First, the performance of the classroom dilemma: false learning and superficial learning are widespread.
It is found that there are a large number of students who are modest and shallow in primary and secondary schools, which leads to more and more students with learning difficulties and an increase in the proportion of students who are tired of learning. This is the biggest dilemma in our classroom now.
(A) False learning leads to more and more "students with learning difficulties".
The so-called fake learning is "pretend learning", but in fact, students have not really entered the learning state. Students cheat teachers in various ways of "pretending" to avoid learning.
False learning began to exist in large numbers from the third grade of primary school to the second grade of junior high school, and students with false learning gradually became "students with learning difficulties".
Students who study falsely often lack interest in learning content, and master learning methods can't keep up with the pace of teachers' teaching, but in order to escape the punishment of teachers, they will take the way of "pretending to learn" to escape.
Students who study with an open mind often show strong discipline, such as sitting upright, observing the teacher's words and deeds, cooperating with the teacher, keeping up with the teacher's pace and not causing any interference to the teacher's teaching progress. However, if we carefully observe the students, some children have a series of "self-disguise" behaviors, such as pretending to write, pretending to read the text, and not pretending to understand. Teachers will feel very smooth and satisfied with the students' performance during the class, so the teaching progress is getting faster and faster. But in the "examination" stage, the results of such "pseudo-learning" students will be exposed.
In the long-term close observation of students' learning process, it is found that almost all students with learning difficulties have experienced such a transformation process: "devote themselves to learning-encounter difficulties-send out distress signals-fail to respond-fail to complete learning tasks-be negatively evaluated-lose interest-until giving up".
In the classroom where teachers give lectures, teachers are often ignorant and have no time to take care of students' learning status, so teachers can't respond to students' "help" and don't allow interaction between students, so students have been isolated and they can't complete their learning tasks. Moreover, there are a lot of new tasks in almost every class, and students feel more and more overwhelmed and more afraid of attending classes and studying. At the same time, students have to bear the pressure of criticism or punishment from teachers, parents and even peers, and the overwhelmed "students with learning difficulties" are more and more unbearable until they finally give up.
Psychologist carl rogers called these students "tourists in class". These "tourists" are rarely named by teachers and rarely raise their hands to share information with you. They try to sit at the back of the classroom, hide themselves and avoid classroom activities. Some tourists seldom take part in extracurricular activities because they can't finish their homework in time. They are often reprimanded by teachers and are usually isolated in class. There is a tacit understanding between teachers and tourists: "Leave me alone and I won't bother you." Those students who have been left out in the cold have become tourists, never participating, never getting excited, never being gaudy, just staying in the classroom.
During the classroom observation of students in different classes, we found that the phenomenon of "students with learning difficulties" increased year by year, and "hidden students with learning difficulties" were constantly transformed into "students with learning difficulties". The learning difficulties left over from the lower grades have not been solved, which leads to students' falling behind in the higher grades. A large number of "hidden students with learning difficulties" in primary schools have entered junior high schools. When the difficulty and requirements of learning tasks increase, these students' real learning ability is exposed. Students in the second and third grades of ordinary junior high schools began to give up "camouflage" and stopped hiding, but showed complete abandonment-the phenomenon of "sleeping" began to appear on a large scale. After the end of nine-year compulsory education, a large number of students have completely lost interest in learning. These students were blocked from the school by the "senior high school entrance examination" and were eliminated as "unqualified products"
(B) superficial learning "pseudo-gifted students" gradually become "students with learning difficulties."
Students' superficial learning is also common in class.
Surface learning is a kind of learning behavior oriented to complete external tasks and escape punishment. Mainly based on mechanical memory and repeated drills, lacking deep thinking processing. Therefore, most of the learning results are based on copying, which is difficult to migrate and deepen.
For students who are superficial in learning, everything is done according to the teacher's instructions, and what the teacher says is carefully recorded. Even if the teacher makes a mistake, the students will not question it, just like a tireless "copier". However, if teachers ask challenging questions, these students are less willing to think, and more wait for other people or teachers to give ready-made answers.
