How does Yang Si achieve "learning before teaching, learning as teaching"?
Wang Xiaoou, a former teacher of Kule Primary School.
First, what is "learning before teaching, learning as teaching"?
"Learn before teaching, and train in class". Learning first does not mean that students study aimlessly, but that after the teacher puts forward the learning objectives concisely, puts forward the self-study requirements and gives pre-school guidance, the students learn the prescribed content and complete the test exercises within the specified time with thinking questions. Post-teaching is not a teacher's aimless teaching, but an interactive learning between teachers and students after students have fully taught themselves. In-class training, learning before teaching, through a certain amount of training for a certain period of time, let students apply what they have learned and solve problems, so as to deepen their understanding of the important and difficult points learned in class.
"Learn first, then teach, and train in class", which seems simple, actually contains the idea that the teacher's duty is not to teach, but to teach students to learn. Westerners believe that the best teaching effect can be achieved only by truly "not learning and not teaching, learning first and then teaching, and promoting learning through teaching".
"Take learning as teaching". What and how do teachers "teach" in the process of classroom teaching? What is more important for students to learn or how to learn? Is the student going to the teacher or the teacher going to the student? Westerners believe that the answer should be: teaching is determined by learning, teaching situation is determined by learning situation, and teaching content and teaching strategies are determined by students' learning situation.
Mr. Tao Xingzhi once said: "What to teach and how to teach can never be stipulated out of thin air. They all involve the issue of' people'. Different people teach different things, teaching methods, teaching weight and teaching order. Therefore, the school requires teachers to be student-oriented, student-oriented and "from teacher to student" when considering teaching contents and teaching strategies.
Teachers create conditions for students to be "promising". In classroom teaching, teachers' teaching is very important. People are used to thinking that the more teachers talk in class, the more detailed, the more in-depth and thorough they are, the faster students will learn, the better. It is always faster for teachers to lead students to "drill caves" than for students to explore by themselves. In fact, it is easy to cultivate students' thinking inertia. Teachers become lecturers and microphones, but students become listeners and dumb. In fact, most of the knowledge in books can be solved by self-study. Teachers need to talk for more than ten minutes, and students can learn it in three or four minutes by themselves. In fact, "teaching" is also particular. Teach what? How to teach? Students will not teach, and students will not try to let students solve it themselves. Teachers will talk less and concentrate, and only give a little guidance. The way of teaching is to let the students who have mastered it speak first. If the students are right, the teacher will be sure; If the speech is incomplete and can't reach the depth, the teacher will add it; If you are wrong, the teacher will correct you. So the teacher will have less time to talk.
In "doing" middle school. Let students fully "move" and let students learn independently in every link of the classroom. But self-study is more than just reading. In the process of self-study, students can operate, observe, think and move. Teachers guide students to participate in these activities and let them experience the process of knowledge generation and development. The process of students' autonomous learning is an innovative process. For students, knowledge is generally unfamiliar before self-study, and it is an innovation in itself to gain an understanding of this knowledge through self-study process. Because students' life experiences and learning experiences are different, the ways and means to achieve learning goals are often different. Under the guidance of teachers' clear goals, students solve problems through their own personal experiences, which is an innovation.
Second, how did Yang Si achieve "learning before teaching, learning as teaching"?
Yang Si Middle School was founded in 1980. At the beginning of the school, it was an obscure and obscure rural junior middle school. At that time, "Yang Si" was called "third-rate hardware", "third-rate teacher" and "third-rate student", with only two rows of bungalows and nine classes; Today, "Yang Si" covers an area of 100 mu, with more than 3,200 students and 390 teachers. It has modern teaching equipment and achieved miraculous success in transforming underachievers. Yang Si Middle School was also rated as "Model School in Jiangsu Province", "Model of Civilized Units in Jiangsu Province" and "Famous School in China".
