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1980年秋季,泰和中学肖可夫老师开始进行语文教改实验,至今已十年有余,初步形成了初中语文“四步骤”迁移教学法。 这项实验运用教育心理学中的迁移规律,改革语文课堂教学结构,目的是大面积提高语文教学质量,让学生在德、智、体诸方面得到全面发展。该实验重视激发学生学习语文的兴趣,指导学生认真读书的方法。要求学生“运其才智”,独自探究,共同研讨,“逐步增强其智能”,达到“展卷而自能理解”的境界。 教学法中的“四步骤”是:一、自学质疑。指导学生在自学中发现问题,主动提出问题,从根本上改变学习上的被动状态。二、讨论析疑。这—步是在学生各自探究的基础上发挥集体智慧,共同研究讨论,切磋琢磨,争议辩论,全面理解课文的过程,是培养学生分析能力和口头表达能力重要途径。三、比较归类。即引导学生
In the fall of 1980, the teacher of the Taihe Middle School Xiao Kefu began the experiment of language teaching reform. It has been more than a decade since then and it has initially formed a “four-step” migration teaching method for junior high school Chinese. This experiment uses the law of migration in educational psychology and reforms the Chinese classroom teaching structure. The purpose is to improve the quality of Chinese teaching in a large area and allow students to develop in all aspects of morality, intelligence, and physique. The experiment attaches importance to stimulating students’ interest in learning Chinese and guiding students to read books seriously. Students are required to “put their talents to the forefront” to explore and discuss together, “gradually enhance their intelligence” and reach the realm of “expanding and understanding”. The “four steps” in the pedagogy are: First, self-education questions. Guide students to find problems in self-study, take the initiative to ask questions, and fundamentally change the passive state of learning. Second, discussion and suspicion. This step is based on the students’ individual inquiry to exert their collective wisdom, study and discuss together, discuss and ponder over disputes, and fully understand the process of the text. It is an important way to cultivate students’ analytical ability and oral expression ability. Third, compare and classify. That guides students