What to add after the load reduction? Can the burden reduction be improved? How should classroom teaching be implemented after the burden reduction?

After the "double reduction" document was introduced, many schools, teachers, and parents were confused. After reducing the burden, how to ensure the quality of the course, how can it be reduced without reducing the quality, and even improve the quality? Perhaps the "residue" of education can help us find the answer.

"Education is what is left after a person forgets all what he learns in school", this sentence is widely circulated, although there is still controversy in the academic community about its provenance, but I agree with this view very much: education must pursue "surplus". The classroom is the main channel of school education, and if there is no "residue" in classroom teaching, there can be no "surplus" in school education. Therefore, the "residue" of education must ultimately be reflected in the classroom.

Although the "double subtraction" document is a requirement for schools in the compulsory education stage, the problem of excessive burden on students in high schools cannot be ignored. Can high schools promote the classroom revolution for the purpose of "reducing burden and improving quality"?

A classroom revolution that pursues "surpluses."

Our practice shows that the residue of classroom teaching should include the following three aspects:

First, to guide students to discover the meaning of learning, discover the beauty of the discipline, feel the beauty of the discipline, explore the beauty of the discipline, let the students be willing to learn this discipline.

Second, it is necessary to guide students to explore the laws of methods. The topic is not given by the teacher, but is summarized by the teacher guiding the students; the concept is not taught by the teacher, but also by the teacher guiding the students to summarize. According to the existing knowledge, create conditions, build bridges, in solving special problems or explaining special phenomena, summarize the preliminary concepts, and then use them in general scenarios to improve the concepts. In this process, guide students to explore and discover the rules.

Third, it is necessary to guide students to learn to change and create, and the topics should be won more with less, and the examples should be reversed, so as to realize the realization of one problem through one category, one question string of knowledge, and one problem correction.

In short, the pursuit of "residue" in classroom teaching will certainly improve the gold content of classroom teaching, improve the quality of teaching, and improve academic achievement.

It is urgent to reduce the burden and improve the quality, first of all, to stimulate the internal motivation of students

The fundamental way out of the classroom revolution is to reduce the excessive burden of schoolwork on students. Excessive mental burden, too much mechanical homework, and excessive external pressure are the root causes of excessive burden on students, and these three problems are like "three mountains", pressing on the weak shoulders of primary and secondary school children, resulting in students not wanting to learn and not learning.

It is urgent to reduce the burden. So, can the burden reduction improve the quality? I think the key is to solve the problem of wanting to learn and learning.

At the heart of the problem of wanting to learn is the problem of motivation. Everyone knows the theory of internal motivation and external motivation, external motivation mainly comes from external stimuli, including scores, rankings, rewards, expectations and pressure, etc. The current education has magnified the external motivation to an incomparable degree. And the stronger the external motivation for learning, the smaller the internal motivation, and vice versa. If education removes some external dynamics, will it activate internal dynamics? From this point of view, can it provide some thinking for the burden reduction? The problem of learning is essentially a problem of learning strategy and technology, the key is to improve the learning ability with thinking power as the core, once the learning ability is mastered, it will also promote the improvement of internal motivation. Therefore, wanting to learn and learning are actually complementary.

There are three main dimensions of stimulating internal dynamics:

One is curiosity. In kindergarten and elementary school, children ask questions endlessly, why is there no problem in high school? The reason is that most teachers seem to teach to solve problems for the sake of solving problems, rather than to stimulate students' curiosity and amplify students' curiosity.

The second is a sense of accomplishment. With the increase of grades, especially after junior high school and high school, due to the one-sided emphasis on classroom density and knowledge capacity, it is always difficult for some students to improve their grades, and then lack a sense of achievement. Even students who study well will not feel very accomplished because of the lack of deep learning.

The third is creativity. Can our classrooms provide students with a creative possibility, rather than a classroom full of mechanical work that lacks variations?

If all three problems are solved, the problems you want to learn should be easy to solve.

The super motivation to learn is to trust the students

Why is it that believing in students can create miracles and generate super motivation for learning? Because thinking is everything. Your thoughts affect your actions.

I believe that students can understand it from three dimensions:

First, I believe that every student will not subjectively and intentionally make mistakes.

Students make mistakes for their own reasons, although these reasons are not necessarily justified. We just have to give students the opportunity to argue, let students say why they did that, and then inspire students to think and tell students better advice, and students will generally accept the suggestions of teachers and parents.

The second is to believe that every student wants to be the best person.

There is only one first place, and what we can do is to help students shorten the gap with the first place and let them build confidence in victory.

Third, I believe that every student can become the best version of themselves.

Teachers should be good at finding the shining points of each student and stimulating positive energy. Be a big teacher with strengths, not a teacher who reminds you of shortcomings. Today you are late again, your homework is not turned in, and you have not listened carefully to the lecture in class... These statements are all reminders of students' shortcomings. We must guide students to discover their own shining points and form a positive energy field in the class.

Thinking guide classroom, from wanting to learn to learning and learning well

To solve the problem of not wanting to learn and not learning, it is necessary to start from improving students' learning ability and learning motivation, that is, it is necessary to comprehensively enhance the learning ability with thinking power as the core, so that students' learning is more in line with the law of human understanding of things.

There are many concepts of learning ability, and I like the simplest three elements to say, one is perseverance, the other is motivation, and the third is ability. Ability is the basic element of learning. To improve ability, thinking is the core.

Thinking power is determined by size, direction and point of action, size is the amount of knowledge and information students have, direction is related to goals and paths, and the point of action is to solve key problems. Mind mapping revolves around the goals, paths, and key questions of mind.

Thinking guidance is mainly reflected in the following three aspects.

The first is the reform of teaching forms.

The goal is based on learning, where the student's foundation is, where our goal starts.

In terms of means, learning promotes teaching, and changes in learning styles promote changes in teaching methods.

In terms of evaluation, the learning status of students (including the degree of autonomy, the effectiveness of cooperation, the depth of inquiry, and the achievement of learning goals) should be used as an important criterion for evaluating classroom teaching.

The second is the reform of teaching design.

First of all, target navigation, each target is very clear, specific, and measurable.

Secondly, the path is guided, after the goal is clear, the path is clear: which target students can learn on their own, which goals need peer help, which goals need teacher guidance... In this way, the independent cooperative inquiry advocated by the new curriculum can be implemented.

Finally, problem-oriented, questions should be precise, each goal should be turned into a problem, and the solution of the problem can achieve the goal. Precise questions minimize operation.

Third, the way of learning has changed.

First, establish a framework. Helping students to recognize the forest first and see the trees again helps to improve students' systematic thinking ability, enhance the ability to change books from thick to thin and the ability to structure memory, and students' learning will become easier. Otherwise, we are point-like teaching, and students will feel that the learning content is very much and very tired.

Second, to strengthen the connection, there is a connection between any knowledge, including the connection between concepts, disciplines, and the relationship between knowledge and the learner himself, with society, life, and technology. This association can enhance students' awareness of the meaning and value of learning.

Finally, learn to create, and the changing focus of learning styles is learning to create.

Can the burden reduction be improved? I think a guide to thinking might answer that question. (Fang Chaoping)

Author: Fang Chaoping