Tisch
First, the transition from unification to stratification.
Teachers give students homework, but there is always a phenomenon that homework is not handed in on time. The author thinks that one of the reasons why students don't hand in their homework is that teachers don't consider students' personality differences when assigning homework, and adopt a "one size fits all" approach in homework design, which leads to students with good academic ability "not having enough to eat" and students with average academic ability "not having enough to eat". Over time, it has dampened the enthusiasm of gifted students to do their homework, which will make some "students with learning difficulties" feel that doing homework is a burden and often very painful. To improve the quality of Chinese homework, teachers should change unified homework into hierarchical homework to ensure that every student can do it well. For example, according to the nature of the text and students' learning situation, the author adopted the method of layered arrangement, and the specific arrangements are as follows.
"Students with learning difficulties": Exercise 1. Read the text correctly, fluently and emotionally; Exercise 2. Can read, recognize and write new words such as "whale, pig, palate, feeding, filtering, abdomen, lung, shortness, diagnosis and fetus".
Middle school students: exercises 1 and 2 are the same as above; Exercise 3. Taste the words added in the sentence, and think about the different expressions of meaning after removing these words, and what inspiration you get from them. (1) Baleen whales mainly eat shrimp and small fish. (2) Whales must breathe regularly. Whales sleep every day and always get together when they sleep.
Top students: exercises 1 and 2 don't; Exercise 3 is the same as above; Exercise 4. Write a short essay on the topic of "Whale Self-report" according to the content of the text or related materials collected by yourself.
In this teaching example, the teacher first stratified students according to their characteristics, and then designed exercises suitable for students at all levels according to their learning ability and the difficulty of practice. This kind of homework design has both foundation and expansion, and the difficulty is moderate, which ensures that students at all levels can "jump up and pick peaches" and achieve the goal of comprehensively improving the quality of students' homework.
Second, the transition from casual to meticulous.
Mr. Ye Shengtao, an educator, said: "Learning is students' own business. If you can't arouse students' enthusiasm and prevent them from learning by themselves, you can't learn well anyway. " When assigning homework, teachers should pay attention to arouse students' interest and stimulate their enthusiasm for learning through interesting homework, so that students will not regard homework as a burden, and at the same time help students turn knowledge into ability. For example, in the third grade Chinese book "Lotus" class, the teacher can assign the following homework.
Fill in the blanks according to the text and summarize the content of the second paragraph with these words.
The big disc of the lotus leaf ().
()' s Little Lotus
The lotus blooms a lot. Lotus leaf, like a big disk. Bai Lianhua is here. Some show small lotus flowers, others look full and are about to burst.
Teachers closely follow the teaching objectives to design homework exercises, from word filling to conjunctions, which can improve the main content and retelling ability of students' profiles, help students accumulate and use language, and further improve their pragmatic ability.
Third, the transition from singleness to pluralism.
The content of Chinese homework under the traditional teaching concept is mostly mechanical copying and repeated application, while the homework requirements under the new curriculum concept are rich in forms. The homework assigned by the teacher should reflect novelty and interest, including both written homework and oral homework. It can be done independently by individuals or by groups. Only in this way can students be eager to try and feel that their homework is always new. For example, the second unit of the sixth grade language of People's Education Edition mainly introduces the local customs and architectural art in different regions of China. Teachers can design homework in a diversified and interesting way, and let students collect pictures and written materials in the form of pictures, photos and briefings. The customs, folkways and architectural features of ethnic minorities in China are classified and posted on the scrapbook. This kind of homework design not only improves students' ability to collect and process information, deepens students' cognition of the text content, but also broadens students' horizons and highlights students' personality.
