Yiyang county dong Wang Zhuang Xiang central primary school

In the past, combined with the "try" teaching, I learned the requirements of the ideal classroom item by item. After so many days, we will have a new experience if we look at the six dimensions and three realms of the ideal classroom again.

"Six Weeds and Three Realms" in the Ideal Classroom of New Education

Author | Zhu Yongxin | New Education Research Institute

Source | Annual Master Report of New Education

1, the "six latitudes" of the ideal classroom of new education

In 2002, in the book Dream of New Education, we clearly put forward six dimensions of the ideal classroom, which are referred to as "six dimensions" for short: integration, participation, affinity, freedom, extension and practice.

Participation means full participation, full participation and effective participation of students. In daily classroom teaching, students should spend no less than half of their time speaking and activities.

In Chinese class, this can be fully guaranteed. Let's talk about activities and a text. Students should read quickly, grasp the key words and read aloud with emotion. These are all student activities. Apart from talking, it is impossible for every student to talk once in class. A class lasts 40 minutes, and students can only talk to the whole class for 15 minutes at most, that is, five or six students. But you can guarantee that each student will speak once in the deskmate exchange group. Ask students to speak in class activities.

Only when the Chinese class shows that the teacher is talkative, the participation is less. Even if the teacher lectures, we should pay attention to the wonderful lectures. It is also a kind of participation for students to smile and listen attentively. Only the students deserted, turned a deaf ear, got up and answered the questions, and the contents of the answers did not match the contents of the questions, indicating that the students did not participate effectively.

Affinity means happy emotional communication and intelligent communication between teachers and students. "The class may be full of joy, friendship, cooperation and desire, or it may be silent, unhappy, contradictory and hostile." The former is undoubtedly the expression of high affinity and the basis of successful classroom teaching.

This is determined by the relationship between teachers and students. The initiative is in the hands of the teacher, who believes. High affinity in class, fast learning speed and high efficiency.

Chinese class pays attention to the training of emotional reading, and the emotion of Chinese itself can bring the relationship between teachers and students closer. At the same time, teachers are full of affection and love for students, and the affinity in class is naturally high. Especially the attitude towards underachievers is very important.

Freedom, that is, the way of learning, respects students' individual choices more. Our classroom is like a military camp, emphasizing iron discipline, sitting tight, students are walking on thin ice, trembling, not so relaxed, not so humorous, not so laughing, not so energetic. In particular, students are required to answer in unison, and students are not allowed to whisper and argue with teachers. This undoubtedly puts a yoke on the free development of students' body and mind.

The characteristics of Chinese subject require students to have their own ideas. Encourage students to have creative ideas in class. Students will show laughter and high spirits. What students lack most is innovation, which is wisdom. The key lies in the teacher's encouragement and discovery. Teachers' advocacy is canal, and students' wisdom is water. When it's done, it will come naturally.

In EQ schools, students' feelings and wisdom are concerned. This kind of classroom has a high degree of natural affinity and freedom. In terms of emotion and wisdom, Chinese has unique conditions, and emotion and wisdom are the essential characteristics of Chinese. Compared with mathematics, its advantages are much greater. Chinese classroom is more likely to become a classroom where students are full of emotion and wisdom.

The degree of mastery is to grasp the subject knowledge system as a whole. Classroom teaching with low integration often fragments complete knowledge. For example, Chinese teachers separate words from the specific language environment, and history teachers separate events from the background of the times. Students get only dismembered knowledge, not the real wisdom of integrating knowledge.

In Chinese teaching, the degree of integration is mainly manifested in two aspects. The first language itself is comprehensive. Faced with a text, students must use the whole reading ability system to deal with it. Of course, each class should revolve around a new training point, but this new training point must grow from the whole ability system. Pay attention to the profound experience of words and phrases under the care of the full text. The list of words behind the text should be marked in the text in advance, and we should grasp and deepen our experience when understanding the text. Of course, you need to practice alone.

The second embodiment of the degree of integration is the training system of the teaching materials issued by the Ministry, which requires a clear understanding of the training points. Have a clear understanding of the training system of the whole six-year 12 volume and the training points of each volume. This is an important aspect to improve the efficiency of Chinese teaching. The work is not finished yet, it must be finished.

Practice, that is, the degree to which students use their brains, hands and mouths in class.

This is also a natural activity in Chinese class. Holding a text is a process for students to read quickly, to grasp key words and to read with emotion. This is a process of distinguishing words and expressions. Practice runs through the whole classroom. Without practice, there would be no China people. Chinese classroom is not wonderful or not, but the depth and breadth of students' practice, which is often not wonderful and smooth.

Extension, that is, on the basis of knowledge integration, extends to breadth and depth, from classroom teaching to social life. When life becomes the content of teaching and learning, when society becomes a vast classroom, life can be further stretched and bloomed in it, and the breadth and depth of the classroom can be further expanded.

This is also easy to do in primary school Chinese class, especially when reading aloud with emotion. When students' feelings resonate with the feelings of the characters and authors in the article, it is natural to move towards life.

The second aspect, the relationship between reading and composition, and the training in reading, can be naturally transferred to writing.

Third, in the accumulation of words and phrases, every point can also be extended to homophones of similar words and the use of this word in other aspects.

Extensibility is the inherent requirement of Chinese teaching, which extends the training of words beyond the text, from reading to writing, and from the text to life.

To sum up, we can see that the six latitudes are very easy to implement in primary school Chinese classes, which is also an inherent requirement. The most difficult thing to do is freedom and affinity. As long as we pay attention to the requirements of emotional intelligence language, this is an inevitable embodiment.