and it is also the time when deep learning occurs. So my opinion is that there is nothing wrong with encouraging peers to correct their mistakes, and at the same time, let students correct themselves while waiting. If others really need to correct their mistakes, I suggest that after others correct their mistakes, let the children repeat the correct point, that is, correct their own mistakes. To put it simply, after others corrected their mistakes, I took the initiative to repeat the correct views to strengthen and consolidate them. Correcting mistakes is as important as correcting them! Fault tolerance, self-correction, mutual error correction and error correction constitute the process chain of fault tolerance culture.
Third, learn classroom language from famous teachers and advocate the "mantra" of fault-tolerant culture.
The mantra of many famous teachers, especially Doug Lemov's fault-tolerant culture, deserves admiration. Here are some examples:
Do it boldly. If you make a mistake, you can change it.
It doesn't matter if you do something wrong, what matters is being serious!
Classroom is a place to make mistakes, and you have the right to make mistakes!
Actually, it's just not right enough, not wrong!
Are there any other answers?
Just say what comes to mind and tell me, okay?
Say what you really think!
I'm glad you made that mistake. Helping you is also helping myself.
Wrong answers are really valuable because we can learn by making mistakes.
Which option do you think is my favorite wrong answer? "
(After the student points out the teacher's mistakes) "Oh, you all found many mistakes I made! excellent
Regarding the four options of this question, I don't want to ask you which is the correct answer at the beginning. What I care about is your explanation.
I saw several students choose X and several students choose Y. How do you defend your choice?
I heard someone for it and someone against it. Let's start the discussion. Please be prepared to reply.
This question has been debated for hundreds of years. Who knows if there is a correct answer? The important thing is that everyone is really solving this problem.
"Rommel is very brave, and he shared his answer with everyone for revision, because he made a mistake that many people would make. We stood up and applauded him.
What a mistake Very valuable!
Four, the implementation of in-depth preparation, improve the error recognition rate and response rate.
Teachers usually pay more attention to effective problem design, activity flow and goal achievement when preparing lessons. Doug Lemov suggested that the presupposition sum of preparing wrong answers should be included in the category of in-depth lesson preparation. It is recommended that individuals or teams study or think. Students should answer design questions, solve possible mistakes, give corresponding tips and guidance strategies, and prepare questions and expansion strategies for this question. That is, presuppose students' possible thinking and coping strategies, and then improve the error recognition rate and coping rate.
This situation is often encountered in the classroom: students need to supplement examples and exercises because they are not well mastered, or the class progress is relatively smooth, so they can supplement more difficult examples and exercises, but they are unprepared before class and have to deal with them in a hurry. How can we avoid this inefficiency?
The best way is to back up the questions with the same nature and the more difficult questions in case of emergency. One is to choose backup examples and exercises with the same difficulty, and the other is to scientifically set gradient examples and exercises for backup.
When students have a good grasp of knowledge points, backup questions can be skipped; If you find that students don't have a good grasp of knowledge, you should immediately start the backup questions to explain, digest and consolidate them again. If it goes well and there is still time in class, alternative questions can be introduced to improve the difficulty.
In short, according to the real learning situation of students in the classroom, start the dynamic problem group, and the number and types of questions should be sufficient. If students make mistakes, start standby problem training or even secondary reinforcement; If you master it well, you can jump over and start a new problem. What topic to choose, how to do several similar topics, and the progress of the lecture are completely determined by the academic situation.
5. Overcome the subconscious psychological action, and try not to expose or let students perceive the right or wrong answer and the importance attached to it.
For example, whenever a teacher encounters an incorrect answer from a student, the teacher's subconscious mantra is "Are there any other answers?" Students will think the answer is wrong. Similarly, whenever students make a wrong choice, they always say, "Are you sure?" ; When the students answered incorrectly, the teacher frowned and pouted, and when the correct answer appeared, he frowned, smiled and nodded.
For example, if the students' answers are incorrect, don't write them on the blackboard. If a student says what he wants, write it down on the blackboard immediately.
These unintentional hints may reveal whether the answer is right or wrong, or whether the teacher attaches importance to the students' views and conveys a lot of information. We often don't realize that this affects our ability to hide answers. If our aversion to mistakes is often revealed unintentionally, it is not conducive to the formation of fault-tolerant cultural ecology.
These behaviors are subconscious and unintentional. If you repeat it over and over again, the real intention originally intended to convey to students will be greatly reduced. Because students try to understand and perceive these behaviors, teachers must control them.
6. Excavate and make use of mistakes to promote the generation of dynamic depth in class.
Dealing with students' problems and mistakes, if within the preset range or only a few, can be solved privately and after class in order to maintain normal progress; If it is beyond the preset, extremely valuable or common, which affects the later learning, we can adopt the strategy of deep excavation, find the crux of the problem along the students' thinking, trace back to the source, make in-depth analysis, turn the wrong answer into the correct answer, and make the classroom present a dynamic and unrepeatable wonderful generation.
Encourage students to try and challenge more difficult questions and be the first to share their views with their peers.
The best reward for students is a more difficult problem; Trial and error is that most effective learn method. When dealing with unfamiliar and uncertain problems, it is very rare and valuable to be the first to throw out your own ideas and opinions for everyone to be the target and judge! Teachers must praise these students, because their immature or even naive views have become the trigger and reference point to stimulate team brainstorming and group thinking!
Eight, the use of consolidated error correction, variant error correction, continuous error correction strategy, try to solve the problem from the root.
Consolidating error correction means: first, when the teacher comments, try to let the students concentrate on listening and thinking and avoid copying the answers on the test paper. On the surface, the student's test paper is full. In fact, the student copied the answer, but he still can't. So after class, let the students book their own certificates without looking at any information. Second, teachers or students should find one or two questions of the same type to consolidate themselves, so as to prevent students from not understanding and imitating when booking certificates.
Variant error correction refers to changing the conditions and conclusions of this question to see if students can't, or letting students make up their own questions and test each other. Another meaning of variant error correction refers to the variant comment that one question is changeable, one question is frequently asked and many questions are unified.
Continuous error correction refers to solving problems that were understood at that time and then not understood, and consolidating and digesting them repeatedly according to the law of forgetting curve. Ask students to sign the wrong questions on the test paper that day, and put an asterisk before the wrong questions, and read the wrong questions again the next day. If you miss it, mark it with two stars. If you don't know, read it every three days. Similarly, if you miss it, mark it with Samsung. After one month, you will only read the wrong questions marked with Samsung until you fully understand them.
In short, don't correct mistakes in the topic, let students sort out and digest the topic from multiple angles, involving knowledge points, formulas and principles, and deeply analyze the existing problems from the expansion of thinking, ideas and methods, that is, solve the problems from the root.