The photographer took pictures of Han Bing.

Essays on Education and Teaching (2010-09-211:46: 46)

Label: Miscellaneous talk

Creating Autonomous Classroom and Cultivating Autonomous Learners

Shaoyang Zijiang School Zhao

Finished reading Dale. Scott. Ridley's autonomous classroom has benefited a lot.

Dale said: "The purpose of education is to cultivate autonomous learners, that is, learners who can carry out meaningful learning and develop lifelong hobbies. Education focuses on the cultivation of learning ability. It is to' teach people to fish', not' teach people to fish'. To form an autonomous classroom and cultivate autonomous learners, we must create a positive classroom environment. " In Autonomous Classroom, he proved the importance and necessity of autonomous classroom with a large number of teaching examples, and provided many guiding strategies for creating autonomous classroom. Inspired by Dell's "autonomous classroom", I also try to create an autonomous classroom in the class I teach, try my best to create a positive classroom environment for students, and strive to cultivate students into autonomous learners.

For example, when teaching the six-year edition of Remembering Jinhua Longdong, I asked the students to freely form four study groups on the basis of fully previewing the text and consulting relevant extracurricular materials, and draw lots to extract the learning tasks of each group: one group learned "what they saw on the road", one group learned "the scene of the outer hole", one group learned "pore characteristics" and one group learned "the wonders of the inner hole". Give each group the corresponding question cards and complete the learning tasks on the question cards within the specified time. After completing the learning task, each group sends representatives to report the learning situation of the group, and takes the stage as a small teacher to teach the students in other groups what they have learned. I remember that the students in each group were extremely enthusiastic about learning at that time. The students in each group are working hard to complete their learning tasks, and they are absorbed in how to surpass other groups. Even those students who are not good at thinking and are willing to talk are inspired. Results Within the specified time, the four study groups successfully completed the corresponding learning tasks. The four groups reflect that the exchange learning process is lively and colorful. For example, the group of students who studied "Wonders of Inner Cave" found many pictures of Shuanglong Cave on the Internet. As tour guides, they skillfully combined pictures and words, and vividly explained the peculiar stalactites in Shuanglong Cave with various instruments, which made people feel immersive. They also showed some scenery that Ye Lao had never written, so that everyone could use their imagination and name the scenic spots according to the shape of stalactites. This shows that "an appropriate challenging and interesting classroom learning atmosphere" effectively and benignly stimulates students' learning psychology, making them consciously present a state of autonomous learning and actively acquire knowledge.

Ximen Bao is a well-known historical story. The purpose of teaching this text is to let students know Ximen Bao's personality characteristics of caring for the people, not being superstitious, resourceful and doing practical things for the people, and at the same time let students know the vivid language characteristics of the characters in the learning text. When teaching Ximen Bao, I tried to divide the students into two groups, male and female, and let them use their collective wisdom to adapt the text into a textbook-style drama, and then rehearse the performance. Students are full of energy. Everyone is busy writing scripts, looking up materials, designing clothes and hairstyles, assigning roles, reciting lines and sparring. . . . . . Busy as a fiddle After two days of preparation, boys and girls each produced a decent Ximen Bao textbook drama. Female students sing drama, while male students perform drama. The performance was different, and even the parents were attracted. After the performance, the students knew Ximen Bao's image like the back of their hands, and admired his personality and characteristics even more. At the same time, they are addicted to creative design, free play and performance. Facts have proved that this kind of "creative learning" is often more acceptable to students and makes them learn more easily.

