Author: Bai Yang 20 12 Vocational Education Paper First Prize Review Abstract: Preview plays an inestimable role in the whole process of knowledge learning. However, many teachers often ignore the effective ways to improve students' self-study ability through preview. Practice has proved that students who are only shaped by the classroom can only adapt to the mechanized learning mode, that is, passive learning. Leaving the classroom, leaving the teacher will be at a loss, not to mention independent inquiry and cooperative learning. If a Chinese teacher can organize students to prepare well before class, he can grasp the key points, solve difficulties and improve learning efficiency. In preview, students should actively combine reading, marking, checking, asking questions, comparing and memorizing. Keywords: preview, understanding, initiative, creating atmosphere. The ancients said: "Everything is established in advance, and it will be abolished if it is not planned." Preview plays an inestimable role in the whole process of knowledge learning. Especially in the process of reading teaching, an important link is the stage of self-study before the teacher gives a lecture, which is the most important stage of training reading. Its greatest advantage is that it can effectively improve students' independent thinking ability, enable students to understand the contents and concepts of new courses with existing knowledge and skills, gain a sense of accomplishment, stimulate learning motivation, and prepare for teachers to listen to lectures in class. As Mr. Ye Shengtao said: Students read textbooks by themselves through previewing, "moving Tianjun and gaining understanding. When discussing, seeing that your understanding coincides with the result of the discussion will give you the pleasure of original success; Or if you see that your understanding is inconsistent with the discussion results, you will think for a short time; And when you preview, you will never be confused, confused and unable to solve it. During the discussion, you will concentrate on the solution. This kind of pleasure, thinking and attention is enough to stimulate the interest in reading and improve the effect of reading, which is very valuable. " The role of preview can be seen. China's educational circles attach great importance to preview. As early as the Ming Dynasty, someone suggested: "When you talk to beginners, teach your disciples what to say before you can explain." Mr. Ye Shengtao also stressed: "Before class, students should actually preview." In Chinese teaching in vocational high schools, facing the situation that students don't like attending classes, of course, we should pay more attention to preview. The misunderstanding of preview before class is influenced by the traditional teaching concept of "I teach you to learn". We often only pay attention to the classroom, thus ignoring the effective ways to improve students' autonomous learning ability through preview. The slogan "Ask quality in 40 minutes" was once widely circulated among teachers as a fashionable word. In fact, think about it carefully, how big is the world in 40 minutes? Even many students have never read the text, and teachers need to spend a lot of time in class to let students read and preview the text. Leaving the classroom, leaving the teacher will be at a loss, not to mention independent inquiry and cooperative learning. Even if some teachers pay attention to the guidance of preview, they just fall into another misunderstanding because they can't jump out of the fetters of traditional ideas. Myth 1: As Chinese teachers, we are no strangers to preview before class. In class, we often hear such opening remarks: "Students, today we are going to learn a new lesson. Let the teacher check the preview first. " Then, display some words on the blackboard or blackboard, or multimedia-basically the words marked in the text. Students are organized to read them or look them up in dictionaries and explain them separately. The teacher also holds a camera to correct pronunciation, explain and even create a few so-called "key" words to emphasize. After that, I said happily, "Well, the students did a good job. The preview is here. Now, let's start learning the new text ... "This announcement can't help but make us feel suspicious. We can't help but ask: is previewing the text simply to master a few words? Myth 2: Students don't know enough about preview before class. They think that previewing the text is just a form of homework assigned by the teacher. Just read the text twice and copy the new words. Not paying enough attention to it ideologically. I think it doesn't matter if you preview or not. Anyway, the teacher will say that dependence has become more and more serious for a long time. Coupled with the teacher's lack of correct guidance in methods, students are like headless flies. The necessity of preview before the second class has caused the above phenomenon. I think the main reason is that I don't know enough about the meaning of preview, I can't get rid of the traditional teaching concept, and I dare not give the initiative back to the students boldly. As the saying goes, "it is better to teach people to fish than to teach them to fish." If a Chinese teacher can organize students to prepare well before class, he can grasp the key points, solve difficulties and improve learning efficiency. And long-term persistence