The so-called "three doubts and three explorations" refers to several main links in the classroom teaching process, namely, setting doubts and exploring themselves, solving doubts and exploring again. But as far as the whole classroom operation steps are concerned, it should also include the application and expansion of knowledge.
Questioning and independent inquiry: This is the first link in the classroom, that is, around the teaching objectives, creating problem scenarios, setting specific questions, and boldly letting students learn and explore independently. This link mainly involves three steps:
The first is to create a problem scenario. Teachers reasonably adjust their emotions to the best state before and at the beginning of class, and through oral (physical) language, audio-visual materials, experimental operation and other methods, they can quickly ignite the sparks of students' thinking, form a problem atmosphere as soon as possible, make students "suspicious" and have a strong thirst for knowledge.
The second is to set specific self-inquiry questions. According to the characteristics of the subject, independent inquiry questions can be directly put forward by teachers around the learning objectives; It can also be put forward by students divergently, and then summarized by teachers and students. If the question has not reached the goal, the teacher will supplement it and finally determine the question of self-exploration. In the specific use process, no matter which way is adopted, teachers should understand that the "backbone" of independent inquiry questions is the learning goal that students should master in this class and the outline to guide students to learn textbooks independently. Whether the problem point setting is accurate, concise and appropriate is the root of the success or failure of a class. Therefore, teachers should appropriately increase and slow down the slope of questions according to students' specific learning foundation and whether they preview before class, so that students can pick peaches in one jump. In practice, it is found that teachers can directly ask self-inquiry questions and go straight to the "theme" to save classroom time, but students' thinking must operate within the framework set by teachers, which limits students' thinking. If students are asked questions, most of them are fragmented and need the teacher to guide and summarize. If you can't ask questions, you need to add them, which takes up class time. If we don't grasp it well, it may affect the completion of teaching tasks. We think that students can ask questions on their own initiative, which shows that they have problem consciousness. This is the beginning of "innovation". Therefore, we advocate that students should ask questions first when the class type allows, because it is more important to ask a question than to solve it. This is also a question of changing ideas? This is everything that keeps students standing at the front desk.
Third, students "explore by themselves". "Independent exploration" here refers to students' independent exploration in the sense of complete independence. Before self-exploration, teachers should generally give appropriate hints on methods, encourage confidence and meet time requirements. In self-exploration, every student should feel the teacher's eager concern and expectation for himself (paying attention to students with learning difficulties through patrol and paying attention to top students who have completed their tasks ahead of schedule through approving eyes). No matter how the form of concern changes, there is a bottom line that cannot be changed, that is, students' independent learning ideas cannot be interrupted or interfered.
Misunderstandings that are easy to occur: First, the setting of self-inquiry questions is unclear, and the learning objectives cannot be closely focused. The problem is too broken, too complicated or too big, or it can be seen at a glance. There are intuitive answers in textbooks, but there is no need and value for thinking; Either the thinking span is too big, lacking progress, and it is difficult for students to accept. The second is to explore the process by yourself, and the time schedule is insufficient. Thirdly, there are two extremes in the process of students' independent inquiry: either nagging makes students unable to concentrate on thinking, or ignoring it, thinking that students' independent inquiry has nothing to do with it, and making students learn inefficiently without the affinity of teachers.
Solve doubts and doubts and explore together: it refers to the interaction between teachers and students, check the situation of independent inquiry and solve problems that are difficult to solve by independent inquiry. In other words, we can solve the "doubts" in self-exploration through joint exploration. "Joint exploration" has three forms:
The first is to ask questions and evaluate. The operation mode is the answer of students with learning difficulties, the supplement of intermediate students or the evaluation of intermediate and excellent students. Let students learn to express, listen, speculate and evaluate in this link. In addition, evaluation also includes the evaluation of evaluation. It is best to use relevant materials to demonstrate your point of view. For the students who answered incorrectly, let them find the reasons for the mistakes after listening and update their answers.