I try my best to stimulate students' curiosity and try my best to satisfy their curiosity, because curiosity is often a stepping stone to open the door to knowledge. Every time I teach a new text, I will design several questions that can arouse students' curiosity, and guide students to seek knowledge, solve problems and acquire knowledge independently driven by curiosity. Sometimes you can't solve the problem in class, and you will continue to seek the answer with the students after class. For example, when teaching "fishing for iron cows", the students expressed great curiosity about the monk Huai Bing using the buoyancy of water to fish for iron cows, and even did not believe that water had such magical buoyancy. So after class, my students and I demonstrated the process of catching iron cows in kind and did many other buoyancy experiments. Students' curiosity is satisfied and knowledge is learned. When studying the colorful pond, the students were curious that the water in the colorful pond became colorful because the stalagmites at the bottom of the pond refracted sunlight, and they seemed to understand the description of the text. I hope the students can find something like a prism and do experiments on the refraction of sunlight. As it happens, I have an artificial crystal ornament similar to a diamond. I put it in the sun for the students to see. The students shouted, "Ah, the sun is really seven colors!" " "I threw the crystal ornaments into the glass and let the students observe. The students found that water has various colors in the sun. They said in unison, "We see that the color of the pool is really reflected by the sun! "

When creating an autonomous classroom, I attach great importance to cultivating students' sense of learning responsibility, requiring them to be responsible for their own learning, actively participate in all the learning in the classroom, complete all the learning tasks in the classroom, and learn to be responsible for others. I arranged for each pair of deskmates to be a pair of study partners. They have the task of learning from each other, urging each other and educating each other. They should supervise each other's lectures, check each other's class notes and dictation and correct each other's mistakes. In the process of mutual learning and teaching, most students have strengthened their sense of learning responsibility, improved their study habits, strengthened their learning ability, enhanced their learning initiative and truly become independent learners.

I am very grateful to the good book "Autonomous Classroom", which really taught me some very useful teaching experiences and teaching strategies-these experiences and strategies supported the autonomous classroom I created for students and made it bring happiness to students' learning and my teaching.

Leading students to grow up happily in extracurricular reading

Shaoyang Zijiang School Zhao

From my own reading experience and years of teaching practice, the author finds that benign and effective extracurricular reading plays an important role in cultivating primary school students' good Chinese literacy and shaping their beautiful humanistic character. The middle and senior grades of primary school are the golden stage of extracurricular reading. At this stage, students' ability, personality and mind are gradually formed and developed, and all kinds of knowledge are gradually accumulated. Chinese teachers should seize the opportunity, guide students to do extensive extracurricular reading on the basis of learning Chinese textbooks well, and lay the foundation for students' healthy growth. When I was engaged in Chinese teaching, I always regarded students' extracurricular reading as a regular teaching task and recorded it in my teaching plan for each period. I use books as a ladder to lead students to climb to the top of the hall of knowledge in reading and grow up happily all the way.

First, guide effective reading.

What I advocate is benign and effective extracurricular reading, that is, the extracurricular books that students read must be good books that help their physical and mental growth, and students must achieve certain goals in reading-accumulating knowledge, enriching Chinese literacy, cultivating good sentiments and perfecting their hearts. To help students achieve this reading goal, I spent a lot of time and did a lot of homework. At the beginning of each semester, I will assign students in my class an extra-curricular reading task of not less than 200,000 words (the newly promulgated "Chinese Curriculum Standard for Primary Schools" clearly stipulates that the extra-curricular reading amount of each student in the middle and upper grades of primary schools is not less than 200,000 words). According to students' reading interest and reading level, I recommend the corresponding reading list. Such as Disciple's Rules, Learning from Qionglin in Kindergarten, San Zi Jing, World Classic Fairy Tales Series, China Children's Encyclopedia, Up and Down Five Thousand Years, Biography Series of World Celebrities, 300 Tang Poems, Idiom Allusions, Aesop's Fables, Shan Hai Jing, Education of Love, etc. . . . . . The content is from narrow to wide, and the degree is from shallow to deep, that is, from fairy tales with strong interest and rich story plots to astronomy, geography, history and Chinese studies. In order to let students put extracurricular reading into practice, I taught students many practical reading methods. I ask every student to prepare a thick book of extra-curricular reading accumulation (which can be used for several semesters in a row), and set a reading time of 30 minutes every day. While reading, I took reading notes and completed the task of accumulating extra-curricular knowledge that day: or extracting good words, sentences and paragraphs, or jotting down the main points of knowledge, or transcribing anecdotes, or writing reading comments, or making comments. . . . . . Students' extracurricular reading time and extracurricular reading notes every day should be signed by their parents and then given to me for reference. I organize students to exchange extracurricular reading once a week: sometimes students at the same table or in the same group exchange extracurricular reading notes for learning and evaluation, sometimes students with rich extracurricular reading experience introduce their reading experience and gains, and sometimes students recommend each other the latest books or excellent books and periodicals. . . . . . In such targeted and persistent extracurricular reading training, students have mastered reading methods, stimulated reading interest and developed good reading habits. Students have changed from passive reading to active reading, from hard reading (some students initially regarded 30 minutes of extracurricular reading as a chore) to happy reading (later, I occasionally forgot to arrange 30 minutes of extracurricular reading, and students took the initiative to make up. They said that it would be uncomfortable to read without those 30 minutes. I also pay attention to students' reading behavior and reading psychology at any time, and help them correct their reading deviation in time once they find out. Once, the students in my class liked reading horror novels very much. I investigated some students' reading feelings. They say that the plots of such novels are absurd, bizarre and gloomy, and they are particularly nervous and exciting when reading them. After reading it, the horror scenes in the book often appear in my mind, which makes people very scared, especially girls, who are scared to sleep alone at night. In order to solve this problem, I organized a class meeting with the theme of "What books should we read". During the questioning, debate and discussion, students understand that childhood students are mentally underdeveloped and psychologically vulnerable, and the gloomy and bloody descriptions in thrillers will cause psychological shadows for themselves. When the truth is understood, the wind of students watching thrillers naturally stops.

