Wu Hong’s students told reporters that they enjoyed the process of special research study very much and never tired of it. Why? We found the answer during the visit: This process is both soul-warming and full of challenges. It activates students' independent thinking, stimulates students' personality vitality, and stimulates students' creativity, so that they can continue to actively participate in Confirm yourself, realize yourself, and enjoy yourself. This process, as Marx said, "is the expression of free life, and therefore the joy of life."
On the thematic learning online platform "Jiajiayuan.com", Wu Hong*** has set up 28 thematic studies. These are static course contents. These courses must be put into the practice of Chinese learning. Activity is also a dynamically generated process. So, in what sequence does Wu Hong carry out special research studies? What kind of teaching logic is followed between each topic? How is each topic operated?
Each high school session As a student, Wu Hong would use "The Book of Songs" as the beginning of topic study. Wu Hong said: "Starting from the source of national culture can provide a reference for future studies." In the past ten years, in addition to the third year of high school, there are four semesters of first and second year of high school, and each semester has generally set four topics for teaching: "The Book of Songs", "Border Town", Hemingway, and Chinese Contemporary Poetry (1979-2009) in the first semester of high school; "The Analects of Confucius", Qu Yuan, Shakespeare, and "Thunderstorm" in the second semester of high school; and Jiang Tingfu's "Modern History of China" in the first semester of high school ", "The Scream", "Wandering", Su Shi, Wang Anshi; Han Yu, Woolf, Li Bai, Du Fu and Camus in the second semester of high school. The arrangement and combination of teaching follows the rule that students' thinking development in high school rises from "perception" to "speculation", and gradually transitions from "speculation" to "research".
The setting of special subject course content is flexible and uncertain, but it is also scientific and directional based on the actual needs of students. In order to allow students to learn more topical course content, Wu Hong arranged for the remaining 12 topics to be completed outside class or during holidays. In order to enable students to learn to use language to think thoughtfully and critically, Wu Hong also inserted some courses on essays, grammar, and logic that are suitable for the development of language thinking of middle school students.
Wu Hong’s special topic learning has no fixed model and even breaks the existing class concept. He said that if it must be solidified into a specific process, then in addition to the introduction part at the beginning, the learning of each topic can be roughly divided into four stages.
The introduction is designed to allow students to have a general understanding of the learning content and process, have a good psychological expectation for the learning results, and have a basic psychological preparation for the difficulties encountered in the learning process. Its first step is teacher-student political quotient. Teachers and students check the Internet together to understand and discuss what to "read", why to "read", what is the use of "reading", in what order to "read", and what difficulties may be encountered in "reading"? The second step is teacher guidance . This has two functions. One is to select a small number of later generations' comments on the topic, characters and works, and read them aloud with the students, so that the students can overall feel the beauty of the text and ideas of the topic, and introduce the students to the world of the object; the other is to tell the students about the topic between inner thoughts and emotional logic. For example, in order to give students a historical background for studying Lu Xun's "Scream" and "Wandering", Wu Hong will discuss with the students whether they can read Mr. Jiang Tingfu's "Modern History of China" first, so that they can better "enter the world of Lu Xun"; after reading Lu Xun In "The Scream" and "Wandering", the students are all cynical, and Wu Hong will negotiate with the students. The critical spirit is of course valuable, but "worry" and "frustration" are inherent. Should we read the novel "Let the Misty Rain Live for a Lifetime"? Su Dongpo, that way we will be much calmer; when the students are immersed in the world of Woolf's "To the Lighthouse" and can't extricate themselves, Wu Hong will discuss with the students whether they can put the foreign novels aside first, instead of reading Camus, and return In the embrace of Tang poetry and Song lyrics, I poured water into my chest and breathed a sigh of relief.
As a result of the guided reading, students can successfully enter the following four stages -
The first stage: foundation and expansion. Take it in three steps.
The first step is an overview of extensive reading. Students browse the author's life stories and creations on the "Home Network". Wu Hong’s prompt to students is: “What do you think of through the bold font? Please record your initial feelings in your notebook or recording paper.” This “bold font” is the most important background in the topic overview Information, mastering this information plays a fundamental role in students' understanding of text content and themes.