The second is discussion. Pass the exam, if the students with learning difficulties do it right, it means that the whole class has solved this problem, so the teacher doesn't need to focus on the explanation, and should go directly to the next question to avoid wasting time. If it is difficult for middle school students to solve it, it needs to be discussed. Although the teachers found in the "self-exploration" patrol are individual, they also have universal guiding significance, and students are easy to be confused and make mistakes. Discussion should be based on students' full "self-exploration". Less difficult questions should be discussed at the same table, and more difficult questions should be discussed in groups. Group discussion should set the moderator and the order of speech. At the same time, we should pay attention to the mutual collocation of students at different levels and the relative stability of members.
The third is explanation. If the problem can't be solved through discussion, the teacher will explain it, and the principle of explanation is "three stresses and three statements": "three stresses" refers to the problems that students still don't understand after self-study and discussion, the problems that are easy to confuse and make mistakes, and the problems that other students still can't solve after asking questions; "Three don't talk" means that students don't explore and talk, students don't talk, and students don't talk until they talk.
Misunderstandings that are easy to appear: First, put aside the problems in self-doubt and re-set several so-called difficult problems for students to discuss directly without thinking. Second, the teacher is afraid that the students can't solve the problem by themselves, and will explain it from beginning to end according to the outline they explored. Third, asking questions is not a priority for "students with learning difficulties", for fear of wasting class time, only students above the middle level who "raise their hands" to speak will answer once, which covers up their academic situation. The fourth is to try to set off the atmosphere and engage in formalism. Very simple questions should also be discussed. Fifth, the group members are not fixed, the order of speeches is chaotic, and the time is not guaranteed.
Depending on the different teaching content, these two links may sometimes appear repeatedly in the classroom, such as setting doubts and exploring by yourself, solving doubts and exploring by yourself, setting doubts and exploring by yourself, and solving doubts and exploring by yourself ... The purpose is to prevent students from getting bored because of too many questions at once.
Questioning and Re-exploring: On the basis of basically completing the learning tasks in this section, students are encouraged to dare to question and ask difficult questions, be original and even whimsical, and dare to challenge the authority of textbooks and teachers, so that different students can ask new and higher-level difficult questions according to what they have learned and induce them to explore deeply.
The subject of the questioner is the student. A specific question raised by students is probably irrelevant to the learning objectives of this section, and even the same question, if raised by the teacher, is redundant. But we must understand that for students, the meaning of "asking questions" itself lies in students' active discovery of a problem, rather than passively solving a problem raised by others. As a fixed link in the classroom, questioning and re-exploring aims to let students rediscover and explore problems, and further cultivate students' problem consciousness and innovative spirit.
In practice, the questions asked by students below the intermediate level may still fall within the scope of the learning objectives of this section, but they are only raised from different sides. At this time, let other students answer, in fact, it has played a role in deepening the learning objectives; The questions raised by top students may be beyond the knowledge of books, but the teacher should let other students think and solve them first and put forward various solutions, including some even absurd and wrong ideas, and then the teacher will answer them. If even the teacher can't answer, you can honestly say that teachers and classmates can solve it by looking up information after class and other means.
If students don't ask questions at first, teachers can demonstrate and guide questions according to the completion of the class, so as to inspire and guide students to ask valuable questions. After students get into the habit, teachers should think more about how to deal with all kinds of strange questions that students may ask, rather than preset questions for students. Imagine that if the preset question belongs to the requirements of learning objectives, it should be the last question of "setting doubts and exploring" or the expansion part of "application expansion". If the preset question is not the requirement of the learning goal, as a teacher, you should not ask it at all. Therefore, if teachers really need to ask questions in this link, they should help students to ask questions and guide them to solve them, but they cannot replace students' questions, let alone represent the whole link.
It is easy to misunderstand: first of all, students can undoubtedly be "qualitative" and teachers will move on to the next link. Second, teachers "set" doubts instead of students' "qualitative" doubts, re-present several questions, let students think passively, and turn "questioning and exploring" into an extension of "setting doubts and exploring by themselves". Third, the teacher becomes a reporter to ask questions, and the students answer the teacher's questions, ignoring the teacher's "three stresses and three noes". Fourth, there is not enough estimation and prediction for the questions that students may ask before class. Students suddenly put forward, either at a loss, or do not know how to pretend to understand, prevaricated.
Application expansion means that teachers and students compile basic questions and extended questions according to the learning objectives and the knowledge learned in this section for students' training. On this basis, reflect and summarize. This link mainly includes three levels.