Second, organize reading activities.

In order to strengthen the effect of extracurricular reading, I organized students to carry out a series of "comprehensive practical activities of extracurricular reading" in their spare time.

1, open a small class library

In order to save money and let students share resources, I suggest setting up a small library in the class. My classmates all agreed with me, and everyone volunteered to donate thousands of books and periodicals. In order to run the small library well, the members of the class committee used their spare time to completely package and label all books and periodicals, and formulated a strict book management system and lending system. After the opening of small class library, there are fewer noisy students between classes, more people sitting in the classroom reading books, and more topics for students to communicate with each other. The small library also set up a special suggestion box, which often asks students about their reading situation and reading needs.

2. Students edit and read newspapers.

The class committee organized a reading newspaper as a carrier for students' extracurricular reading. This reading newspaper is edited by members of the class Committee. It is published twice a month and each issue is written by four students. There are exquisite illustrations, rich extracurricular knowledge, wonderful exercises of students in class, reading newspapers and introducing new books. . . . . . This little handwritten newspaper embodies the students' painstaking efforts and shines with their wisdom.

3. Carry out theme reading activities.

In order to arouse the enthusiasm of the whole class in extracurricular reading and improve their reading ability, I used class activity classes to carry out a variety of theme reading activities, such as "Reading Wisdom from Books", "Reading Club of Tang Poetry and Song Poetry", "Bookworm Experience Exchange Meeting with More Reading" and "I Read Happy Essays". . . . . . The development of these reading activities has set off an upsurge of students' extracurricular reading, and even those students who are not good at reading at ordinary times consciously read after class.

Third, lead students to grow up.

Extracurricular reading is a process of self-learning and self-construction. In persistent extracurricular reading activities, students have accumulated knowledge, improved their reading ability, enriched their Chinese literacy, and improved their personality and conduct-students grow up happily in books.

1, students' character is improving day by day.

Students enrich their knowledge, broaden their horizons and learn to constantly improve themselves in extracurricular reading activities. Encyclopedia makes students full of wisdom; Idiom allusions and fables containing philosophy make students shine with the spark of speculation; Fairy tales make students full of love and childlike interest; Celebrity biographies make students aim high; Poetry in Tang and Song Dynasties endows students with literary spirit. . . . . . Under the influence of this book, the classes I have taught 124, 139 and 153 have good class spirit, good style of study, good comprehensive quality of students, and the overall level of knowledge and humanities ranks first in the grade. For example, class 139 was rated as a civilized class in the school for eight consecutive semesters, and the Chinese final exam ranked first in the grade for eight consecutive semesters (four classes in grade one) (these are all archived).

