Special learning requires the learning of "declarative knowledge" and "procedural knowledge", which is what we usually call "receptive learning". But more importantly, students must learn problem-solving strategies, and the first step in learning problem-solving strategies is for students to learn to think and ask questions. How to help students learn to think and ask questions? Taking the Li Bai special topic study as an example, I will try to say the following: In the process of Li Bai special topic study, in order to help students learn to think and learn to ask questions, I will first provide general level method guidance, such as sorting out "High School Students Should Learn to Question and Ask Questions" 1) The instructive text allows students to learn and give simple explanations in a short period of time. In the "declarative knowledge" and "procedural knowledge" learning stages, that is, in the stage of appreciation of Li Bai's poems, students will also be asked to appreciate: (line by line of the poem) what was written? What emotions are expressed? What rhetorical methods or expression techniques were used? Of these two methods, the former is only a general guide for all students. You must know that in the process of special topic learning, the problems students encounter (raise) are very personal and individual, because different students will encounter different problems in the learning process, and the same student will encounter different problems throughout the long learning process. Different problems will also be encountered at different stages. Therefore, I believe that general guidance is important, but its role is limited. What is more important is that in the process of special topic learning, specific and individual guidance should be given to issues that arise immediately and are highly targeted. As for the latter kind of guidance on students' appreciation requirements, it is beyond the scope of this article. Still taking the Li Bai special topic study as an example, when students enter the stages of interpretation of poetry works and challenging reading, I will add text content of "extended reading" and "challenging reading" to the curriculum. During the reading process, some students will raise some of their own thoughts and questions, but most students remain silent (because reading and thinking are in progress). What should teachers do at this time? I think that at this time, teachers can jump out to "fan the flames" at a timely, appropriate, or proactive manner. For example, after reading the "Challenging Reading" text of "The Road to Shu is Difficult", some students asked: Some people think that the thoughts and feelings expressed by Li Bai are positive, while others think they are negative. The positive ones have positive truths, and the proof can be found in the poems themselves; the negative ones have negative truths, and the proof can also be found in the poems. At this time, my point of view is: Would it be too simplistic to only think positive or negative? People's inner world is inherently complex and changeable. The sky was clear just a moment ago, but soon it will be covered with dark clouds, right? Can you study Li Bai's inner world from a psychological perspective? So I suggest students to search online and read articles about human emotions and emotional changes. For another example, after students read chapters such as "The Road to Shu is Difficult" and "The Road is Difficult to Travel" and the "challenging reading" texts of these chapters, I will actively "jump out" and say the following two sentences: In Li Bai's series of poetry works, There is an "image" that often appears, which is "road" or "tao" (collectively called "road"). Of course, Li Bai's "Tao" and "Road" do not actually refer to "Road", but refer to the road to "official career" and the road to realizing ideals and ambitions. Isn’t it said that the Tang Dynasty was the most open and enlightened dynasty? Why was Li Bai's road to realizing his ideals and ambitions so difficult and blocked? Students should not rush to answer such teacher questions. They can wait for a few days and then discuss and study them in the next few lectures, allowing students to have time to think and study. For example, when the students discussed this issue again during the next lecture, I continued to ask: Was the Tang Dynasty really the most open and enlightened dynasty? Why don't we check more information? If it is true as Li Bai said, "The great road is like the blue sky, and I cannot reach it alone", then maybe it is not a problem of the times, but a problem of the poet himself? Li Bai's thoughts are indeed Confucian thoughts that mainly focus on "helping the common people" and "another country", but will Taoism, Zongheng, Xia, etc. have an impact on his development? "The emperor calls you but you can't get on the boat"! etc. In fact, it also involves issues of individuality and adaptability to society - only a society with people of various personalities is a real society. Individuality needs to be expressed in society, and individuality also needs to adapt to society. How to find the "balance" between the two is worthy of students' thinking and exploration. In short, teachers should provide specific help and guidance for students to "learn to think" and "learn to ask questions", especially at the beginning of the topic study and in the second half of each topic study, that is, after the students are oriented and selected the topic, they should provide specific help and guidance. Read and think independently on the topic - such as comparison, identification, selection, integration, expression, etc. Chinese teachers (of course, teachers of all subjects) may always remember this sentence: "Education is not filling a bucket of water, but lighting a fire." It is precisely because of this that these special studies of mine "question ” is fruitless, that is, there is no “right answer.”
Sometimes I also think privately - there is really a big difference between "filling water" and "igniting fire"! Wu Hong