can also develop good self-study habits and gradually improve self-study ability. Facing a new and unfamiliar text, I have a desire to learn. Driven by this internal force, I actively study the text. In the process of previewing, you will inevitably encounter some new knowledge, and you will try your best to understand, analyze and absorb it with your knowledge and ability. Linking and merging become a conscious behavior, which is conducive to reviewing and reviewing old knowledge and even using it; Second, it is conducive to cultivating the habit of conscious thinking and improving the ability to analyze and solve problems. Preview only needs to read roughly and know the outline of knowledge, so as to attend classes with clear ideas or with questions. In class, teachers impart new knowledge according to students' preparation and current knowledge level. There is also a strict time limit for thinking. In this case, if the receiver has no idea about the new goal, he will often "rush" into the thinking track designed by the teacher nervously. This kind of psychology not only affects the understanding and acceptance of new knowledge, but also makes it more difficult to think positively, seek doubt and change, and avoid analogy. In this way, we are unprepared and passive everywhere. Over time, you will lose interest in learning Chinese, and even have fear and boredom, which will seriously affect the improvement of your grades and the cultivation of your ability. Teacher Ye Shengtao said: "The preparation before class is nothing more than review, analysis, synthesis, experience and evaluation." Specifically, read the text, consult the dictionary materials, and get a preliminary understanding of the new words, new words, difficult sentences, text structure, central idea, artistic characteristics, thinking exercises, puzzles and interrogative sentences in the text, so as to lay a foundation for further understanding and appreciation of the text. What is the best way to preview? "Get out of the misunderstanding of traditional teaching concepts and return the initiative to students." This is the core and essence of Chinese class in vocational high schools. In my opinion, to do a good preview, we should mainly start from the following aspects: 1, reading. This is the first step of preview. The ancients said, "Understanding is the key to reading." Reading refers to reading the text quickly (reading aloud or silently), that is, browsing the text from tips, titles, texts, notes and exercises to identify the style and understand the main idea of the text. Every reading has specific requirements: the first time-briefly describe the new words and phrases in the text, with the aim of enabling students to accumulate new languages (mainly words) and be able to read; Can write, understand and use, and read the text fluently; The second time-roughly understand the content of the work. Can roughly tell the main events and characters in the text, can retell the outline of the work, and solve the problem of "what to read and understand"; The third time-discover the characteristics of the work and solve the problem of "what I know, what I like and what I don't know". Read it three times to complete the overall perception of the work, so that students can gain something and doubt it. Different styles have different emphases on the understanding of the text content. Generally speaking, narrative (including narrative prose, narrative poems and novels) should focus on understanding the events described in the article, the characteristics of the main characters and the feelings expressed by the author. Explanatory text should focus on understanding the characteristics of things and knowledge introduced or explained in the text (including structure, shape, function, meaning, etc. Lyric texts (including prose and poetry) should focus on understanding the thoughts, feelings and clues (things, things, scenery, feelings and reasons) expressed in the text. By previewing and understanding the main idea of the text, I basically grasped the learning focus of this article. 2. Delimitation. This is an important part of the preview process. It is required to read the text carefully and mark new words, new words, difficult sentences, important contents and doubts with symbols for easy understanding, application and reference. There are many symbols marked, so you should use them as needed, as long as they are focused, clearly marked and easy to identify, and you don't need to draw too many, so as not to affect the neatness and beauty of the text. Commonly used symbols are: box "□" (indicating that new words need phonetic notation and explanation) and "@ ①" (indicating that sentences are particularly important); Circle "○", point "and angle" △ "(indicating important words); Lines "-1" and "~ ~" (indicating important sentences); No ". " "! "(expressing doubt and wonder); Tick "ˇ" (indicating the end of the paragraph). Some students are often lazy to mark symbols in preview, which is wrong and should be corrected. Step 3 check. This is the most basic self-reading method. It is also a necessary part of preview, and it is necessary to borrow reference books (dictionaries, dictionaries, reference books) to find out the sounds, shapes, meanings, difficult sentences, doubts and problems related to the text content. 