"There are no students who can't teach well" is our school philosophy. In order to realize this idea, in the early 1980s, we carried out the classroom teaching reform to complete the classroom homework. After 10 years of exploration, the classroom teaching mode of "learning before teaching and training in class" was formed in the early 1990s. This is the main way to teach every student well in our school. This teaching mode has effectively changed the inefficient and ineffective situation of traditional classroom teaching "teaching before learning (practicing)" and realized efficient classroom.
In Chinese class, after the teacher reveals the learning objectives, he guides the students to walk into the text around "self-study guidance", think and learn by themselves, then the teacher guides the whole class to "teach soldiers by soldiers", explore difficult problems together, and finally guide the students to walk out of the text with what they have learned and solve practical problems.
In math class, first guide students to look at examples and find the rules, then let students draw inferences and do exercises similar to examples, then teachers guide students to discuss and solve the existing difficult problems, sum up and improve, and finally let students finish their homework in class.
In physics and chemistry class, let students do experiments first, observe phenomena, then guide students to sum up, draw rules, and finally solve problems with conclusions.
In the composition guidance course, students should independently examine questions, conceive, select materials and compile outlines. At the same time, teachers should patrol to solve the tendentiousness problems in composition in time, and then students should write independently.
In the review class, it is more advantageous to adopt the teaching mode of "learning before teaching and training in class", which can be a cycle of one class or a unit and a chapter. If you review a unit, you can do this: the first class, investigate the basic knowledge; In the second class, guide students to correct the * * * problems in training, and at the same time carry out appropriate expansion and extension; In the third class, comprehensive training is conducted for problems, which is the so-called "test before teaching". This method is more effective for the review of graduating classes.
In the process of marking papers, the teacher guides students to solve * * * mistakes according to the statistics and analysis when marking papers, and makes necessary induction and summary. Finally, the question of * * * is merged with similar topics. As for individual problems, they are discussed at the same table before and after, and special students are given individual counseling. Don't tell the last from the first or report the answer like a barrage. This is inefficient or even ineffective labor.
When applying the classroom teaching mode of "learning before teaching and training in class", it should be carried out flexibly according to different grades, different disciplines and different class types. Sometimes you can concentrate on learning, teaching and practicing at last, sometimes you can disperse learning, teaching and practicing, and sometimes you can learn, teach and practice a little.
"Learn first" link
Before "learning first", teachers should say a word or two to reveal the learning objectives accurately and clearly, and also guide students to learn independently, so that students can clearly understand the methods, objectives and requirements of autonomous learning, so that students can quickly cross the approach bridge and embark on the expressway of autonomous learning. In the process of "learning first", teachers should encourage students to complete tasks efficiently and praise students who are quick and effective in time; You can whisper to students who are "wrong" or "lost" and give them a "compass", but it can't distract students. Teachers should thoroughly expose the difficult problems in students' self-study, carefully analyze whether they are tendentious or individual problems, whether they are the revival of old knowledge or the revival of new knowledge, and sort out and classify the tendentious problems related to new knowledge to prepare for "post-teaching". This is actually the teacher's revision of the lesson plan, that is, "preparing lessons for the second time."
"Post-education" link
(1) Define the teaching content. The content of teaching should be something that students can't master after self-study, and not all students will be taught.
(2) Clear teaching methods. It should be "teaching soldiers with soldiers", that is, students who can teach can't. The teacher only evaluates whether it is right or wrong, whether it is complete or incomplete. The right teacher should help correct it, and the incomplete one should be supplemented.
(3) Clear teaching requirements. If we want to meet the requirements of the curriculum standard to the letter, we should not talk about the topic, but find out the answer. Instead, we should guide students to find out the rules and rise to theory, really let them know why, and remind them to prevent possible mistakes in application, so as to build a bridge from theory to practice.
"Classroom Training" link
Ensure that the time is not less than 15 minutes, so that students can turn knowledge into ability in practice; The content of the training focuses on applying the knowledge just learned to solve practical problems. The form of training allows students to complete independently and quickly like competitions and exams. Teachers don't give guidance, and students are not allowed to copy.