2. Students' Chinese literacy is fast and rich.

Effective extracurricular reading has effectively promoted students' Chinese learning, and students' Chinese learning ability has been continuously improved: the ability to interpret texts, analyze problems, understand problems and solve problems has been improved; Students' ability to feel and appreciate language has been greatly developed; With the rapid improvement of students' writing level and strong interest in writing, independent writing has become a common practice. Students consciously write a small exercise every week and keep a diary every day after completing the eight exercises specified in each period. Some students who love writing have written long fairy tales, such as Legend of Immortals by Xu Hailing, Adventures in the Woods by Dai, and Attic Elves by Dai. Students such as Xu Hailing, Zhang, Han Bingmei and Zhou often publish their works in Shaoyang Daily, Xiaoxi and Pupils' Guide. There are also some students with relatively weak Chinese proficiency who have learned a lot of writing knowledge in extracurricular reading, thus improving their writing level. For example, Zhu was worried about every composition when he was in the third grade. From the fourth grade, he began to like reading and read more books, which naturally broadened his thinking and made his composition have something to write about. By the fifth grade, his writing level has reached an excellent level, and sometimes he will publish articles in the school reporter.

3. Students' self-education ability is improved.

Effective extracurricular reading enhances students' learning autonomy and consciousness, and cultivates students' good learning psychological quality and study habits. Students have good habits in class: concentration, strong self-control, active speech, love to communicate, debate and discuss problems, and insist on taking notes in class; Good working habits, able to finish all subjects' homework on time with good quality and quantity, neat handwriting, clean surface and high accuracy; Students have a good habit of reflection. At the end of each learning stage or after each exam, students can reflect on their learning situation or achievements in time, analyze their existing problems, write a reflection diary, check the missing parts, and remove obstacles for the next study.

Gorky said well, "Books are the ladder of human progress". Teacher, guide your students to love books and read, because reading will make your students grow faster and happier.

September 22, 1965 438+00

Cooking for students

-Use your mind skillfully to create composition materials for students.

Shaoyang Zijiang School Zhao

Once I was a judge of the school's "Feel the Teacher's Grace" speech contest, and three speakers left a deep impression on me, because three students of different grades wrote in their speeches that they saw the teacher drooling while correcting homework in the office, and then they were moved to tears. As far as I know, teachers in our school often insist on working despite illness, but none of them have had intravenous drip in the office. What does this mean? It only means that the three of them copied the same model essay. However, these three students are not just copying model essays now.

There is a reason why students plagiarize model essays. First, all kinds of composition books are flooding, and each student has at least one or two so-called composition reference books at hand, which is of course convenient and quick to copy. Second, teachers and parents force students to write this and that every day. In order to cope with the examination, students can only copy the model essay to find a job; Third, students have a shallow life experience, narrow life scope, almost exhausted composition materials, and there is no "rice" to cook, so they can only borrow rice to cook.

It is a common phenomenon that students, especially primary school students, write or not. The fundamental reasons are: 1, students have little life experience and have not accumulated much life experience for writing; 2. Students' life is narrow, their horizons are not broad, and they have little knowledge and nothing to write about. Now most students are at two o'clock and one line. Every day, school and home are their world. They can't go out for a spring outing in spring, nor can they go out for an autumn outing when the air is crisp and the fruit is ripe, because the higher authorities, schools, parents and teachers dare not. In case of a safety accident, it is no joke. So now many children in the city don't know when plum blossoms and lotus flowers bloom, whether peanuts grow on the branches or in the soil, or even the difference between a rooster and a hen (I once saw a fourth-grade student write with his own eyes that the rooster laid a big egg). . . . . . 3. Students lack practical life experience. Nowadays, students want to do some housework besides studying or studying, but their parents won't let them. It's too chaotic. Want to make gadgets, parents pay; Want to do some public welfare, parents are too nosy; Even if I want to have a sanitation in the school, the sanitation area will be sold to office workers by the class teacher (most of the classroom sanitation and public area sanitation in our school are now sold by the class teacher to the workers in the canteen). . . . . . Where can poor students find fresh subjects and write fresh compositions?

