The "five-step teaching method" put forward by the famous educator in the Soviet Union has influenced China teachers from generation to generation, and therefore it has become a universal model advocated by the educational circles in China.

What is the "five-step teaching method"? According to the definition of teaching materials, there are five main steps to control classroom teaching: organizing teaching, reviewing old lessons, explaining new lessons, consolidating new lessons and assigning homework.

I believe that these five steps will not be too strange to "post-60 s", "post-70 s" and even "post-80 s". "We grew up in such a classroom." Today, as teachers, most teachers still use this model to teach students. In the reporter's investigation, such answers abound. Shouldn't it be like this in class? Are you still a qualified "classroom" without reviewing, consolidating new lessons and assigning homework?

"Why is there a' five-step teaching method'?"

Yu, a professor at Fujian Normal University, explained that this teaching model was formed on the basis of the theories of Czech educator Comenius and German educator Herbart.

Comenius first put forward the class teaching system, which changed one-on-one individualized teaching into a group teaching in which a teacher taught dozens of students at the same time. Herbart divides classroom teaching into four stages: clarity, association, system and method, all of which emphasize teachers' "speaking". Since then, Kailov has formed a complete system, and the teacher's "speaking" has been carried forward.

Undoubtedly, this model has had a great and far-reaching impact on China's later education and teaching. In addition, China has a tradition of respecting teachers and attaching importance to teaching, attaching importance to imparting knowledge and advocating learning since ancient times. Therefore, the whirlwind strength of "Kailov" can be imagined.

"It is undeniable that under the circumstances at that time, this model enabled teachers to understand and master the steps, doorways and skills of classroom teaching, thus improving the efficiency and effectiveness of classroom teaching." Yu said.

But the defects and deficiencies are also obvious. In the "five-step teaching method", we can clearly see that it pays too much attention to and emphasizes teachers' teaching and ignores students' learning. As the main body of learning knowledge, "students" can hardly be seen here. Lack of intellectual development and ability training is not conducive to the cultivation of innovative talents.

Accompanied by the same "teacher classroom". Taking Chinese teaching as an example, under the guidance of "five-step teaching method", Chinese class is nothing more than the author's life, background introduction, memorization of new words, paragraph analysis and induction, central idea and writing characteristics. "No matter how good the article is, let the Chinese teacher speak it and immediately dismember it into a pile of knowledge. Where is the beauty of China people! " The reality is that there are many classes like China.

Is the "five-step teaching method" still suitable for teaching requirements? From doubt to action, some schools and teachers are trying to reform. At the end of last century and the beginning of this century, China has carried out a large-scale curriculum reform. The fact is that the inherent classroom model is constantly being broken. Innovation has always been the inexhaustible motive force and eternal theme of educational development. Especially in recent 10 years, with the implementation of curriculum reform, all kinds of flowers have blossomed in the education garden. /kloc-The models in the past 0/0 years include the well-known "successful education", "appreciation education", subject teaching mode, innovative teaching mode, cooperative learning mode, "guided learning" teaching mode and situational teaching mode. There are some things we are all familiar with:

The "six-step teaching method" put forward by Wei Shusheng, a famous special-grade teacher, is orientation-self-study-discussion-answering questions-self-test-self-summary. In Wei Shusheng's view, these six-step procedures can form several "variants" according to the characteristics of the text and the difficulty of students' understanding. Relatively simple articles are mainly solved by students themselves, and the other two steps can be omitted; If the self-test effect is good, self-test can be omitted.

There is also a shabby rural junior middle school in Taixing, Jiangsu. Yang Si Middle School put forward the concept of "learning before teaching and training in class".

In addition, Qiu Xuehua, a special-grade teacher in Jiangsu Province, put forward the "try teaching method", emphasizing "try first, then guide, practice first, then speak" and advocating that students should try and try more.

There is also a rural headmaster named Cui Qisheng, who is great and started a "subversive" classroom reform in Dulangkou Middle School in Chiping County, Liaocheng, Shandong Province. At first, in order to completely change the "centralized teaching" and "cramming" teaching methods, Cui Qisheng put forward a seemingly crazy rule: in the "0+45" class, the teacher can't say a word, can't write on the blackboard, just stand in the classroom and let the students make their own decisions and play freely.

The teacher's "shut up" class attracted many questions and criticisms. But after a period of persistence, the classes I didn't talk about made the students move, made the class come alive, and the effect was better. "A better classroom proves the power of students' subjectivity. "Cui Qisheng said that this is how he overcorrected and forced the teacher's concept to reverse. After that, he constructed a "10+35" model which can represent Du Langkou's teaching proposition, that is, the teacher's activity time in class should not exceed 10 minutes, and 35 minutes should be completely given to the students, and thus he summed up the "336" autonomous learning model. "336" autonomous learning mode includes three modules: preview-presentation-feedback, and six links: preview communication, clear objectives, group cooperation, presentation promotion, interspersed consolidation and standard evaluation.

From this point of view, from the "five-step teaching method" to the "Du Langkou whirlwind", from the initial only choice-"five-step teaching method", to the present squandering of flowers, the endless variety, confused not only teachers, principals, but also some education experts. With all kinds of disputes, China's classroom has gone through an extraordinary road from "teaching center" to "learning center".

Although we call 20 10 as the model year, we have to admit that no model can dominate the world. Models alone cannot solve many problems in current classroom teaching. Although the new curriculum reform has been implemented for 10 years, some places still remain at the level of "concept". In operation, the "five-step teaching method" classroom still controls the study and life growth of our students! Thus, curriculum reform is imperative.

At present, China's education reform has entered the deep water area, and so has the curriculum reform. Curriculum reform needs great wisdom and courage, but also faith and conscience. Courage comes from faith, and great wisdom comes from conscience. In fact, the curriculum reform is not as difficult as we thought. The key is whether you have a deep understanding and understanding of education and your mission, and whether you have faith and conscience in education. The truly meaningful reform comes from people's hearts. "The power to save the human world is nothing more than the human heart." In the process of curriculum reform, principals at all levels are the planners and executors of curriculum reform. The principal's educational philosophy and behavior determine the future and destiny of the school and teachers! The educational ideas and attitudes of teachers and parents determine the future and destiny of students!