Students with superficial learning in primary school generally get better grades, and may also be regarded as "gifted students" by teachers. However, with the continuous improvement of the school year, especially after the second day of junior high school, there has been a trend of learning difficulties and declining grades. In the high school stage, the difficulty of learning tasks has been further improved, and the academic performance of these students has declined "precipitously", and their learning status has taken a sharp turn for the worse.
The emergence of "false gifted students" is mainly due to the low challenge of learning content and improper learning methods.
Length W Anderson summarized the educational goal as "memory, understanding, application, analysis, evaluation and creation". Among them, "memory, understanding and application" is called "low-level goal", while "analysis, evaluation and creation" is called "high-level goal", in which "creation" is the highest educational goal and has the highest dynamic value, that is, taking the highest level of "creation" as the educational goal orientation, under the goal of "creation", the corresponding other five levels of goals will be realized; However, if we only take the low-level educational goals of "memory, understanding and application" as the guidance, we naturally cannot achieve the high-level educational goals.
The long-term education in our school, which focuses on knowledge transfer, is a method with "memory understanding" as the main strategy, and it is difficult to produce high-quality thinking results, so "pseudo-gifted students" will continue to degenerate and eventually become "students with learning difficulties". ?
Second, the attribution of classroom dilemma: the gap between the high-speed compressed classroom teaching progress and the slow and complicated student learning process.
With the increase of study years, the proportion of "students with learning difficulties" is increasing. From primary school to high school, nearly three-quarters of students fall into the situation of "students with learning difficulties" and are eventually excluded from the education system. Therefore, it can be said that our basic education has created a large number of "academic losers" and "school misfits", which is a huge waste of educational resources and human resources.
Why is this the result? This is positively related to our classroom teaching ecology and methods.
(A) students' real learning process: slow and complicated
Under what circumstances will learning really happen? This is a problem that needs us to re-explore.
Learning is a process of exploring the unknown world, and it is a process of finding answers from problem situations. Learning is a complex problem-solving thinking and interactive process.
Dewey explained the "learning process" from the process of thinking. The process of thinking is a series of events. This production process goes from reflection to inquiry to critical thinking, and finally gets a more specific "empirical conclusion" than personal beliefs and imagination. Thinking does not happen naturally, it is triggered by "problems and questions", and it is the "need for solutions" that maintains and guides the whole process of reflective thinking. The occurrence of thinking is a process of reflection-problem generation-inquiry, criticism-problem solving.
With the help of the definition of "learning" by social constructivism, Manabu Sato put forward that "learning" is a language practice with language as the medium to construct meaning; "Learning" refers to "reflective thinking is inquiry" in the process of problem solving; "Learning" is "social interaction" in specific activities; "Learning" is the practice of constantly building self and society (identity and identity). In this process, we can see that children develop through reflective thinking and social practice with the help of language and peer help. The process of learning is a process of continuous reconstruction in the tension between "self" and "* * *".
Students' learning motivation stems from "learning dilemma", which may be manifested as "myth concept", "drama conflict" or "dilemma" in different subject situations. This state that can't be solved, broken and clarified is the so-called "cognitive conflict", which is a state of strong psychological contradiction and leads to the impulse to explore and constantly seek solutions. This process involves a series of psychological processes such as conflict, understanding, analysis, trial and error, verification, correction and reconstruction. After completing the thinking process in the mind, learners will seek others' verification or seek new solutions through social interaction, and improve their own solutions by listening to others' opinions, so as to better solve cognitive conflicts, realize the sense of accomplishment and fun of learning, and thus generate new learning motivation, so that learning can continue and deepen. Manabu Sato called learning "dialogue with the objective world", "dialogue with others" and "dialogue with self", which required teachers to give professional and subtle responses to students' learning process in class. This is the real value of classroom teaching, and it is also the basic law and principle of classroom teaching.
(B) High-speed and compressed classroom teaching leads to widespread "learning difficulties."
In sharp contrast to the slowness and complexity of students' learning process, our classroom teaching process is often high-speed and extremely compressed, which is embodied in the following aspects:
First, from the perspective of teaching objectives, we should take the imparting of knowledge system as a logical starting point, pay less attention to students' learning needs, pack and compress knowledge, and directly "feed" students when students' autonomous learning needs are hardly started.
