the application of "knowledge tree" in the teaching practice of "unit integration and group reading"
Feng Xuemin of Deyang Education Institute, Sichuan
1. What is a knowledge tree?
the knowledge of a system is structured. From the outside, this structure is like a big tree, with branches, leaves and fruits. For another example, the knowledge tree is like a traffic map of China. The first level of knowledge is like a province, the second level is like a city, the third level is like a county, and there are more detailed knowledge cells under the third level, just like a town. In this way, students can drive the car of thinking, gallop on the Yuan Ye of knowledge, and conquer the goal of Chinese knowledge one level at a time, one category at a time, so that they won't feel confused about Chinese knowledge.
Chinese knowledge learned by primary and secondary school students is also a system, and this system is also like a big tree. If we sketch it out, it will become a "Chinese knowledge tree".
2. How is Chinese knowledge constructed?
(1) declarativeknowledge and procedural knowledge
Modern information processing psychology divides generalized knowledge into two categories: one is declarative knowledge, which is what we usually call narrow knowledge, and it is used to answer the question "What is the world". Most of the "literary common sense" and "classical Chinese knowledge" in the "Chinese knowledge tree" are this kind of knowledge; One is proceduralknowledge, which is what we often call ability, and it is used to answer the question of "how to do it". Some parts of "Basic Knowledge" and "Reading and Writing" in the "Chinese Knowledge Tree" contain a lot of procedural knowledge. For example, after students understand what metaphor is, they should also be instructed how to use this rhetorical device.
(2) External knowledge structure and internal cognitive structure
"Chinese knowledge tree" is helpful for students to form a certain cognitive structure in terms of its presentation. Cognitive structure is a very important concept in cognitive psychology. Ausubel believes that the so-called cognitive structure is the knowledge structure in students' minds. We can also call it the internal knowledge structure of students, which is transformed from the external knowledge structure, so how to organize knowledge is extremely important. Ausubel also believes that "continuous differentiation" and "comprehensive integration" are two principles of human cognitive organization. These two principles are also suitable for the organization and presentation of knowledge.
(3) Subject knowledge
The focus of subject education in China has always been to transfer knowledge to students. Since it is to transfer knowledge, subject experts naturally become the people who know best what teachers should teach and students should learn. Therefore, our teaching materials are also arranged according to the needs of mastering subject knowledge, that is to say, the value orientation of our curriculum content is subject knowledge. And "Chinese knowledge tree" is the reflection of this value orientation.
since the emergence of curriculum as an independent research field, the interpretation of curriculum content has mostly revolved around three different orientations. In addition to "course content is subject knowledge", there are also value orientations such as "course content is the experience of contemporary social life" and "course content is the experience of learners".
in the history of curriculum theory development, no matter which viewpoint scholars advocate, they rarely completely deny other viewpoints. As far as the teaching of Chinese knowledge is concerned, perhaps what we should pursue is how to pay more attention to students, make it the result of students' active choice, and turn it into the demand of students' personality development.
3. Where can I draw a knowledge tree in Chinese teaching?
knowledge tree of the whole textbook; Unit textbook knowledge tree; Different types of trees for a lesson.
The teaching practice of "Unit Integration and Group Reading" is to draw a unit knowledge tree.
4. how to draw a knowledge tree?
According to the different knowledge structure, we can draw it into palm, star, fruit, robot, octopus and other shapes.
draw an example of the knowledge tree of the whole textbook.
trunk: Chinese book 11. There are eight branches on the first floor, which are the unit themes of units 1 to 8, such as "Journey to Fairy Tales and Fables". The second floor is the training focus of each unit, such as "Understanding the emotion and philosophy contained in the fairy tales and fables by the author." The third layer is the topic of each unit. The fourth layer is the text type. The third layer can also be the content of the Chinese class and exercises in this unit.
draw an example of unit knowledge tree.
backbone: unit theme. Such as: warm memories. On the first floor, there is a fork: the focus of unit training; There are six branches on the second floor, including five topics and one hundred flowers garden; The third layer can be divided into three branches, which are the main content, the writing method of this lesson and the reading comprehension; The main content of the four layers can also be divided into the structure of the text, and the sentiment can be divided into the appreciation of beautiful words.