This kind of classroom work is like a "live-fire exercise", like high-intensity comprehensive training on the battlefield. It is very important to improve students' quality in an all-round way (for example, broaden their knowledge, develop their thinking, hone their will, enhance their sense of competition and independence, and cultivate a resolute style and rigorous attitude. ) reduce students' extracurricular burden, so that the effect of classroom teaching can be detected in time, teachers can correct it as soon as possible, and feedback information quickly and accurately.
Third, the application of "learning before teaching, classroom training"
"Learning before teaching and training in class" is an efficient classroom teaching mode, but it must not be transformed into a rigid, rigid and unchangeable mode. It emphasizes that classroom teaching must be realistic and follow the rules, so that classroom teaching can be full of vitality and achieve high efficiency.
1, get ready before class
The quality of teachers' lesson preparation determines the effect of "learning before teaching and training in class". In order to ensure that the preparation is sufficient and the preset is in place, we adopt the method of "self-preparation"-"research preparation"-"review preparation". "Self-provided" means preparing lessons, studying teaching materials, studying teaching methods, analyzing the learning situation and taking out teaching plans, which is equivalent to "learning first". "Research and preparation" refers to the discussion among teachers of subject groups on the basis of "self-preparation". This process must be true and effective. Through discussion, we should first solve the problems existing in preparing lessons and finally achieve "six unifications": unified division of class hours, unified teaching process, unified learning objectives, unified self-study guidance, unified problem-solving strategies and unified homework training. This process is equivalent to post-education. On the basis of "preview", "preview" means that teachers make further research on the content of "preview" according to the actual situation of the class, correct the problems existing in "preview", improve teaching strategies and make classroom teaching more targeted and effective.
2. In class, teachers should create conditions for students to actively participate.
In class, teachers should create conditions for students to actively participate. In class, the teacher's teaching is very important. In fact, it is not that the more teachers talk, the more detailed and thorough they are, and the faster students learn, the better, which is easy to cultivate students' thinking inertia. Teachers become lecturers and microphones, but students become listeners and dumb. We believe that most of the knowledge in textbooks can be solved by students themselves. Teachers have to talk for more than ten or twenty minutes, and students can learn it in three or five minutes by themselves. If students can't go deep into the textbook and just listen to the teacher's explanation, they are scratching their boots at each other. Only by letting students learn independently around problems, goals and tasks can we really grasp the essentials and expose the problems in learning. After the problem is exposed, it is not the teacher who starts to talk, but the collective strength should be mobilized to solve the problem through the collective wisdom. In this way, teachers seem to be "inaction" and talk less, which actually promotes students' "promising". Therefore, students spend most of their time on self-study, thinking, discussion and communication, while teachers rarely talk about it, usually about 10 minutes, and some even have only 4-5 minutes. The time for students to study independently reaches as much as 35-40 minutes. In this way, the whole process of classroom teaching becomes a process in which teachers guide students to learn independently. Teachers retreat from the "first line" to the "second line" and act as "consultants" for students to study, think, discuss and answer questions. Students change from passive acceptance to active construction, and truly become the main body of the classroom.
3. The evaluation criteria must realize three "changes".
Whether the evaluation standard is scientific and reasonable is related to whether the classroom is efficient. Only from the development of all students, students' personality development and students' all-round development can the evaluation of students' learning process be scientific and effective.
Our evaluation of classroom teaching has achieved three "changes":
(1) The evaluation object changed from "single" to "multiple".
From "single" evaluation to classroom teaching, how much has the students' comprehensive quality improved (students' ability to use new knowledge, innovative spirit, study habits, emotional values and so on)? ), through evaluation, urge teachers to seriously determine the teaching objectives of quality education, and strictly train students in accordance with the teaching structure of "learning before teaching and training in class" to promote students' all-round development.
(2) The evaluation subject has changed from "emphasizing teaching" to "emphasizing learning".
From the main evaluation of how teachers teach (teaching attitude, language, blackboard writing, the use of modern teaching methods, etc.). ) to emphasize how students learn, whether everyone uses their brains, mouths and hands nervously, and how effective self-study is. In this way, teachers are urged to spend time preparing lessons and giving lectures to guide students' learning, which not only enables students to gain knowledge, but also loves learning and their ability is constantly enhanced.