The second step is to read the original work intensively. Read "The Book of Songs", "The Analects of Confucius", read Lu Xun, read Wang Anshi... Either recite it, or read it carefully, or read the whole book in the original order, or select representative chapters to focus on, or use stories to introduce them, or read the following chapters in advance , or cross-reading between early reading classes and regular classes... There are different forms and different methods. Wu Hong said: "Reading the original work requires a lot of effort. Whether it is thinking or dialogue, it is inseparable from intensive reading of the original work."
The third step is to study online. Select and read the ideologically challenging essays related to the topic on "Jiajiayuan.com". The authors of these articles include famous scholars, professional professors, and non-Chinese majors such as history, politics, and psychology. experts in science.
This type of article is chosen as study material because of its different perspectives, different opinions and ideological conflicts, which can have an impact on students' thinking and help students cultivate profound, original and critical thoughts, which is what students need to generate ideas. The key is also the difference from traditional high school Chinese learning.
With the overview of extensive reading as the background, the intensive reading as the foundation, and the study of essay articles to stimulate problem awareness as a breakthrough in thematic research study, Wu Hong spared no time to allow students to complete the first three steps solidly. step.
The second stage: re-reading and in-depth understanding. This is the most important stage for students to generate ideas and then develop their own high-quality speech system.
At this stage, the pace of development of students' thoughts and ideas may be fast or slow, deep or shallow, sometimes showing progress, sometimes showing lag, and their directions or paths are also different. In this way, the behaviors of teaching and learning are not synchronized, so Wu Hong's "teaching" becomes more personalized, and the students' "learning" also becomes more personalized. For example, students prefer to go out of the "Home Network" and enter the vast world of the Internet to travel, find and read information related to their own research; they also prefer to use various methods to organize and retain information. Wu Hong, on the other hand, needs to formulate generally unified learning steps based on the observation and judgment of students' learning status and grasp of their learning rhythm:
Or students should re-read the original work and think more deeply. Wu Hong will add some new works from time to time, mainly the works of authors cited in essays.
Or Wu Hong "understands" the original work deeply, providing students with brainstorming stimulation-creating new doubts about the original thinking or conclusions. For example, when reading Wang Anshi, "Is "Traveling in Baochan Mountain" just a way of explaining the way of scholarship through traveling to the mountains and exploring caves?" ""Answers to Sima's Remonstrance" expresses the different views of friends on the reform. Is reform inevitable? At the cost of destroying friendship?" "From poetry to travel notes, from travel notes to letters, from letters to memorials, what kind of Wang Anshi do you see?"...Wu Hong is not talking but asking; Wu Hong is not I am talking about one article but a group of articles. This is really rare but it is within the academic principles.
Or students can re-read exposition articles, compare and think about the logical starting point and argumentative thinking path of different authors and articles, and prepare for the next stage of orientation, topic selection, writing, etc. At this time, Wu Hong walked among the students again and discussed with them: Is Zhou Puyuan's memory of Lu Shiping sincere? Is the thirty-year commemoration just a show? What changed Zhou Puyuan? "To the Lighthouse" What is "Go" written about? Is it feminism? Is it the history of women's soul? Is it the harmony and beauty of human nature? Or is it just a memory? Before the Qing Dynasty, Wang Anshi was evaluated as a "gentleman" or a "villain", but in modern society, Wang Anshi was regarded as Known as a "political reformer", how did the standard change?...
This stage, to borrow Wu Hong's words, is like the Cantonese method of "making soup" over a slow fire, which must be cooked until it is "heated". Cook out the "flavor". The so-called "heat" means giving students enough time to study; the so-called "flavor" means giving students their own thoughts and ideas. Without enough "heat", one cannot produce "one's own" thinking and thoughts; without "one's own" thinking and thoughts, it will inevitably lead to "calcium deficiency", "aphasia" and plagiarism in writing.
The third stage: topic selection and writing. Including from orientation to topic selection, from topic selection to writing, from writing to revision (some students need to rewrite), to uploading the exercises, it can be said that students have entered a very important but extremely "long" and arduous stage.
It is said to be important because if you cannot overcome this "hurdle", you will only "fall short", the learning task will not be completed, and the goal will be failed. It is called "long" because students have to spend a lot of time in this process, sometimes more than ten days or even half a month. It is said to be difficult because after determining the research direction, students have to read, collect, and organize materials around the research direction; then summarize and summarize the titles from the materials; then screen and organize the materials around the titles; and then formulate a paper and complete it. Upload the exercises.