An example of knowledge tree in the teaching practice of "Unit Integration and Group Reading":
Draw an example of knowledge tree in each lesson.
it can be divided into two types, one is structure diagram and the other is harvest diagram.
let's talk about the structure diagram first. Trunk: subject, the main content of the first layer, just one branch; The second layer is that the text is divided into several parts (that is, the meaning of the meaning paragraph), and several paragraphs are divided into several branches; The third layer is the layering of each part, some of which are there and some are not, and they are drawn according to their own understanding of the text; The fourth layer is the key words of each paragraph.
harvest map. Trunk: subject; The first layer is divided into three branches: main content, learning comprehension and writing method; The second layer is the derivation of paragraph meaning from the main content, the derivation of key sentences and feelings from the learning of literature, and the derivation of beautiful words and sentences from the writing method; The meaning of the third layer can be derived from the meaning of the layer or keywords.
5. The application of "Chinese knowledge tree" in China
At the end of 197s, it was teacher Wei Shusheng who felt that there were too many examination questions in Chinese education at that time and the teaching lacked sequence, and led the students to draw it. Its origin is mainly based on two characteristics of Chinese class: "First, every text, even the simplest text, people can design thousands of exam questions around it. Second, every text, even if it is a masterpiece, you missed the class during the lecture. As long as the foundation is good, the final or entrance examination will still be excellent. " From the second feature, Mr. Wei Shusheng saw that "the knowledge of Chinese subject is also regular and has a stable structure". By mastering these rules, students will be able to cope with changes in the exam, and students will not have to do a lot of exercises.
Based on this, in 1979, Mr. Wei Shusheng began to guide students to draw the structure map of Chinese knowledge. After discussion, they chose the tree structure, read through six Chinese textbooks of junior high school and drew a "Chinese knowledge tree". Although there are many opinions in the process of painting, it is basically determined to be 4 parts, 22 items and 131 knowledge points from a big perspective. Guide the students to make clear the achievement degree of the learning goal of this lesson, and put the knowledge they have learned into the "Chinese knowledge tree".
Furthermore, in the "Learning Method Guidance", he attaches great importance to the process of review and testing. He emphasizes that review must be linked to his own reality, and there is nothing to review. Generally, the whole class does not review any knowledge collectively, but each student arranges it according to the content of the "Chinese knowledge tree". If some students still don't understand the knowledge after review, ask the students who contracted this knowledge. This practice has some similarities with "mastering learning" advocated by Bloom.
"Chinese knowledge tree" has aroused great repercussions in the Chinese education circle in China for more than ten years since it came into being. In the past 16 years, some newspapers and magazines have printed more than 6, copies. Until recent years, it still had some influence. With the help of network technology, we can find that there are at least hundreds of papers published in various educational magazines since 1994 involving "Chinese knowledge tree".
6. The significance of drawing a knowledge tree
(1) It reflects the integrity of Chinese teaching. This learning method of understanding the knowledge structure in general, then learning in parts, and finally grasping the whole learning method on the basis of understanding parts, that is, the whole-part-whole learning method, is the concrete application of the principle of wholeness in teaching practice. "
(2) Seeking the sequence of Chinese teaching. With' Chinese knowledge tree' as the main content, a knowledge system is established to make Chinese teaching from disorder to order. Abandon the traditional culture and education, talk about the stereotypes of Chinese knowledge, strive to find the connection between knowledge, break away from convention according to the law of knowledge, sometimes' skip talking', sometimes talk about several texts in one lesson, sometimes cross the style, and guide students to master the law of knowledge in an eclectic way. " Although it has always been a controversial issue whether there is a sequence in Chinese teaching or not, drawing a knowledge tree has indeed made some achievements for students.
