Regarding blank space, it earlier refers to the fact that in the creation of calligraphy and painting, in order to make the entire work more intentional and have a realm, it is deliberate to leave a corresponding blank space, so that the audience can have a subjective imagination, so that the performance of the work is more open and far-reaching. This is a unique technique of traditional Chinese art. In the art of calligraphy, it is known as "counting white when black", and the general idea is the same, leaving ink with clear meaning; without ink, it is to trigger reverie and deepen the meaning.
Today I read an article about "blank space" in teaching, which has a unique angle and has reference significance. "Gentlemen do something, some do not do", the author believes that the "blank space" in teaching has the following forms of expression:
The first is "not to do". As shown in the figure:
The second is "can't do it." As shown in the figure:
The third is "no need to do it". As shown in the figure:
The fourth is "not necessary". As shown in the figure:
For these four blank forms, the author elaborates several blanking strategies.
The first is to "do nothing, start from where you can do, and promote the mutualization of students' cognition from commonality to personality." "For the inability, teachers should start with the can-do. ...... On the one hand, it forms an individualized understanding, and on the other hand, it achieves a group consciousness, so that the two can coordinate with each other and borrow from each other.
The second is that "cannot be done, the stone of his mountain can attack jade, and promote the internalization of knowledge from explicit to implicit." ”
The third is to "do nothing, temper into the best teaching methods, and promote the optimization of teaching from inefficient to efficient." Teaching is the interaction and interaction of "teaching" and "learning", and only by facing up to the existence of "no need to do" in the classroom can we cherish the value of "need to do" in the classroom.
The fourth is to "do not have to do it for the sake of being open, and promote the activation of the teaching structure from the statute - openness." "If you don't take one corner and don't take three corners, you won't return." ... Play the function of lifting "one" to pry "three".
The author also combines the art classroom, selects a representative teaching theme to expound the specific examples of the use of blank space retention strategies, which is professional and grounded. This article starts from the form of blank space, smoothly finds the strategy of blank space, and then the application of the blank strategy, has a strong logic, theory and practice are closely combined, especially the interpretation of the theory is impressive. It is a rare good article and is worth recommending.