extreme
(A) the role experience type
On the basis of studying teaching materials, teachers explore teaching resources hidden in the text, design simulated roles according to students' language development characteristics and teaching needs, create situations through language rendering and other means, stimulate students' interest in playing roles, and mobilize students' internal motivation factors. For example, when teaching the first volume of the sixth grade "The Pyramid of Egypt" and learning the content of "The Construction of the Pyramid", students' enthusiasm for learning in class is not high. How were the pyramids built? The article gives a detailed explanation in very accurate language, but such explanatory words are difficult to arouse students' enthusiasm for thinking. After class, after thinking, I gave the students such an assignment: "Go back to the construction site 4,700 years ago and be the chief engineer of pyramid construction, and tell other builders how to build the pyramid by drawing and explaining, so that they can understand your unique construction method." For explanations, please refer to the fifth paragraph of the text. " Undoubtedly, this kind of homework is very popular with students, because it allows students to change roles through language rendering, so that they can complete a role experience while painting and speaking. At this time, students' thinking and expression are active, because they are not showing abstract construction methods, but their own wisdom crystallization and labor results. At the same time, students unconsciously experienced a language acquisition process of "understanding-accumulation-application-internalization".
Besides, we can design more and more challenging roles according to the text content and teaching content, such as actors, directors, tour guides, musicians, journalists, designers, intruders and various roles appearing in the text. Let students feel the charm of language in colorful role experience, understand the meaning and application scope of language, so as to master and use the language.
Design strategy:
In primary school Chinese teaching, it is very important for students to master new words, and Chinese teachers usually assign students several or several copying tasks. As we all know, copying new words is a boring, mechanical and boring Chinese homework, and many students have lost their autonomy and initiative in the long-term endless copying. This kind of homework copy can not only achieve the purpose of "mastering the writing of new words", but also make students write. How to change this situation? Taking this as an example, this paper expounds the design strategy of Chinese role experience situational homework in primary schools:
1. Language stimulation forms "expectation"
Before arranging to copy the new words, the teacher said, "Students, today the teacher brought you 30 words (showing some new words required in the textbook) and wanted to play a game with you. This pass is 10 minutes later, write these words correctly and beautifully. If you can, it is successful; Otherwise it will fail. You can prepare this 10 minute, but you can't copy each word more than three times! Do you have confidence in yourself? " "Yes!" As soon as the voice fell, many students threw themselves into copying words with confidence. The new curriculum standard emphasizes that teaching should induce students' active learning activities and help learners become the main body of learning activities by designing real and challenging learning environments or problem situations. Teachers' vivid language description, emotional language rendering and challenging language stimulation are the lowest cost and most efficient means of inspiration. Such language acts on students' senses with emotional temperature and color, arouses students' emotions, makes students have psychological expectations of simulated roles (here refers to pioneers), and thus stimulates students' initiative in homework. Of course, if supplemented by image stimulation, it can touch students' hearts and help them enter the homework situation. It is worth emphasizing that teachers' language stimulation must make students understand the specific requirements of homework or the specific methods of role preparation, which students can achieve through hard work.
2. Role preparation and self-improvement
Formally speaking, this middle school student is copying words, but his thinking is active and his spirit is high. "Ten minutes", "no more than three times" and "correct and beautiful" are no small challenges for students. This process is a process in which students actively acquire knowledge, challenge themselves and improve themselves. It should be noted that role preparation is a very important process, and teachers should give students enough time to prepare according to different role settings. For some difficult simulated characters, patrol guidance is needed, so as to correct the deviation and let students take fewer detours. If it is found that when students write "swords of angry words", many students write "lips" of semi-closed structure as upper and lower structures, teachers can give students appropriate reminders.
3. Optimize the situation and show the role
This is a process in which students play roles, report and show. Therefore, teachers should strive to create a "field" corresponding to the simulated role, mainly through physical use, picture reproduction, music rendering and other ways to arrange the environment. Then teachers can make students accept this "field" in psychological formation through language description, so as to devote themselves to their own roles. The role display in the above case is to break through obstacles, that is, to memorize new words. Before that, the teacher can simply decorate the environment ―― write the word "breaking through obstacles" on the blackboard and attach "Can you be a brave soldier?" Write the words on the dictation paper and make a slight drum sound at the same time. Then the teacher once again reiterated the standard of "correctness and beauty" and solemnly announced "the beginning of breakthrough". As a result, students began to recite new words meticulously.
