Traditional Culture Encyclopedia - Photography major - Why grasping the learning situation is the cornerstone of effective Chinese teaching?

Why grasping the learning situation is the cornerstone of effective Chinese teaching?

"Grasping learning situation is the cornerstone of effective Chinese teaching" mainly aims at the problem of high consumption and low efficiency in Chinese teaching caused by ignoring students' acquisition and experience, and is one of the keys to solve the slow fee in Chinese teaching.

The first lesson should really enter the vision of Chinese teachers preparing lessons.

Human language learning does not begin at the age of 6, and children do not enter the language hall of zero cognition. Listening and speaking practice of babbling starts from a few months old. What we have learned in daily life and from various media, many children have been exposed to children's songs, fairy tales, fables, stories, cartoon characters and sci-fi ghosts since the first grade. Psychological research shows that 3-6 years old is the fastest growing period of vocabulary in a person's life. The child entered the school at the age of 6, and the vocabulary accumulated in his life has reached about 3000.

In 2006, we tested students' autonomous learning ability in more than 20 urban and rural schools in Beijing (limited conditions include: extracurricular reading materials at the same level as the class can be consulted in the dictionary for 40 minutes), and students can read about 70% of the texts independently. This test result provides valuable first-hand information for the study of improving the efficiency of Chinese teaching.

First, face up to, appreciate and accept students' "foresight". Ausubel, a world-famous educational psychologist, said frankly: "If I were to reduce all educational psychology to only one principle, then I would say in one sentence: the only most important factor that affects learning is what learners already know. To understand this, we must teach it accordingly. "

What the learner already knows is the learner's pre-concept. Professor Cao Minghai of Shandong University has clearly explained this in Hermeneutics of Reading Teaching: "Foresight" refers to the reading experience, values, knowledge and way of thinking that readers have before understanding the text. Before students enter the text reading, their world is by no means a blank. "Foresight" constitutes the situation and horizon of understanding. Students' reading dialogue is not carried out on a blank sheet of paper. The more "innocent" history is, the harder it is for students to speak.

Lesson 65438 +0 The Little Photographer in Grade Three (Beijing Chaoyang Experimental Primary School)

Student 1: Teacher, I don't know what "stop" is.

Teacher: Who can explain to him what "ready" means?

Health 2: "Stop" means to finish, and ending means to do everything well.

Health 3: "Stop" is appropriate.

Student 4: I don't think what they said is accurate. The little photographer didn't finish his work. He's just preparing for photography. "Ready" means "ready" in the text.

Teacher: You have a large vocabulary.

Teachers obviously underestimated the students' "foresight" level, so that the evaluation language stayed at the level of general admiration, and did not enlarge the students' generation in time and added in-depth evaluation. In fact, "ready" is the expression of dialect spoken language, and "appropriate" and "ready" are typical written languages. Students with rich foresight can quickly allocate their own vocabulary, decode the new vocabulary encountered in the reading process, and make the entry instantly activated. Because of the high degree of automation of word decoding, students have a strong ability to understand and grasp the reading materials as a whole, otherwise they will be blocked layer by layer. Let's watch another lesson.