"Double reduction" is intended to reduce the "burden" of operation. For primary school language subjects, the biggest burden is "composition". Therefore, there are sometimes such phenomena on campus: teachers do not dare to easily assign essays; when arranging essays, they dare not have too much luxury for word count, quality, etc.
Have the requirements been reduced and the quality improved? No, the more I didn't ask for it, the more embarrassed the students became. Ye Shengtao and other famous artists have long stated the truth of writing progress -- only by writing, they will write.
Writing less and less, "less and less can not write" has become a new problem. So, how to teach effectively so that students can write and write well?
Can observing the lessons of famous teachers solve the problem?
Observing the examples of famous teachers, I was surprised to find that the teaching structure was highly similar, and most of them liked to imitate the example texts, focusing on extracting the writing method from the example texts. The specific method is: display the example text, explain the example text, extract the writing method, and use it immediately.
As can be seen from the video, this teaching effect is good, and several students shown can present new writing results, and they look "much better" than before.
However, young teachers took the "remake" class and found that the effect was not good.
First, change the other content, still can not write. The methods taught in the classroom seem to work, but in fact, the scope of use is extremely limited, and it is not used in the slightest deviation in the writing content.
Second, even if it is written, it is similar to the example text. The use of methods is very similar to that in the "sleeve", but there are changes in the relevant content and differences in some expression details. After such a "single grasp of medicine", it is like producing hamburgers on the assembly line, and every piece is the same.
It should be felt that the Chinese article uses "Western cooking", and the result will be unsatisfactory.
Third, the overall feeling, still can not write. The exercises in class are just fragments, and when I write the whole article after class, I still feel embarrassed. Not to mention encountering the same kind of composition, it is still so tricky.
What are the problems in the current writing class?
What's going on here?
The "double subtraction" subtracts the extra homework burden, not the exercises that must be undertaken. What should be studied in teaching is how to teach scientifically and effectively, and how to improve the learning effect of students.
From the perspective of "quality improvement", there are at least three problems in the above writing class:
Problem one: Giving methods and making demands is a resurrection of old-style teaching.
Overall, the writing class above is still a "strong home for teachers." The biggest teaching behavior of teachers is to "make writing requirements", which is manifested as example writing and methods. This is followed by "coming up with writing instructions" and having students try out the exercises with "some of these methods".
The imperative writing of the ear and the face of life allows students to fall into the narrow writing "routine", creating the illusion of "I can write". Because what is written is a "shadow example text".
It seems that there has been a change in teaching, but in fact it is still the same old way. Moreover, teaching is too urgent, which is not conducive to thinking.
Problem two: The method of carrying the example text in Genesis is suspicious.
In the examples observed, the example texts used were of high quality and worked seamlessly with the method. Most of the time, teachers claim that the example text comes from "my student", and the actual situation is not available. The excellence of this example passage is that the method is used intensively and appropriately in the shortest text.
Pondering: What kind of excellent students have completed their work without teaching?
The method is born from the "example text", cut off the "umbilical cord" associated with the example text, only in the immediate immediate, very similar "imitation", it is difficult to expand. Unusually unique methods are isolated, strong particularities, etc., resulting in a pitifully small scope of use.
Not to mention, from the teacher "giving the method" to the student "using the method", the middle experience is a process of defects and perversion.
Social psychologist E. Aronson proposed in "Social Animals" that there are three types of people who are affected— compliance, identification, and internalization. Compliance refers to a person who commits an act in order to receive a reward or avoid punishment. Identification, because the individual wants to be consistent with the influencer and thus establish a satisfactory relationship with him. Internalization is the acceptance of the claims and beliefs of others and the integration of them into their own value system. In internalization, the most important ingredient is credibility.
The method given by the teacher has the authority and sense of hostage of "obedience", advocating "use it for you"; less "identification", lack of trial process, lack of attraction when merging with the individual. The method removes the qualitative change of "internalization", and the writing is only "verifying the effectiveness of the method" in essence.
Problem Three: Formal letting go, causing the reality of historical problems.
Students are difficult to write, and teaching should provide assistance, rather than letting students "write as much as they want". However, it is indeed not easy to implement effective assistance and "teach" well.
In Free Learning, co-authored by Carl Rogers and Jerome Fryberg, the author makes the point that teaching is harder than learning. This view may be difficult to accept, but when you think about it, it is true. What "teaching" requires is to let others "learn". There are many elements that cannot be monitored.