The accumulation of composition materials depends entirely on the accumulation of life, and there is no material without a real and rich life. Facing the current living conditions of our students, as a Chinese teacher, how to break the embarrassing situation that students have no material accumulation and write without writing? I have explored a set of composition teaching methods for students to find materials skillfully and cook "meals" from many years of composition teaching practice.

First, carefully design activities.

Activities are the source of students' happiness and an effective way to help students accumulate composition materials. Therefore, I will carefully design a series of activities for students in each issue, so that students can feel life, experience joys and sorrows, and exercise their various abilities in colorful activities, thus accumulating rich composition materials. There are abundant activity resources hidden in students' daily study, life and entertainment. As long as you have the heart, you can dig out many activity scripts that are beneficial to students' physical and mental health. At one time, weaving with colorful hoses was particularly popular among students, so I had a brainwave and designed a manual activity of "skillfully interpreting dreams" for students. In the first class, on the basis of mastering the simple knitting method, I asked the students to freely combine or work alone, and to weave a single or group of gadgets with colored hoses and accessories within the specified time, and asked the works to be imaginative and creative, and to be named. The students are full of interest and work hard. As soon as the stipulated time arrived, all kinds of woven goods appeared in front of me, including small animals with different shapes, exquisite melons and fruits, beautiful and generous jewelry, and story scenes such as "Jiang Taigong fishing" and "A mouse marries a woman". In the second class of the activity, I asked the students to show their works on the podium, and everyone visited and appreciated the works, and then awarded the "Best Creative Award", "Most Interesting Award" and "Most Exquisite Award", and finally awarded the prizes. The students took part in the whole activity with great enthusiasm. During the activity, they thought, did and said, and experienced such emotions as nervousness, anxiety, failure, success, joy and regret. After the activity, many students are still talking about the activity. I asked the students, if this activity is written down, is there anything to write? The student replied, yes, there are many things to write! So I didn't spend too much time on the following composition guidance. The students' compositions were well written and excellent works were repeated. I have also designed "I am a little teacher", "I am a little designer" (students use waste clothes to design new clothes, and waste materials to design ornaments and daily necessities), "Playing with plasticine", "Love Group in Action" (students are free to form several groups, and each group will complete at least five love tasks within one week, and the excess groups will receive mysterious prizes) and "Being a scavenger" (organizing students to pick up). I Blow and Blow "(Bubble Blowing Competition)," Bring Water with Firewire ","Today I am the Master "(the roles of children and parents are reversed)," Smart Chef Cooking Cold Dishes ","Editing and Performing Textbook Plays "and so on. These activities include manual labor, cultural and sports activities, public welfare labor, Chinese practice activities, entertainment activities and so on. Every time students have fun, they also write happily, because they really live in colorful activities, feel happy and vent their emotions heartily, so their feelings will naturally be sent to the pen and become the most authentic and best articles.

Second, the clever use of teaching materials

In fact, there are rich composition materials hidden in our Chinese textbooks. Teachers can also find "meals" for students' compositions if they use them properly.

1, rewriting ancient poetry

Every primary school Chinese textbook has three or four ancient poems. These ancient poems are concise in language, rich in connotation and vivid in image, leaving students with great imagination and language training space. Therefore, on the basis of understanding the background of poetry, I will guide students to rewrite several ancient poems, that is, rewrite ancient poems into prose. In the process of rewriting, students break through the language capacity of the original poem, break the language structure framework of the original poem and create a new language. In this creative process, students' thinking is always very active. For example, when students rewrite Xugong Hall in Su Xinshi, most of them describe the static scenery of the courtyard intertwined with fences, paths and trees in a simple and elegant style, and then describe the scene of "children chasing Huang Die in a hurry and flying into cauliflower without finding it" in thick ink, which not only describes the action of children chasing, but also describes the gesture of Huang Diefei. In the original poem, children who only have two movements of "running" and "chasing" run, jump, fall, shout and talk crazily, and there are interesting names such as locks and posts. The vegetable garden with only the word "cauliflower" in the original poem was also rendered tangible, colorful and fragrant by the students. A 28-word ancient poem, enriched by students' imagination, has become an essay of four or five hundred words.