4. Evaluate feedback and stimulate potential
After reciting the new words, the teacher can ask four group leaders to be judges to judge the correct rate and judge whether the students' writing is beautiful or not. After the comprehensive evaluation of the two, it is necessary to analyze the reasons for the success or failure of students when determining the students who have successfully broken through the barrier and publishing the results. Teachers can show successful dictation papers, so that winners have a sense of accomplishment; For the losers, teachers should encourage them to stand up again, find the gap as soon as possible, and make clear the direction of their efforts. "Evaluation feedback stimulates potential" aims to guide students to reflect on themselves and pay attention to their subsequent development.
(2) Life practice type
The new curriculum standard tells us that only by making full use of Chinese education resources in real life, optimizing Chinese learning environment, constructing a Chinese education system of in-class and out-of-class communication, organizing colorful Chinese practice activities, and striving to broaden the content, forms and channels of Chinese learning, can students learn and use Chinese in a broad language time and space, and can they continuously accumulate language in Chinese practice and improve their Chinese practical ability. On this basis, the life-oriented Chinese situational homework in primary schools is put forward. Its most prominent feature is to return to real life and emphasize students' personal experience, so that students can get the developmental experience of participating in homework activities. It mainly includes comprehensive practical Chinese homework such as sightseeing, scientific investigation and investigation.
Design strategy:
1. Return to life and explore resources.
Life is a natural situation that needs no creation, which contains many rich Chinese homework resources. Chinese teachers should, according to the content of teaching materials and students' language development level, rely on their own unique professional sensitivity and sense of Chinese, strive to find homework resources that can be used in social life, become a "matchmaker" between students and life, and build a bridge between them. For example, after teaching the article "Special Funeral", ask students to investigate the water resources near the school.
2. Field use, strengthen guidance
This is the core part of daily Chinese situational homework. After taking students to the workplace, teachers should guide students to observe, investigate and explore, so that students can enjoy the process of doing homework. For example, in the water resources survey in the above case, teachers can lead students to investigate and visit hydropower stations and waterworks, guide students to design valuable interview questions and remind students to write down useful data. You can also take students to the nearby waters for field trips and guide them to bring back water samples for research.
3. Think and summarize and report the results
After collecting a large number of materials and obtaining extensive information, teachers also need to guide students to sort out, classify and summarize the materials and form written materials. For example, instruct students to write research reports, fill in survey forms, write interviews and so on. And let the students report and show the results.
Tisso
First, change "word homework" into "personality form"
In traditional homework exercises, teachers often neglect to guide students to fully use their senses to perceive and understand things from all directions and angles, and rarely encourage students to show their achievements of learning and thinking in colorful forms, which eventually leads to homework being only a superficial communication between teachers and students. Students' personality can't be brought into play, their creative potential can't be tapped, and it's difficult to acquire sustainable learning ability.
The design of new curriculum assignments should be open, and efforts should be made to realize the contact inside and outside the class, the communication inside and outside the school, and the interdisciplinary integration. Homework should be a bridge to cultivate and develop students' innovative ability. I encourage students to use pictures, photos, newspaper clippings and internet materials to express their homework, and even make by hand, plant leaves, create music, video activities and rehearse short plays or sketches ... Encourage students to feel the existence of knowledge and explore knowledge in various ways, so as to complete lively learning.