Psychologist Carl Rogers argues that learning "is not about tying helpless individuals firmly to a stool and stuffing their minds with things that are of no practical use, that do not yield results, that are stupid, and that will soon be forgotten." True learning "is the tireless absorption of everything meaningful that adolescents hear, see, and read, driven by a steady stream of curiosity." The students who are really "learning" are "people who make discoveries from real life and then turn that discovery into their own wealth." How much we need this kind of real learning, how much we want to see this kind of real students!
The teaching mode in the above article seems to be the integration of teaching and writing, and the writing is written in the classroom after teaching, which solves the historical problem of "separation of teaching and writing". But in fact, it is only to create the illusion of "teaching and writing to integrate", and in the specific operation, it is still "teaching" to "teaching", "writing" to "writing", concentrating time after "teaching", and then concentrating time to write. Between "teaching" and "writing", the teacher issued the instruction to "start writing" as the "Chu River Han Boundary", and a strict division is implemented.
How to improve students' learning performance?
After the "double subtraction" policy, in order to make the composition of this language routine homework glow with new vitality, to let students really write, to achieve effective teaching in the writing classroom, you can put forward three suggestions for the problem:
Suggestion 1: Teaching should aim at the difficulties in the whole writing.
Classroom teaching time is limited, do not let students write from beginning to end. The whole article is not "terminal cancer", but "local obstruction". Teachers should find the biggest "difficulty" in this article to focus on teaching and help students solve problems.
For example, in the fourth-grade assignment "Kaleidoscope of Life", the most difficult writing point that students will encounter is "the experience of writing things". Experiences should be unforgettable, and to achieve the "impressive" required in textbooks, experiences need to be twisted and turned. And such a change is a difficult point for fourth-graders.
Can you create plot twists and turns? Can you write clearly about the changes in your experience? The significance of teaching is to help students overcome difficulties. When writing in class, it is aimed at the "twists and turns in the process" of rich changes, and does a good job of assistance when students cannot write and write badly, without the need for comprehensive coverage.
Suggestion 2: "Teaching" and "writing" in the classroom must be integrated to be effective.
We have always emphasized "writing", please do not ignore the significance of the integration of "teaching". The methods of teaching are different, and the effects of teaching are different.
In the writing class, teachers should have the courage to demonstrate, with the help of samples from textbooks, extract the rules of writing "this type of article". Teaching is like a point, to hit the most critical point. As Professor Zheng Guihua of Shanghai Normal University said: The top priority of writing teaching in primary and secondary schools is to help students build a writing framework, construct a writing template, and discover the knowledge of regularity in writing this type of article. As for whether the text is smooth from the word, whether it can use rhetoric to beautify the text, this should not be the teacher's focus. This depends on the accumulation of individual students and takes time.
For example, in the case of "Kaleidoscope of Life", students can clearly see the changes, accidents, and even fierce conflicts in the experience of things according to the textbook's "Study Example" "Little Wooden Boat", and also see the final happy ending. A clear description of the changes in the process requires the teacher to point out and specify, and "teaching" should be integrated into the guidance of "writing", so that students can discover and feel the subtleties of the example text, and can also be used in subsequent writing practice.
The strict selection of texts in the compilation of textbooks makes the example texts of the study work come from the right way, and the methods extracted from them are widely applicable and suitable for students to transfer and use in practice. Students are given a generic template for writing "this class" essay. Fill in personalized content and language, and still complete your work independently.
Suggestion three: If you really want to improve, you can't do without daily practice.
"Double subtraction" is not to make students lie flat, but to emphasize the effective practice and practice well. Classroom teaching allows students to master the law and overcome difficulties; extracurricular exercises allow students to improve and develop habits.
Read and write a diary every day, and write a "100-word essay." Practice every day, accumulate a little bit at a time, and practice writing a few words, which does not constitute a burden.
In fact, the integration and linkage between inside and outside the classroom is also what students must undertake when learning, and it is the only way to improve their studies. Only by reading and writing uninterruptedly can the true skills of language be practiced.
The learning after the "double subtraction" is to let teachers and students pay attention to improving the efficiency of classroom learning and concentrate on thinking about how to do it more effectively.
The author | He Jie (The author is affiliated with Minjiang Normal College)
Source: China Education Newspaper Good Teacher