Secondly, from the teaching content, there is a big gap between the knowledge in many textbooks and students' lives, and it is difficult to stimulate students' interest in learning by paying little attention to students' positions and perspectives.
Thirdly, the teaching content is very complicated and informative, so it is difficult to distinguish, screen and summarize under the condition of teachers' lack of professional ability, so they will spend a lot of time brushing the questions.
Fourthly, from the perspective of teaching progress, there is a big gap between the teaching progress of each class and the learning progress of students. The teacher's teaching progress has been completed, but the students have not kept up, and the learning progress is slow, resulting in a backlog of many difficult learning tasks.
Fifth, from the perspective of instructional design, teachers often carry out "instructional design" from the perspective of how to teach, and less from the perspective of promoting students' learning. Teachers' teaching content is often multifaceted, miscellaneous and fast, and a lot of time is wasted on repeating the existing knowledge, while the real core, difficult and challenging topics often have no time to fully think and solve, and students have a lot of "don't understand" in the learning process.
Sixth, from the perspective of teaching methods, teachers focus on teaching, students hardly take the initiative to participate, all the processes are led by teachers, and students are only responsible for passively accepting teaching methods, which makes students' learning ability decline continuously. The process of independent thinking and inquiry is a "chore" for many students, who would rather wait for the ready-made answers from teachers or "gifted students". The inertia of thinking makes it impossible to study deeply and improve the real learning ability.
Third, the direction of classroom reform: to promote the deep learning of every student.
If we don't solve the problem of students pretending to study and becoming superficial, the dilemma of classroom teaching will get deeper and deeper. To get out of the predicament, our classroom teaching must change to the direction that can promote students' deep learning.
Reconstruction of (1) deep learning model
Deep learning is a long-term, dedicated and lasting learning motivation, which is based on learners' spontaneous and independent intrinsic learning motivation and maintained by their inherent interest in exploring the problem itself.
First of all, from the perspective of motivation and emotion, deep learning is an engaged and enjoyable learning state, and learners are often selfless and tireless; Secondly, from the cognitive point of view, deep learning is a process of deepening thinking, which develops to a higher stage of thinking (analysis, evaluation and creation), and learners can constantly reflect and adjust themselves, so such learning will eventually produce spontaneous creation; Finally, from the perspective of interpersonal relationship, people who enter deep learning are full of confidence in their own learning and can communicate and cooperate effectively with others, which is the same as those who overcome difficulties and solve problems.
The core goal of deep learning is "independent creation", which is mainly manifested in high-order thinking and problem solving in the cognitive field; In the field of motivation and emotion, it is manifested as a strategy of full devotion and self-control; In the interpersonal field, it is mainly manifested in self-acceptance and effective cooperation.
Compared with shallow learning method, students who use deep learning method remember information for a longer time, score higher and are more satisfied with the learning process. It can improve critical thinking ability and integrate and express information more quickly.
If our classroom education can aim at all students' "deep learning" and guarantee students' learning rights, then our classroom will show unprecedented vitality, and the vision of classroom reform will be "to guarantee every child's high-quality learning rights".
(B) to promote in-depth learning of students in the classroom reform program
1. The establishment of classroom vision: to ensure that every student can devote himself to high-quality deep learning.
The existence of false learning and superficial learning makes us see the importance of guaranteeing every student's right to study, so that every student can participate wholeheartedly in the classroom, challenge high-level learning tasks with the help of teachers and study companions, enjoy quality deep learning, and make the classroom and school truly become the same subject of learning, thus ensuring every student's real and high-quality learning right. This is an inevitable choice to achieve fair and high-quality education.
