What is the intersection?

Some special areas and contradictions in textbooks or materials can lead to profound problems, form profound stimuli and help to form new experiences. Then the places where these contradictions are intertwined are the places that keen teachers should pay attention to, and Suhomlinski named them intersections.

Suhomlinski stressed that the key is to let children form an internal state of maintaining high emotions and stimulating intelligence. To do this, the most important factor is internal stimulation, especially reading.

Students are not focused, and teachers may have the following problems:

1. Textbook interpretation is not in place.

2. No intersection can be found.

3. Lack of sufficient phenomenon materials. As a result, students lack known knowledge, new knowledge lacks background, becomes abstract and difficult to understand, and therefore loses interest.

Let every child do mental work in class, which will bring a sense of accomplishment and pride.

If a student reads widely, any new concepts and phenomena explained in class will be incorporated into the knowledge system he has learned from various books, and the scientific knowledge taught in class has special appeal.

In the classroom, it is the diversification of learning forms, which can be said to be a trick in pedagogy.

Whether teachers can grasp or create intersection is the key factor in classroom teaching, so what is intersection?

The intersection point mentioned by Suhomlinski refers to the place where various causal relationships are intertwined in textbooks. These places are often obscure, which is where doubts arise. The mastery of new knowledge is accomplished by combing these causal relationships.

Teachers should find these intersections in the teaching materials, and then use these intersections to generate questions. By solving problems, they can think more actively and master key knowledge more effectively.

Teachers' attention to the contradictions in the text will make the classroom wonderful and make students think and really understand the main contents of the text.

For example, the second lesson of unit 1 of the second-grade Chinese book compiled by the Ministry, "Looking for Spring", has a delicate language, writes the beautiful scenery of spring, and depicts the vivid image of the unique scenery of spring in this season with metaphors.

So how do we find the intersection in class? In my opinion, guide students to grasp the key question: "How does the author find spring in the text?" Where is spring? "Only by finding the answers to these two questions can we truly understand what is a typical and unique scenery in spring. When they see the changes of these scenery in nature, they can understand the arrival of spring!

What is the relationship between intersection and classroom questioning?

The intersection point is the scene that may cause high quality problems. It may be just a place where the causal relationship in the textbook is complicated, or it conflicts with the students' original experience, or some experimental scenes and natural phenomena that cause confusion.

High-quality teaching is to discover and/or create this situation, and then produce problems from it. Therefore, the process of learning is the process of solving problems.

Asking questions is a demanding skill. If the intersection is used to design the problem, then the choice or manufacture of the intersection depends on the tendency of the textbook itself and the teaching goal, which are two elements.

For example, if we regard "apple falling" as a phenomenon with intersection, then physicist Newton will ask "why does apple fall downward instead of upward?" The result of his exploration is an understanding of the law of gravity.

In good teaching, teachers can accurately grasp the key points in teaching materials according to the needs of teaching objectives, and then lead students to focus for a long time until the essence behind the phenomenon is revealed. This ability to grasp the throat (intersection), to the point (ask questions about the phenomenon) and touch the essence is the essence of quality teaching.

Therefore, teachers should also teach new knowledge, so ask yourself:

1. What should I teach? Establish the first set of outlines.

2. Calculate what scene to choose and establish a second set of outlines.

3. According to my teaching goal, which intersection should I choose from the scene, and how can I focus the students' attention on this intersection, causing doubts? Ask the core questions.

4. How to help students use existing knowledge, constantly think about facts and phenomena and complete tasks, and master new knowledge in the process of completing tasks?

5. What kind of scene do I design for students to test with new knowledge and have a sense of accomplishment.