First, avoid surface autonomy.
This is a clip of a teacher teaching the importance of oil man:
Teacher: Students, what questions do you not understand after reading the text?
Health: Why do oil sellers "envy" and "envy"? Is it consistent with its status and identity?
Health: What does "laugh" mean?
Health: What is the reason for selling oil to tell us?
Teacher: The students all used their brains when reading. Let's study the text together and solve these problems, shall we?
Health: Good!
Teacher: Please read the text carefully …
The teaching design under the new curriculum pays attention to generation and construction, but ignores presupposition and teaching. Classroom teaching should start with students' questions, and embody teaching by learning and teaching according to needs. In the above teaching fragment, the teacher guides students to ask questions and allows them to ask questions freely, which is an improvement on the traditional classroom. But the problem is that the teacher did not guide students to classify and screen the questions raised, nor did he provide students with strategies for thinking and solving problems. They just introduce students into their pre-designed teaching links step by step, which obviously limits students' thinking space and initiative of independent inquiry. Such a query is just a label to show "autonomous learning". If the teacher always asks the students to solve the problems prepared in advance, even if the problems are difficult for the students to learn, the students will find it boring to solve them. In fact, students' questions are often universal, which is bound to be related to the focus and difficulty of the text. If teachers make appropriate adjustments to integrate their design intentions into students' thinking, students' autonomy will be more effectively played in the dialogue between teachers and students.
Many times, in order to complete the teaching task in a limited time, teachers preset many questions for students, which makes the classroom atmosphere very active and students can actively participate in teaching activities. But for students with good level, most of them are invalid participants. Write new words, take phonetic notes, explain words on the blackboard, or show the results of group discussion.
The essence of the principle of student autonomy lies in giving students enough study time, enough thinking space and more practical opportunities. Only in this way, it is valuable for students to choose their own learning content, learning methods and learning partners. At present, there are two prominent phenomena in Chinese classroom: First, students spend the whole class in activities organized by teachers. "Busy", communication, reporting, performance, operation and inspection, it is difficult to see students thinking quietly and alone, and the signs of "the other" are obvious; Second, some classroom teachers downplay appearances and let students make their own decisions. Without fully guiding the imaginary situation, they let students "read which paragraph they want", "communicate with whom they want" and "communicate their reading feelings in their favorite way", but teachers can't play a leading role in time. As a result, many students are at a loss and can't start. In fact, they are "herding sheep". Therefore, in order to make the classroom efficient, students' "autonomy" must be organically combined with teachers' "dominance".
Second, taboo invalid cooperation
As a new way of learning, cooperative learning is widely adopted by teachers. The class in which everyone participates, interacts in groups, competes and cooperates, and sometimes sparks thoughts, can really give people enjoyment and enlightenment. There are certain conditions for implementing cooperative learning, which should be based on students' independent learning and independent thinking. Nowadays, many teachers understand cooperative learning unilaterally, pursue so-called group learning, and do a lot of useless work.
The following is a teaching link in Spring taught by the teacher:
Teacher: What scenery does this text describe in spring?
Health: Spring grass map, spring flower map, spring breeze map and spring rain map, people welcome spring.
Teacher: Please sit with the students who like spring grass, and with the students who like spring flowers. They like spring breeze ... (Students find their own groups according to their own preferences, most of them sit in the groups of spring grass, spring flowers, spring rain and spring breeze, while the group of Spring Festival has only four students. Then the students began to study in groups. Then the group reports the learning results. Most groups choose a classmate who can speak best, and the speech often only represents his personal views.
Cooperative learning is carried out when students are not fully reading and thinking. Because students don't understand the text deeply, the results and gains of group cooperation are superficial and one-sided. This kind of cooperation only provides opportunities for individual outstanding students to show off.
To be effective, cooperative learning must meet the following four conditions: first, the goal of cooperative learning should be clear and appropriate, which can be solved by students in a short time, that is, the goal must be in the "nearest development zone" of students. Second, the group has formed a cooperation mechanism. Students in the group are familiar with the rules of cooperation and have a clear division of labor. Learning should be carried out in a democratic and orderly state. The third is to provide enough study time for children to have full opportunities for discussion, exchange and integration. Fourth, the purpose of cooperation is "win-win". Students should experience the power of collective wisdom and feel the benefits and happiness of cooperative learning. Any problem that can be solved by individual study does not have to be solved by group cooperation. In a word, to organize cooperative learning, we must fully consider the purpose, opportunity, mechanism and guidance of learning, and not just pursue the form.