2. Continue to write the text

When we open the Chinese textbooks of our primary school, there are many texts that leave room for students to expand their imagination, such as Fanka, Xiaojieyu, Little Photographer, Poor Man and Golden Hook. . . . . . Continuing to write can exercise students' imagination and cultivate students' divergent thinking.

I have instructed students to continue to write model cards. The stories that students continue to write are rich and colorful, reflecting different ways of thinking. Some students rationally gave Fanka a more tragic ending, saying that his grandfather died of poverty and disease, and that his boss Ali yasini abused him even more, which led Fanka to escape again and again. Finally. Died on the run Some students romantically let Fanka get the care and help of the boss's daughter in the shoe store, and grow up slowly. Finally, she married the boss's daughter, opened a shoe store, became a famous shoemaker in Moscow, lived a rich life, and took her grandfather from the countryside.

Step 3 enlarge the paragraph

Some paragraphs in the text are very simple, and teachers can guide students to expand. For example, in the section of "Wonders of the Inner Cave" in "Remember Jinhua Shuanglong Cave", the author simply wrote about the stalactites Qinglong and Huanglong at the top of the cave, but did not write about other wonderful landscapes of the Inner Cave. I instruct students to start writing exercises on the basis of consulting relevant articles and pictures of Shuanglong Cave after class. According to the materials at hand and the original text, the students described the fascinating scene of the stalactite in the inner cave in detail and vividly, and some students even added it.

In addition, there is "style exchange" (changing expository text into narrative text, changing script into novel, changing novel into script, etc. ), "turning over the old and new texts" and "filling in the blanks in the text" are also excellent sources of students' composition materials.

Third, guide students to accumulate.

It is precisely because students' living space is narrow, their life accumulation is insufficient, and their emotional experience is empty. Therefore, teachers should constantly guide students to accumulate composition materials, guide students to explore people, things, scenes and things that can be written in seemingly monotonous daily life, and capture the highlights in ordinary life. I use the form of unit diary to guide students to accumulate composition materials. After a long period of accumulated practice, students have benefited a lot.

Every semester, I set up corresponding theme diaries for students according to the number of classes in the school (for example, there are 20 weeks in the whole period, and students write 20 unit diaries, not necessarily every day, but not less than 3 per week). Each unit has a big theme, and there are corresponding observation and accumulation tasks under each theme. For example, taking "Portrait of People" as the theme is to let students observe all kinds of people around them and record their physical features, words and deeds, and clothes. For example, take "flowers, birds, fish and insects" as the theme to guide students to understand the growth habits of some plants and the characteristics of their branches, leaves, flowers and fruits, as well as the appearance characteristics and living habits of some fish and insects. With the theme of "the sun, the moon and the stars", guide students to watch the sunrise and sunset, the moon is full, see the splendid starry sky, know the constellations and understand some mysteries of the universe. Take "My Growth Story" as the theme, guide students to pay attention to their life, study, social interaction and other aspects, and record their growth in words in time. . . . . . Because of the clear observation goal and the specific task of accumulating materials, the students learned to look at everything around them with the eyes of inquiry and discovery. They paid attention to the old scavengers who were scouring the garbage bins (one student recorded the experience of scavengers for a week in detail, and his words were full of sympathy for the old people. He also suggested that students accumulate abandoned homework, books and newspapers, mineral water bottles, etc., which we really did for the old people), and they fought on the grass. . . . . . In this accumulation, students' eyes are sharp, their emotions are rich, and of course their thinking is agile.

In order to change the deadlock of students' writing without rice, teachers can only use their brains skillfully and diligently to create a happy writing atmosphere for students. However, this is a long and hard work.

23 September 20 10