When students finish this kind of homework, they not only fully learn the contents of textbooks, but also extensively dabble in literature, biology, painting, history, information technology and other aspects related to textbooks, and enter social life. In this way, homework is not just a carrier, but an excellent reference, which stimulates students to have a variety of sensory experiences, uses familiar materials to explore and show their potential in pleasant and reasonable situations, and constantly interacts with these materials or environments, naturally showing their different intellectual types and ability tendencies, not only gaining a lot of knowledge and information, but also comprehensively exercising their ability to participate in learning and gaining many pleasant and unforgettable experiences.
Second, change "passive completion" into "autonomous learning"
The Outline of Basic Education Curriculum Reform (for Trial Implementation) points out: "Encourage students to take the initiative to participate, be willing to explore and be diligent in doing things, and cultivate their abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. As educators, teachers must respect the subject position of the educated-students in the educational process, so they should create conditions as much as possible to stimulate students' subjective initiative. Therefore, according to my years of teaching practice, after teaching new words and phrases, I will not let students copy them mechanically. The new words and phrases that have been memorized can be read without copying, and the words that are difficult to remember can be memorized and then written neatly. When assigning homework, fully trust students, their learning potential is recognized, and students can learn independently. As a result, they try not to copy new words, and memorizing new words is even more like "eight immortals crossing the sea, showing their magical powers", which greatly improves their learning efficiency. Third, change "overall unity" into "reflecting levels"
Students are different. There is no difference in the homework done by students with differences, and there will inevitably be a phenomenon that some students are "not full" and some students are "unable to eat". In this way, the development of students' Chinese ability will be curbed. Understanding and respecting this difference is an important feature of subjective learning. The design and layout of homework can also be changed from the previous mandatory and mandatory, and a "buffet" can be set up for students' homework, so that students can have a relaxed homework atmosphere, so that students of different development levels can better participate in homework and cultivate their Chinese ability.
For example, after learning the ancient poem Xiao Chi, I designed the following homework:
A. Recite and write the ancient poem Xiao Chi from memory.
B. What kind of picture does Koike describe? Use your imagination to write a paragraph.
C. Learn another ancient poem by Yang Wanli, "Seeing Lin Zifang at Jingci Temple at Dawn" (after all, the scenery of the West Lake is different from that at four o'clock in June. Lotus leaves will not turn green the next day, and lotus flowers are particularly bright red in the sun. )
Comparison: Similarities and differences of scenery descriptions in two poems. Among them, item A is consolidation exercise, which aims to accumulate language; Item b is writing training to help students further understand this poem; For homework C, I hope students can transfer their learning methods and improve their reading ability. These three assignments are from easy to difficult, step by step, giving students a range of choices. Those with strong ability can choose difficult ones, and those with weak ability can do simple ones. However, primary school students are curious and competitive. Some students tend to advance despite difficulties, and some students will jump into their "nearest development zone" to pick "fruits".
Fourth, change "standard answer" to "reasonable answer"
An important aspect of the cultivation of innovative ability is the cultivation of creative imagination. Einstein once said, "Imagination is more important than knowledge." In the usual teaching, our students are afraid of going beyond the "standard answer". When the homework "turns into snow", the students answer "turns into spring". If we use the standard answer "water" to deny his answer, then the student's imagination will be stifled by us.
Dr. Huang Quanyu said in the book "Quality Education in America": "Creativity can only be cultivated, not taught!" "There is" creation "to" create ". The so-called' creation' is to break the routine, and the so-called' creation' is to produce something of practical significance on the basis of breaking the routine. " If we refuse students to break the rules, we will also shut out their creative thinking.
After learning Quarrel, I set a question for students to think about: Who do you like in the text? What do you like about him? Most students talked about liking Clayton, but one student criticized Clayton's behavior, thinking that Clayton only valued friendship and ignored principles, and should criticize my revenge. I think the evaluation of such an answer lies not in whether the answer provided by the student is standardized, but in his thinking process. In other words, it is not what the student answered, but more importantly, why he said this, whether it makes sense, and whether there is a unique way of thinking and understanding. This unique view is innovative and should be affirmed.