From the perspective of educational equity, generally speaking, China has continuously increased investment in education and improved school conditions, so that all school-age children can get educational opportunities, providing a fair starting point for children's development. However, from the classroom level, due to the relatively backward teaching methods, many children have not been given fair learning opportunities. They don't get fair learning opportunities in schools and classrooms. Most students didn't really participate in the study. They are just "tourists" in the classroom. Most students lack opportunities to think, express and share, which deprives students of their learning rights to some extent. Students are explicitly or implicitly divided into different grades and get different learning opportunities, which makes many students lack a sense of existence and belonging in school, and use "false learning" to escape punishment and study, so it is difficult to truly implement educational equity.
Judging from the quality of education and teaching, the people have a strong demand for high-quality education, and China's economic and social development also needs a large number of high-quality talents. However, at present, the way to improve the quality of education is relatively simple. In essence, the concentration of high-quality educational resources and the selection of students are the most important methods, but in fact, they have not improved the quality of education and teaching in essence. In the compulsory education stage, students' interest in learning is declining year by year, and many students give up their efforts because they can't see the hope of development. However, after the compulsory education stage, a large number of students were diverted or even dropped out of school, the quality of education did not really improve, and talent training encountered a huge bottleneck.
Therefore, the improvement of the quality of education and teaching should change from the extensional development of the concentration of educational resources to the connotative development of improving the quality of classroom teaching. As an important field of students' learning and development, classroom should provide comfortable and suitable learning environment for students, and fundamentally improve students' learning quality through high-quality learning design and the establishment of cooperative learning relationship.
2. Create a classroom atmosphere: Teachers' listening makes students' learning really happen.
"Students with learning difficulties" and "gifted students with false talents" who are in a state of false learning or superficial learning are in a state of psychological insecurity for a long time and lack psychological security.
First of all, teachers' lectures are still the mainstream, and teachers impart known knowledge to students through lectures. In the teaching process, more attention is paid to the logic of the subject, and it is difficult to consider the learning process of students. Students are always in a passive state and can only cope and cooperate, so it is difficult to form active learning motivation.
Secondly, the classroom seats are mostly "paddy fields" or "one-stop" seats. All the students are facing the teacher, and the students are separated and have little interaction, so the classroom atmosphere is relatively rigid. Strict discipline control in class makes students nervous to avoid punishment. They avoid punishment by sitting up straight, listening to commands and cooperating with teachers. Their brains are on high alert, unable to relax and difficult to think deeply.
Thirdly, as "paddy field" students, the classroom is often divided into several levels because of the level of academic performance, and there is a strong competitive relationship between students, resulting in fewer opportunities for cooperation. Classroom is often composed of a dialogue between teachers and gifted students, and most of the students' opinions and demands are not listened to and answered, which makes many students in a state of tension and anxiety, and it is difficult to really enter the learning state.
To make learning really happen, it is necessary to make the classroom in a safe and humid atmosphere, so that students can reduce their nervous and anxious mentality and present a real and natural learning state. Teachers should present a "listening" state of mind and body and a "soft" posture to change the rigid classroom atmosphere. Only when a teacher truly understands students and has humanistic care can students learn more "basic knowledge" and show higher creativity and problem-solving ability. The teacher takes "listening" to the students as the first priority. First of all, they should listen to students' learning needs and understand their interest in inquiry. Secondly, we should listen to students' learning difficulties, understand students' "myths" and "cognitive conflicts", and carry out learning design on this basis; Third, we should listen to the uniqueness and value of students' views and connect them in series. Manabu Sato suggested that when listening to a child's speech, teachers should focus on: what is the connection between this speech and the child's inner character, who triggered this speech, and what is the connection between this speech and the known learning content. Before children can evaluate their own strength and make their speeches coherent, teachers need to play the role of threading the needle.
In order to promote students' deep learning, students should have the opportunity to learn independently. If students are always told what is right and wrong, what they can and cannot do, they will not be able to develop their judgment, independence and sense of responsibility. Therefore, if you really want to give children the opportunity to learn, you must really understand the complicated learning process of students. Teachers' classroom teaching is reflected in full respect, understanding, support and help for students' learning rules.