The first is the training and application of teachers' questions. The teacher first compiles some basic exercises, focusing on students' application of basic knowledge. This is the "bottom line" of the teaching task in this section, that is, the basic requirements that the learning objectives should meet. The principle of checking feedback is the performance and evaluation of students with learning difficulties. If mistakes are found, students with learning difficulties should tell the reasons for the mistakes and correct them.
After the basic exercises are solved, the teacher will show the extended exercises. The principle of checking feedback is to show intermediate students and evaluate intermediate and excellent students. If mistakes are found, the respondent should tell the reason of the mistakes and correct them.
The second is the training and application of students' questions. That is, around the learning goal, let students of different levels compile exercises with different difficulties at the same time. Through the demonstration, let the students evaluate whether the exercises belong to the category of applying the knowledge learned in this section, whether they are innovative, and whether they have guiding significance for deepening or discriminating the relationship between knowledge, and also let the writers talk about their motivation and purpose of compiling the exercises. Through the training of typical questions, they can also verify whether the compiled questions are practical in life.
The above two steps are applicable to the initial stage of using the model. The first step belongs to the teacher's comprehensive grasp of students' learning objectives, and can also be understood as a typical demonstration of teachers asking students to compile questions. The second step is actually a "variant" of expansion and extension. This kind of operation conforms to the cognitive law of students. The advantage is that it is convenient for teachers to master the classroom process. If time does not allow, students can even cancel the step of compiling questions, because students have finished training under the topic design proposed by the teacher and achieved the requirements of learning objectives. But the biggest drawback is that it is easy for students to lose the opportunity to compile questions.
Therefore, we advocate that after students have the habit and ability to compile questions, these two steps can be combined into one step: that is, let students compile some basic exercises around what they have learned in this section, and the teacher will selectively show them to all students for practice and use through patrol, and then guide them to compile some expansion exercises. At the same time, teachers must also do preset exercises when preparing lessons. If the exercises compiled by students do not meet the requirements of learning objectives, the teacher will make necessary supplements.
From passive problem-solving to active problem-solving, it is a leap of "quality", a flexible application of what you have learned, a refinement and sublimation of innovative thinking, and the highest realm pursued by the new classroom. At the same time, students' self-writing and self-training are more intimate, and it is easier to stimulate students' interest in learning and feel the value of self-creation.
The third is reflection and induction. Reflective induction is to sort out the contents learned in this section, understand how to solve an important problem in the learning process, and play back and experience the whole inquiry process. The specific operation is that students say the teacher first and then evaluate the teacher.
Misunderstandings that are easy to occur: First, compiling exercises can't firmly grasp the "bottom line" of learning objectives, and attach importance to high-level questions while ignoring basic questions. Second, I am afraid that students will not make up the "ideas" and waste time, and simply don't let students make up. Third, students have no time to reflect, and most students have no chance to express themselves. Reflection and induction are all concentrated by teachers.
The above is just the basic mode and essentials in the operation of the "three doubts and three explorations" teaching mode. According to different subjects and different course types of the same subject, you can also add, delete or change a specific link and use it flexibly.
The teaching mode of "three doubts and three explorations" is the crystallization of the collective wisdom of Xixia teaching and research section and the vast number of educators, with distinctive "local" characteristics and profound personality brand. At present, the "three doubts and three explorations" teaching mode itself is only a "blank" and "framework", and there are still many places that need teachers to further improve, but its strong vitality has been tested in practice. Its most valuable point is not from a ready-made theory, nor from the introduction of foreign educational ideas, but from the reality required by the development of society and people, and from the key problem of how to cultivate innovative talents in the classroom, so that students can actively find problems instead of passively thinking about them; Let students ask questions actively, not passively; Let students "learn" rather than simply "learn", from student to student, truly realize the fundamental change of students' learning style from single acceptance to development and innovation, and realize the role transposition of teachers from knowledge inheritors to innovative talents. This is the scientific essence and profound connotation of the teaching mode of "three doubts and three explorations" that we must understand. Only by understanding this connotation can we achieve mastery in the specific application process, avoid similarities and differences, and reach the realm of having a model in mind but no model in reality.