(3) The focus of evaluation has shifted from "form" to "effect".
Classroom can most effectively achieve the goal of quality education, improve students' quality in an all-round way, especially creatively develop students' creativity and cultivate students' innovative consciousness and practical ability. On the contrary, no matter how well the teacher speaks and how beautiful the form is, it is not a good class. In this way, teachers prepare lessons from reality, pay attention to practical results, and put an end to formalism and ostentation.
Some opinions:
1. Yang Si Middle School adopts the teaching mode of "learning before teaching and classroom training", which has well cultivated students' self-learning ability, lightened students' burden and solved the problem of underachievers. All the students in the school got excellent results in every exam. In each course, the teacher first puts forward the learning content and requirements, so that students can learn the textbook by themselves in a limited time, and then do the exercises in the textbook. Teachers assign homework in class, check in class, and leave no homework after class. The word "teaching" of "learning before teaching" is not the real teaching of the teacher, but the teacher judges the exercises done by the students, and the individual will be guided by the teacher.
When learning a new teaching method, we should study its principle and guiding ideology, and we should not simply imitate it, otherwise it will often have poor results and give up halfway. It is impossible to imitate several steps and techniques mechanically without reforming the concept. After learning the experience of Du Langkou and Yang Si, we should not artificially stipulate that the teacher should speak for a few minutes and the students should study for a few minutes, thus turning the living classroom teaching into dogma.
2. "Learning before teaching, training in class" should be: from one class to another, the whole process of learning is to let students learn by themselves, and teachers should change from lecturers to organizers, so as to truly liberate students. Our teachers sometimes can't let go and dare not let students learn by themselves, because they don't believe in students' ability, so we should believe that every student can learn well. Many teachers just like full-time irrigation, and they are afraid that students will not understand if they don't elaborate. Failing the exam, the traditional view is that the teacher talks less, that is, the teacher is not responsible, and I hope the teacher talks more. These are not problems of methods, but problems of ideas. In the final analysis, students can't be trusted. Teaching reform will never go through until we change our ideas.
In the past, we thought that the more detailed the teacher spoke, the easier it was for students to learn and the more efficient the classroom teaching was. But we didn't expect that this would form the habit that many students don't think, just passively attend classes and are unwilling to take the initiative to learn. In fact, most of the knowledge in books can be solved by self-study, but the teacher's speech is more time-consuming. The experience of Yang Si middle school proves that teachers usually need to speak for more than ten minutes, and students can teach themselves for three or four minutes. Students begin to do exercises after a few minutes of self-study. If not, you can basically do exercises by looking back at examples or discussing with each other. This process is a process of constant feedback, and you can't read it all at once. In this way, students' self-study enthusiasm is higher and efficiency is higher. Because the teacher requires students to do exercises for a few minutes by themselves, students have a sense of urgency. If you don't look carefully, you won't do exercises and fall behind others, thus cultivating students' sense of competition. Therefore, students' autonomous learning is much more active than being lectured by a beautiful teacher, which really highlights the students' dominant position.
4. The problem of underachievers is a common and persistent problem, and there is basically no underachiever problem in middle schools in Yang Si. Why can self-study narrow the gap and transform underachievers? There are many reasons: first, teachers talk less in class and can spare more time to tutor underachievers alone. Second, in the process of students discussing with each other, it is actually a process in which good students teach underachievers. Good students have basically understood it in the process of self-study, but the underachievers still have some problems to be clarified. Through the explanation of good students, you will naturally understand. Underachievers can't be busy by teachers alone, so it will be more powerful to mobilize all students to help them. Third, underachievers also have a sense of urgency in the process of self-study. Others can do the problems after reading the examples in a limited time, but it is also shameful that they can't do them, which enhances their sense of competition and competitiveness.