Third, it is forbidden to explore at will.
Inquiry learning refers to students' initiative to discover and solve problems, sublimate knowledge and learn to learn through independent attempts, experiences and practices under the guidance of teachers. The inquiry learning of Chinese is mainly embodied in inquiry reading-under the guidance of teachers, students conduct open and diversified inquiry reading activities on the deep meaning of the text. Chinese inquiry learning is different from scientific inquiry, but it should also be scientific in operation, and random inquiry will only waste time. The following is a clip of a teacher teaching "Borrowing Arrows from Grass Boat":
Teacher: The students have all watched the TV series Romance of the Three Kingdoms and just read the text casually. Let the students say, what is the main point of this article?
Health: The text mainly talks about Zhuge Liang's strategy of borrowing arrows from Cao Cao with a straw boat.
Health: Zhou Yu made 100,000 arrows in three days to try to frame Zhuge Liang, and Zhuge Liang used the arrows to break Zhou Yu's plot.
Teacher: After reading the text, what is the most interesting question for everyone?
Health: Why did Zhou Yu frame Zhuge Liang? Is it good for them to unite against Cao?
Health: Zhuge Liang knew that Zhou Yu was going to frame him. Why did he borrow an arrow?
Health: Why did Lu Su listen to Zhuge Liang's arrangement?
Health: Why did Zhuge Liang borrow an arrow from Cao Cao? Still so sure?
Teacher: Students' questions are of great thinking value. The teacher thinks that these problems are mainly how to understand these characters in the text and grasp their characteristics, so the problems will be solved naturally. Are you interested in studying these characters?
Health: Yes!
Teacher: There are four words in the text. Please choose a person you are most interested in to study and pay attention to his characteristics. (Students enter inquiry reading activities. After seven minutes, read and communicate. In the communication, the students still have some feelings about the analysis of the characters, but their understanding of the events is scattered. )
In this clip, the teacher made clear the meaning of students' reading doubts, which can sort out students' reading doubts. However, the teacher did not properly summarize and popularize students' problems according to the connotation value embodied in the text, but guided students to explore the characters set by the teacher in advance. The text is a historical story, and the characteristics of the characters are also reflected in the specific plot. If teachers consciously guide and adjust students' questions, guided by the question "What is the reason for Zhuge Liang's success in shooting arrows with a straw boat", the learning objectives will be more clear and the text value will be effectively reflected in the whole reading and inquiry activities. In addition, students' own inquiry questions are too scattered. When organizing students to communicate and report their own inquiry results, fragmentation will inevitably occur. For example, students who study Cao Cao pay attention to Cao Cao's character, but they can only listen to other characters, because they have no basis for inquiry and cannot dialectically analyze the inquiry results of other students, let alone express their personalized opinions. Grasping students' reading findings in time, actively creating an atmosphere suitable for discussion and guiding students to explore valuable issues are the premise and key links of inquiry reading.
In teaching practice, we should also prevent the following tendencies: First, we only pay attention to inquiry learning and exclude receptive learning. It is neither efficient nor necessary to explore everything in the class in time. The second is to pay attention to the process and ignore the results. Some teachers ask students to carry out inquiry reading, but when they step on watermelon skin to "explore" where, not only the problem is not solved, but also the direction is blurred. What are the benefits of such inquiry to the cultivation of reading comprehension ability? Third, it is not important to attach importance to extracurricular activities. Because inquiry learning takes up more teaching time, in order to catch up with the teaching progress, some teachers change inquiry activities from "in-class" to "out-of-class" and carry out "double-track operation". This practice is well-intentioned, but it often increases the burden on students and parents, and the effect is very poor.
In short, in teaching practice, we should treat classroom teaching dialectically. Whether it is autonomous learning or cooperative communication inquiry learning, all teaching methods are conducive to students' development as long as they are conducive to expanding students' thinking and cultivating students' learning ability.