First of all, from the perspective of teaching process and teaching rhythm, teachers should give students sufficient time for autonomous learning, so that students can form a cooperative relationship and have sufficient time for thinking, communication, trial and error and revision. When students encounter difficulties or can't think deeply, teachers should give explanations and guidance, so we should slow down the pace of teaching and simplify the teaching links as much as possible, so that students can have enough time for independent learning and cooperation. In addition, from the perspective of teaching design and strategy selection, we should change the routine practice of teaching by experience or teaching reference books, fully understand the students' learning situation, especially where the students' learning difficulties come from, and carry out "reverse" learning design from the students' learning difficulties to provide targeted help for students' learning.
3. Deepen classroom learning: cultivate students' higher-order thinking with high-quality learning design.
To realize students' deep learning, high-quality learning design must be carried out, which is an important guarantee for the quality of classroom teaching. The so-called "learning design" is to design learning plans, activities and systems for learners in order to effectively carry out learning activities. Learning design is to systematically plan learning activities for learners and provide an activity script for students' learning. Learning design must follow learners' learning starting point, cognitive style and learning process, trying to find out and study the basic process of students' learning knowledge: what is the starting point of learning, what learning process they need to go through, what difficulties they will encounter, what problems they may ask, what learning methods and strategies they will adopt, and what aspects they are most likely to develop. Through effective design, the learning activities will be deepened.
According to a large number of observations, there is a general tendency of "too much too fast" in the current classroom, which is mainly manifested as follows: First, there are too many and complicated teaching objectives, so teachers can't distinguish between primary and secondary teaching objectives and don't know the relationship between teaching objectives. In the process of teaching, teachers often lose their teaching objectives, because the teaching objectives are not properly designed, and they can't complete the established objectives, so as to continuously speed up the teaching progress to complete the objectives; Secondly, there are too many teaching links, and only 1-2 minutes are reserved for each link, so students have little time to think. In order not to affect the teaching progress, teachers often ask questions to get good grades or answer questions by themselves, which leads to the situation that the teaching process far exceeds the learning process and students' learning goals cannot be achieved. Thirdly, in order to let students master more "basic knowledge", teachers often use the way of retelling and reviewing what students already know to consolidate. A lot of time is spent in the classroom to consolidate basic knowledge, and students have less time and space to face and solve challenging problems. Homework after class is often a repeated brushing of what you have learned, so that students' learning is always in the low-level thinking training of "remembering and understanding".
Learning design should follow the principle that less is more. As the designer of learning, teachers should first set clear and definite teaching objectives and turn them into learning objectives and learning tasks. Learning tasks should be "fewer but better". Only in this way can students focus on the core issues to explore, have more classroom time for students' active learning, give students a complete study and course, and experience a complete thinking process. How to determine the core learning task requires teachers to fully study the nature of the subject, deeply understand the knowledge content and the relationship between them, and at the same time fully understand the students' original knowledge base, life experience, learning difficulties and cognitive strategies, find the most appropriate combination between them, and skillfully design them into learning tasks. At the same time, learning design should also consider how to guide learning methods, research and develop learning tools, build an interactive relationship between learners, and generate and use new content in the learning process. Make students not only interested in learning content, but also master learning methods, ways of communicating with others and the ability to find and solve problems, so as to grow into a mature learner.
Learning design should take promoting students to explore the unknown as the starting point, carry out "reverse thinking", design specific problems according to the determined learning theme, design evaluation standards and scaffolding, encourage students to practice, and teachers will give guidance to students when they encounter difficulties, so as to improve their academic performance. It emphasizes that students actively explore in specific tasks or challenging situations and design and create in practical activities. Instead of reviewing and consolidating the knowledge you have already mastered. Curiosity about the unknown and desire to solve problems are important sources of motivation for students to study deeply. Therefore, learning design should be close to students' life experience, and form a challenging research topic, so that students can continue to explore through independent learning and cooperation. In order to make the learning design clearer and make the learning process and learning results more concrete, we can prepare lessons together and make "three orders"-"preview list", "study list" and "homework list", in which preview list is to let students know the basic knowledge and methods, which can be completed by students through the guidance of preview list before class. After class, use the homework sheet for extended learning and variant training. In this way, the learning time in the classroom can be used more effectively, and the students' learning can form a deepening positive cycle relationship, thus ensuring students' deep learning.