The new curriculum reform actively advocates independent, cooperative and inquiry learning methods, emphasizing students as the main body of learning and development, and based on students' development, so that students can learn to learn in class, thus laying a good foundation for lifelong learning. It requires teachers to be good at choosing appropriate teaching strategies. "Blanking" is a witty teaching strategy. "Blanking" in Chinese classroom refers to a teaching strategy in which teachers leave "blank" by stimulating words, asking questions and arranging exercises instead of telling students some learning contents directly according to the teaching needs, so as to guide students to practice, associate imagination, think and explore in a wider space after class, thus linking the learning inside and outside the class. "Blanking" is not to avoid talking about it, not to be concise, not to avoid the importance, but to introduce it without sending it, to pave the way and to create momentum.
First, in the extended reading "blank"
When we deal with the link of expanding reading, we sometimes don't have to put this link in the classroom every class, but we can leave blank by arranging exercises in the classroom, stimulate students' reading expectation psychology, guide them to find relevant information, and cultivate the habit and ability of hands-on practice and active acquisition of knowledge. For example, in the second unit of the first volume of the seventh grade, "Man and Nature", teachers and students can discuss and design some extracurricular expansion exercises: find and collect poems or poems describing the four seasons of spring, summer, autumn and winter, read short articles describing the natural scenery of the four seasons and compare them with the text. Another example is Unit 6 "Imagining the World", which can create gaps through classroom situations: "There are many excellent myths, fables or fairy tales at home and abroad, which are very interesting. Do you remember them? Students who have seen it can review it again, and students who have not seen it should not miss this opportunity again. Give everyone ten days to read and prepare, and let's hold a fairy tale, myth and fable competition, shall we? " If teachers and students take pains to tell these stories in class, not only time is not allowed, but the effect may not be better than "blank".
Second, the "blank" collision in doubt
In class discussion, we often encounter the collision of various viewpoints, and sometimes some students even question the textbooks and teachers. In these cases, "blank space" helps to stimulate students' interest in research and arouse them to think more deeply about the problem. For example, teaching the "Prince in Distress" in the Fable of Life can design such a "blank" thinking question: Is it a universal law that people can temper their will and overcome their fragility in setbacks and difficulties? This question is bound to trigger a collision between two viewpoints. It may be better to let the collision of these two views extend to extracurricular activities, let them think more deeply and maturely, and then communicate. Dare to challenge teaching materials and teachers is an important link to cultivate students' interest in research and stimulate their sense of innovation. A teacher left two poems, Xijiang Moon, Surprised Magpie and Tianjingsha Qiu Si, blank: Through reading aloud, appreciating and understanding, we carefully observed the illustrations of the two poems. What are the unsatisfactory places? Think outside class and make some changes. In this way, the focus of poetry teaching-appreciation of reading taste is put in the classroom, which will not dilute the requirements for poetry reading, intonation and appreciation, but also stimulate research interest through "leaving blank".
Third, the "blank space" in Lenovo.
In reading, cultivating students' imagination ability is not only conducive to improving students' reading appreciation ability, but also conducive to promoting the formation of creative thinking ability, learning from reading and gaining from reading, thus transforming reading ability into writing ability. For example, in the teaching of Tong Qu, on the basis of reading aloud, understanding and reciting, this "blank" writing exercise is designed: Did you have similar experiences as the author in your childhood? (such as the experience of mosquitoes, cicadas, flies, bees, etc. Try to describe it in three or four hundred words. Another example is the teaching of the traditional topic "The Emperor's New Clothes", which has a lot of room for imagination: what will happen after the military parade? Where will the two swindlers escape and so on? If you just say a few words in class, I think it is a dilution of the teaching material resource of "cultivating students' imagination" "Blanking in class" is strengthened by writing and practicing after class. Wouldn't that fully tap the teaching material resources?
Fourth, the "blank space" of the Exploration and Creation Department.
For example, there are many new ways to interpret the theme of On the Other Side of the Mountain, but the mountain in the poem is understood as difficulties and obstacles, and the sea as an ideal realm: the mountain can be understood as a traditional and customary force, a closed and conservative atmosphere, and so on. The sea can be understood as innovation, an open mind and so on. After the reading teaching process of this class, students may have an epiphany by "leaving blank" to guide them to think about this topic. Of course, the "blank space" in classroom teaching is sometimes deliberate, and sometimes it is "random" because of the limitation of classroom time and space and the requirements of teaching materials. But in any case, "blank space" needs to be paved and ready to achieve the teaching effect of arousing students to roam to greener grassland.
(Author: Chengguan Primary School, Anfu County, Jiangxi Province)
Editor in Charge: Liu Weilin