Under the background of national quality education reform, appreciation education and five-stage teaching method play an irreplaceable role in Chinese teaching in secondary vocational schools. In the implementation of Chinese teaching, teachers must infiltrate these two concepts into teaching according to students' learning characteristics, so as to achieve the teaching purpose of cultivating students' humanistic quality and practical communication ability. This paper mainly studies the overview of heuristic appreciation education and five-stage teaching method, and discusses the application strategies of these two teaching methods in Chinese teaching in vocational middle schools, hoping to provide some help for educators to carry out teaching work.
Incentive; Appreciation education; Five-stage teaching method; Chinese teaching; Overview; Application strategy
As an important part of quality education reform in vocational middle schools, Chinese can not only cultivate students' language communication ability, but also improve students' humanistic quality and provide compound talents for the society. Chinese teaching is the most basic subject in vocational secondary school education, and its education focus is to cultivate students' ability to use language, not test scores. At present, the focus of teaching is to change the backward teaching methods and integrate the incentive appreciation education and the five-stage teaching method into Chinese teaching in order to improve the quality of Chinese teaching and learning efficiency.
I. Overview of Reward Appreciation Education and Five-stage Teaching Method
Encouraging appreciation education and five-stage teaching method are both teaching methods, and the ultimate goal is to better assist teachers to complete teaching tasks, improve students' learning efficiency and realize the real purpose of education. However, the two teaching methods are different, which shows the scientific nature of the teaching methods from different angles. Encouragement and appreciation education is a teaching method to clarify the learning characteristics of each student, give targeted encouragement and rewards, make students change their learning psychology, build confidence, and thus improve their learning ability. This kind of education requires teachers to pay attention to students' individual behaviors and formulate targeted teaching contents, create a lively learning atmosphere in the classroom, and use' encouragement and appreciation' behaviors to stimulate students' strong interest and enthusiasm in learning, reflect students' subjectivity, initiative and subjectivity, and stimulate students' potential. The five-stage teaching method is simply the five steps of teaching, which was decided by Ziller according to Rein's theory. The first step, the preparation stage, stimulates the interest and enthusiasm of learning new knowledge with what you have learned; The second step, the prompt stage, uses the new teaching material to assist students to learn new knowledge; The third step, the association stage, the causes of old and new knowledge are analyzed and compared to improve learning efficiency; The fourth step, the summary stage, carries on the comprehensive evaluation to the learning content, in order to achieve the consolidation function; The fifth step, the application stage, will strengthen and expand the knowledge learned again, and enhance the practical application ability of knowledge. This teaching method refines the teaching steps, points out the direction for teachers to carry out teaching and improves the teaching quality to some extent.
Second, the effective integration strategy of encouraging appreciation education and five-stage teaching method
According to the content of Chinese teaching in vocational secondary schools, using the five-stage teaching method theory, the actual teaching is divided into the following five stages, and encouraging appreciation education is integrated into each stage, thus improving the quality of Chinese teaching and enabling students to firmly grasp Chinese knowledge and use it flexibly in practical communication. The first stage: the mastery and practice of Chinese character knowledge In Chinese teaching in vocational secondary schools, students' Chinese learning ability is uneven, especially their mastery of Chinese characters is uneven, and some students with poor grades lose interest in Chinese learning, even lose confidence, which leads to weariness of learning. We can adopt group cooperative learning, scientifically group students according to their characteristics, make a class schedule, examine the overall performance of the group, improve the overall learning level, enhance students' sense of unity and cooperation, reward good team members and encourage appreciation with comments. Homework is an indispensable part of study. Chinese teachers should grasp this key part and skillfully use comments to motivate and appreciate students. Don't always make mistakes, find out the advantages to praise and find out the mistakes to correct. For example, for students with scrawled handwriting, the teacher can say: I am glad that I know your handwriting, and I am very happy, but how will the calligrapher feel when he sees it? Students are not only willing to accept such comments, but also willing to correct them. The second stage: the training of language expression. Chinese teaching in vocational secondary schools pays insufficient attention to the training of language expression ability and only cares about the explanation of theoretical knowledge, which makes most students have problems in language expression. In the future Chinese teaching, we should strengthen the training in this area, so that students can have a higher level of communication after they join the job. In language expression training, teachers should give students some rewards, organize some activities related to the teaching content, such as knowledge contests and role performances, give some rewards to students with excellent performance, and encourage students with poor performance. This can not only stimulate students' sense of competition, but also enable students to express themselves bravely, stimulate students' initiative and enthusiasm, grasp Chinese knowledge more firmly and improve learning efficiency. The third and fourth stages: the construction and expansion of China's knowledge system. Chinese knowledge in vocational secondary schools is varied. Teachers can help students build a Chinese knowledge system, let students clear their minds, grasp the key points and improve the quality of learning. Teachers can use scaffolding teaching mode to guide students to establish independently, or they can gradually establish a knowledge system in the form of leads and questions. Encourage students to share a sentence every day and accumulate material. The fifth stage: the cultivation of practical communicative competence In the Chinese class of vocational secondary schools, there are often shy students who are unwilling to express themselves. For this kind of students, Chinese teachers can take training to encourage appreciation education and increase their practical communicative competence. Using situational teaching method can help students build up confidence, encourage them by words or actions in class, do psychological counseling after class, strengthen emotional communication between teachers and students, make students feel that teachers are approachable, set a good learning example, respect each student and enhance students' interest in learning Chinese.
Third, the conclusion
What suits students is the best education. In Chinese teaching in vocational secondary schools, teaching methods should be based on teaching and educating people, and provide all-round talents for the society as the ultimate goal. In Chinese teaching in vocational middle schools, encouraging appreciation education and five-stage teaching method can fully stimulate students' interest in learning, improve students' learning efficiency, make students the masters of the classroom, and cultivate students' good study habits in a relaxed and active learning atmosphere, thus helping teachers to better complete their teaching tasks. Other disciplines can also be used for reference.
refer to
Wang Yingjie. On the teaching reform of secondary vocational schools under the concept of appreciation [J]. Journal of Liaoning Normal University (Social Science Edition), 20 14(3).
[2] Zhang Cuiping. The theory and implementation countermeasures of appreciation education [D]. Jinan: Shandong Normal University, 2006.
[3] Yao Li. "Five-stage teaching method" and its enlightenment to business administration teaching in independent colleges in China [J]. Times Education, 20 15(9).
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