5. To reduce students' heavy schoolwork burden, it is mainly homework. In this regard, the first thing is to start with the homework in class, and ask the teacher to assign homework in class, correct it in class, and leave no homework after class. And it is stipulated that the homework time of each class should not be less than 20 minutes. This forces the teacher to talk less. The problems that students encounter in self-study are solved by teachers at first, and then the teachers guide students to discuss and solve them. Every class is a self-study class, and the teacher only talks for a few minutes. In addition, the homework exercise in each class is an exam, which helps students to be in a tense learning state and also cultivates their examination ability. Students study intensively in class, relax after class and have no homework, which can better develop their hobbies and cultivate all aspects of quality.
6. "Learning before teaching, training in class" is a very good teaching mode. Before implementation, we should really discuss this teaching mode and combine it with the actual situation of our school. In view of the weak foundation and poor self-study ability of students in our school, receptive learning has become the main learning method. If we completely follow the way and method of "learning before teaching and training in class", the effect may not be very good, and it is still in the primary stage. Under the guidance of "learning before teaching, in-class training", we will carry out "learning before teaching, in-class training" with our own characteristics.
1, learning comes first. It's not that students study aimlessly, but that teachers clearly state their learning goals, put forward self-study requirements and start preschool classes.
After the instruction, the students take the thinking questions, learn the prescribed contents by themselves within the prescribed time, and complete the testing exercises.
2. Post-teaching is not the teacher's aimless teaching, but the interaction between teachers and students, which is the interaction between students after their full self-study.
study In-class training is to let students learn first and then teach. After a certain period of time and training, they can apply what they have learned.
Know how to solve problems, so as to deepen the understanding of the important and difficult points learned in class.
3. Learn first, then teach, and train in class. These seemingly simple eight words actually contain the idea that the responsibility of teachers is not to teach, but to.
Teach students to study. Westerners believe that only by truly "not learning and not teaching, learning before teaching, teaching before learning, and promoting teaching through learning" can we learn.
Get the best teaching effect.
4. "Learning as teaching". What and how do teachers "teach" in the process of classroom teaching? What and how do students "learn"
Learn "? Who is more important? Is the student going to the teacher or the teacher going to the student? Westerners believe that the answer should be:
Teaching is determined by learning, teaching situation is determined by learning situation, and teaching content and teaching strategies are determined according to students' learning situation.
Learn first and then teach, and learn to teach two teachers pronunciation (jiāo) and learning to teach (jiāo).
How to build an efficient classroom of "learning before teaching, teaching because of learning" I. Understanding of the classroom teaching structure of "learning before teaching, efficient classroom"
We can expand the specific operation methods of the classroom teaching structure of "learning before teaching, efficient classroom" in Datian County into: setting goals, guiding self-study, learning from each other, and classroom feedback. The procedure of this teaching mode is: show the learning objectives of this class-show the self-study requirements of this class-students learn independently according to the self-study requirements, teachers patrol and find problems in students' self-study-students report the self-study results (mainly poor students)-correct, discuss and guide the self-study results-students finish their homework in class, and teachers correct their homework in class.
First of all, we must look at "learning first". We don't want students to simply read books, but to study by themselves under the guidance of teachers. First of all, we should put forward the learning objectives and requirements of self-study. After pre-school guidance, students will learn the relevant content by themselves with thinking questions and complete the test exercises within the specified time. The forms of self-study are various and flexible, which can be reading examples, texts, notes, doing experiments, correcting homework, doing exercises similar to examples and so on. When students study by themselves, teachers patrol when they find problems and write them down, but they don't talk or interfere with students' self-study.
Let's look at "post-teaching", which is not the destination teaching of teachers, but the interactive learning between teachers and students and between students after students fully learn themselves. The specific link is: in the process of autonomous learning, teachers can accurately grasp the students' autonomous learning through patrol, and after the end of autonomous learning, mobilize students to solve the problems exposed in the process of autonomous learning through discussion, questioning and communication. Let the students who already know teach the students who can't, and urge the students to cooperate and help each other to achieve the purpose of "teaching soldiers."