Wu Hong said: “In response to specific problems in students’ orientation, topic selection, and writing, teachers should help students find the excitement of writing, respect students’ individualized understanding and expression, and help students get out of their thoughts. To solve the quagmire or misunderstanding of understanding, we must help students clarify their thinking, thoughts and thinking paths. In a word, teachers must be able to "bear it" and "wait" and make a difference. "To this end, Wu Hong first set up orientation and selection. A topic seminar allows students to express their orientation, thinking on topic selection and general ideas in writing in turn, listen to the opinions or suggestions of their peers, communicate with their peers on an equal footing, learn from each other and inspire them; then, a writing guidance class is opened to analyze and comprehend categories. The differences between articles and speculative articles and the writing skills of structuring and planning help students improve their writing skills in selecting topics and materials. Wu Hong also provides "one-on-one" guidance to individual students, allowing students to choose writing topics that suit their writing level and ability. Recommend excellent exercises from previous students to help students overcome their fear of writing.
It must be admitted that many students’ homework cannot be completed at one time. Revision or rewriting requires students to re-understand, rediscover, and re-create (including thoughts, ideas, style, style, word choice, sentence formation, etc.) process.
Wu Hong said: "Good articles are made by revising them. To help students learn a topic and write an exercise, writing an exercise should become a decent exercise." And the final review of the exercise is not done by the teacher. One or two students' "good articles" are instead a group of five, six or even more than ten articles with free-style and mutual-help student comments. Sometimes they are also required to reflect and review after handing in the exercises. Wu Hong said with a smile: "This is how steel is made!"
The fourth stage: in-depth experience. If conditions permit and the time is right, Wu Hong and his students will also hold debates, recitations, textbook drama performances, etc. every semester. This is what students look forward to the most. It is what Wu Hong calls "in-depth experience" and it is also the most beautiful chapter in thematic learning.
After the debate, Wu Hong’s student said:
For the debate, we were still watching videos after school; we gathered in the playground after the evening classes to encourage each other... This During this debate, I saw a different group. It turned out that everyone’s hard work was really attractive! To be honest, if it hadn’t been for this event, Confucius would have been forgotten again in a short time. With it, everyone strives to understand Confucius, and in the debate, they also get to know each other and themselves.
This was an extraordinary experience. I seemed to have suddenly transformed from an unknown little goblin into a mature girl. Recalling that night, when I picked up the materials and wanted to speak, the blood in my body seemed to have solidified, but I still stood up. It was a breakthrough achievement. I learned to be brave and to communicate with others. By getting along with each other, we learned to think critically, and our team members established a deep friendship, as well as the sweet contradictions that we will never forget. At that time, the person who impressed me the most was classmate Fu Rong. She stood up resolutely to calm the conflicts and let us unite together in the end. Otherwise, we will lose not only the game, but also our dignity! What else?, Liang Guanhua, Zhenzhen, Aluo, Zhou Huanbin, squad leader, etc. I will never forget you! An unforgettable experience and a wonderful memory! This is The most expensive gift for my freshman year of high school and even for the entire high school period!
Thanks to our Chinese teacher for giving me an unforgettable and extraordinary Chinese learning experience for my freshman year of high school.
After the recital, Wu Hong’s student said:
When I stood at the front of the stage, there was only one sentence in my mind: “It’s finally the last moment, fight hard. !" When I finished reciting the last sentence, I laughed, and I knew that our efforts were not in vain! When we left the stage, the students couldn't help but cheered, we succeeded!
In this The moment the recital ended, I was very nostalgic for the stage under my feet. It was an unforgettable night. I really want to go back in time and start from the first scene again. I'm very excited and touched! It's not easy, it's not easy. We use our actions to prove that we can do it! Despite all difficulties, we finally succeeded in doing this. Thank you, my dear classmates! I wish us the best in the future Never give up in the research process!
These poems will start from our middle school days and accompany us throughout the whole process of our lives. When we are wandering around for life, when we have gone through many vicissitudes and no longer believe in anything, then let us experience life with a pure heart under the guidance of the poet's light! In this vast and vast China with mountains and rivers, On the ground, each of us can write the most wonderful poems!
Someone said: "Wu Hong's Chinese class has no beginning or end." Wu Hong said: "Chinese learning in high school is It should be a life journey full of challenges, full of surprises, full of mixed feelings, and unforgettable.” Our visit confirmed that this statement is true.