(3) It is helpful for students to form a certain cognitive structure. Cognitive structure is emphasized by cognitive psychology school. "Chinese knowledge tree" focuses on sorting out knowledge points. "It will change the complexity of Chinese knowledge and help students form a certain cognitive structure."
(4) Scientific orientation of teaching objectives. Too general teaching objectives is a long-standing problem in Chinese education. Many Chinese teachers often set their teaching objectives by experience or copying reference books. "The set goals are either repeated year after year, high or low, and there are countless in their hearts. Therefore, it is very necessary to set goals in the system of Chinese knowledge, like Wei Shusheng, because students are different.
7. Make up for the shortcomings of Wei Shusheng's "Chinese knowledge tree"
(1) Give the article a reasonable position. Some people think that although the "Chinese knowledge tree" is conducive to the formation of a certain cognitive structure, "but Mr. Wei Shusheng's work has a congenital deficiency, because it is sorted out according to the' knowledge points' of the advanced textbooks, and it is difficult for us to be sure that the concept of Chinese knowledge content in the advanced textbooks is completely reasonable. There should be systematic criticism before a system is formed. " Others, from article study's point of view, think that "Wei Shusheng's' Chinese knowledge tree' has no reasonable position for article study".
Today, with the rapid development of information technology, all kinds of knowledge have expanded rapidly. As far as education is concerned, this is an opportunity, which provides us with new educational ideas and conditions that we could not have before; But at the same time, we have to think: for the teaching of Chinese knowledge, what knowledge should we let students learn and how to learn it? Under this background, it is necessary for us to re-examine the "Chinese knowledge tree" from different perspectives.
The knowledge tree in teacher Feng Xuemin's teaching strategy of "Unit Integration and Group Reading" in Deyang City, Sichuan Province gives the article the most reasonable position and makes up for this shortcoming.
(2) Integration of knowledge points. If we look at the "Chinese knowledge tree" from the broad sense of knowledge, we will find that its practice of listing only one knowledge point is flawed. For example, it is not enough for students to only understand metaphor or even simile and metaphor, because they only have declarative knowledge and don't know how to use it. This involves the question of what degree students should master knowledge, and it is often difficult for students to grasp this degree when they teach themselves. This may also be one reason why some teachers say that "Chinese knowledge tree" doesn't work.
There is no denying that, judging from the knowledge presented by the traditional "Chinese knowledge tree", it pays more attention to declarative knowledge, but not enough attention to procedural knowledge, which is not conducive to the cultivation of students' ability, and there is a certain gap with the requirement of "cultivating students' practical ability" advocated by current quality education.
The knowledge tree in teacher Feng Xuemin's teaching strategy of "Unit Integration and Group Reading" in Deyang City, Sichuan Province is a sketch of the whole unit. The re-refinement of the unit theme and the expansion and sublimation of the article theme are not knowledge points one by one, but "integration".
(3) Infinitely expand the knowledge points of teaching materials. The traditional knowledge tree is sorted out according to the' knowledge points' of the advanced textbooks, but it is difficult for us to be sure that the concept of Chinese knowledge content in the advanced textbooks is completely reasonable. There should be systematic criticism before a system is formed. As far as students' original cognitive structure is concerned, it may be appropriate, but it may also be inappropriate. Or it may only be suitable for the development of some students. If we look at the "Chinese knowledge tree" from this perspective, we find that although it combs the knowledge and simplifies some contents, it is undeniable that it contains a lot of complicated knowledge points. Therefore, from the content point of view, "Chinese knowledge tree" is still not perfect in how to promote students to form a good cognitive structure.
The knowledge tree in teacher Feng Xuemin's teaching strategy of "unit integration and group reading" in Deyang City, Sichuan Province is a reconstruction of the existing knowledge points in the whole unit, which has a high generality, inclusiveness and strong explanatory effect.
8. the relationship between "knowledge tree" and "mind map" abroad.