4. doubt. This is the deepening of preview. The ancients said: "Learning is expensive and doubtful. "Einstein thinks that asking questions is more important than solving them, which also shows a person's creative ability." If you preview deeply, you will have questions. Doubt refers to further studying the text, finding problems and asking questions on the basis of intensive reading of the text and thinking about related problems of the text. Only in this way can we study deeply and discuss easily. This is also a higher standard of preview requirements. Generally speaking, students can rarely do this, especially vocational high school students. Therefore, we must pay attention to cultivating students' habit and interest in asking questions. For example, in the text "The Tibetan Antelope Bows Down" in the second volume of vocational high school, the protagonist of the article is an old hunter, but why the title is "The Tibetan Antelope Bows Down" to ask these questions is very helpful to deeply understand the theme of the text, and also helps to improve students' ability to ask, analyze and solve problems. 5. Bibi This is a comparison method of preview (self-reading). Only by comparison can we identify, and only by identification can we highlight the characteristics and distinguish the advantages and disadvantages. It is more effective to use comparison method in unit learning. It is required to compare the text read with several texts in this unit or other texts in different units in the preview, and find out their similarities and differences in content (subject matter, person, theme) and form (stylistic structure, expression and language characteristics), so as to correctly grasp the characteristics of the preview text and understand the whole unit text. This can cultivate students' ability to distinguish and appreciate different articles. For example, Unit 2 of Book 2, Trilogy of Life, Beauty of Paleness and Life in the Cracks, we can understand that the similarities of these three texts are that the themes all reflect the true meaning of life. The difference is that there are differences in expression techniques and central ideas. In this way, through comparison, we can understand the content and formal characteristics of the article "Trilogy of Life", and the characteristics of the whole unit will be clear. In this process, we should grasp the level of the classes we teach. Relatively good courses can be tried in detail, but we can omit this step relative to the courses with poor foundation. 6. remember. This is previewed excerpts and notes, and it is also a good self-reading method. Xu Teli said, "No pen and ink, no reading." Preview also needs pen and ink to achieve good results. That is to say, it is required to extract the wonderful sentences, philosophical idioms and allusions, epigrams, important contents of understanding, places that have not been understood, answers to problems solved by consulting materials and participating in discussions, and your experiences, so as to prepare for further discussion, lectures and accumulation of information. For example, you can copy down your favorite sentences in the text Moonlight on the Lotus Pond. In addition, we can also summarize the beautiful scenery of the lotus pond under moonlight and moonlight for class discussion. Only in this way can we learn solidly and turn passivity into initiative. 7. Look, just find out some video materials to play an auxiliary role in preview. Many of our students in vocational schools are impetuous. They seldom settle down to read and preview carefully. There are still many articles with certain social and historical background that need to be understood and clarified, which is helpful for understanding the articles. In this case, our teachers can find some movies, pictures and other intuitive tools for students to see, so that students have a certain understanding and interest in the text, which is helpful to improve the quality of the classroom, and this preview method is also the most popular among vocational high school students in actual teaching. For example, China's ancient poem "The Hongmen Banquet" is related to filming. Showing movies to students before class can stimulate students' interest and understand the characters of the main characters in the text. For example, The True Story of Ah Q can also be previewed by playing movies or pictures. Some people may worry that this requirement is too high for vocational high school students. We know that Rome was not built in a day, and the formation of habits is also a process of accumulation. There is no fixed teaching method, and there are various preview methods, which vary from person to person, from text to text and from thing to thing. As Mr. Ye Shengtao said: "In the preview stage, students don't need to be completely articulate from the beginning. The most important thing is to let them move themselves. " In short, as long as our Chinese teachers can use their brains, actively seek teaching methods acceptable to students, truly treat students as masters of learning, give them the initiative to learn, and create a good and rich learning atmosphere, Chinese teaching in vocational high schools will certainly create a more brilliant spring under the guidance of the new curriculum standards! References:
Wu, did you preview before class? Zhou Tao talks about students' preview before class. Liao Guangqing does a good job in preview and cultivates self-study ability-on Chinese self-study methods.