Lecture 4: Wei Shusheng
First, teaching examples
Second, the teaching review
Lecture 4: Wei Shusheng
First, teaching examples
(1) Watch the teaching video: The Realm of Life.
(Time: March 28th, 2004 1: 30 pm; Venue: Auditorium of Chongqing Institute of Logistics Engineering; Student: The number of students in yangjiaping middle school, Chongqing: more than 4,000): 0/ 1/2/3/4/5/6/7.
(2) Reading teaching records: "? Unification? Raise? Fang? Law? 》
(3) Discussion and sharing: What are the characteristics of teaching in Wei Shusheng? What does it inspire you?
Lecture 4: Wei Shusheng
Second, the teaching review
(a) Life profile:
Wei Shusheng, 1950, was born in Jiaohe County, Hebei Province on May 4th. 1956 moved to Shenyang with his parents. 1966 graduated from junior high school. Because of the Cultural Revolution, I lost the opportunity to enter high school. 1968 went to the countryside, 1969 taught in a farm primary school, 1978 worked as a Chinese teacher in Panjin No.3 Middle School, and 1979 started the first round of teaching reform experiments with remarkable results. 1984 was awarded the title of "National Excellent Class Teacher" by the State Education Commission, and the title of "Super Teacher" by the Liaoning Provincial Government in the same year. 1988 was awarded the title of "National Model Worker" by the State Council in April; 1990 was elected as "Top Ten Outstanding Youth in China"; 1998 was awarded the title of "Top Ten Model Teachers' Morality in China" by the National Education Union. China * * * the 13th to 17th National Congress of the CPC. In addition, he is a member of the National Education Science Planning Leading Group, the chairman of the China Middle School Learning Science Research Association, and the vice chairman of the National Chinese Language Association. Over the past 20 years, he has given lectures in 34 provincial administrative regions and Malaysia, Singapore and other places, giving lectures 1300 times and holding more than 800 public classes, ranking first in China. His articles on teaching experience and monographs on educational reform and methods are well received by teachers and students. Later, he served as director of education in Panjin City, Liaoning Province, and has now retired.
Lecture 4: Wei Shusheng
(B) Teaching characteristics: wonderful classroom teaching
1, organize teaching
(1) Oral composition: Before the formal lecture, let students open their mouths in their own positions, speak their articles boldly and say whatever they want, so as to relax their mood, liberate their personality and help students enter the teaching state.
(2) Sing a song collectively.
In addition, there are ways to organize teaching, such as collective reciting, qigong meditation and recalling the most successful moments.
Lecture 4: Wei Shusheng
2. Design clues.
3. Guide students into the situation. Combine specific paragraphs, imagine the picture and introduce the situation.
4. Let the students guess the text that the teacher wants to teach.
5. Organize a learning contest.
6. Discuss with students more.
Lecture 4: Wei Shusheng
(3) Teaching methods and modes: teach self-study methods systematically to cultivate students' ability.
1, guide students to draw a Chinese knowledge tree. Wei Shusheng's "Chinese Knowledge Tree" came into being in the late 1970s, because he felt that there were too many examination questions in Chinese education at that time, and the teaching lacked order, which led 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 examination questions around it. Second, every text, even a masterpiece, you missed the class during the lecture. As long as the foundation is good, the final or entrance exam 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 the changes in the exam, and students will not have to do a lot of exercises. Based on this, in 1979, Wei Shusheng began to guide students to draw the structural map of Chinese knowledge. After discussion, they chose the tree structure, read through six junior high school Chinese textbooks and drew a "Chinese knowledge tree". Generally speaking, it is basically divided into four parts, 22 items, 13 1 knowledge points: the four parts are classical Chinese knowledge, basic knowledge, reading and writing and literary common sense in turn. Classical Chinese knowledge includes notional words, function words, Chinese characters and sentence patterns. Basic knowledge includes writing, sentences, rhetoric, punctuation, pronunciation, vocabulary, grammar and logic. Reading and writing include six items: center, structure, language, material, expression and genre. Literary common sense includes ancient, modern, contemporary and foreign countries. Each item contains many knowledge points *** 13 1.
Lecture 4: Wei Shusheng
2. Guide students to learn the whole textbook by themselves.
Before each semester's holiday, instruct students to write about teaching material analysis, and find time to study by yourself during the holiday. The analysis includes seven parts:
(1) column glossary. Mainly the words with pinyin under the text.
(2) List new words. Mainly the words with notes below the text, with emphasis on verbs and adjectives.
(3) Unit analysis. Statistically speaking, the content of reading and self-study courses and what style are the main units.
Lecture 4: Wei Shusheng
(4) Classification of exercises. The exercises after each text are classified into word, word and sentence training, grammar, rhetoric and logic training, listening and speaking training and reading and writing training.
(5) Classification of knowledge essays. Count the number of short articles about listening, speaking, reading, writing and Chinese knowledge.
(6) The appendix at the back of this book. See what the appendix at the back of each textbook does to learn Chinese well.
(7) list literary common sense. That is, the names, identities, titles, genres, local excerpts and famous sentences of writers and poets are listed in chronological order.
Lecture 4: Wei Shusheng
3. Guide students to learn a text by themselves.
"four times and eight steps" reading method;
The first time, skip reading-task: (1) memorize the author and the outline of the article; (2) memorize the main people, things, things or opinions.
The second time, speed reading-task: (3) retelling the content; (4) Define the structure level.
The third time, read carefully-task: (5) understand words and phrases; (6) Circle the important part of the abstract; (7) Summarize the central idea.
The fourth time, intensive reading-task: (8) analyze the characteristics of writing.
Lecture 4: Wei Shusheng
4. Cultivate students' ability to write and correct compositions. First, encourage students to write boldly in various forms and practice writing in a large number of diaries to eliminate their fear of writing; The second is to teach students how to correct their compositions and let them correct their own compositions.
5. Cultivate students' ability to take exams. Instruct students to do five things: give questions (everyone gives questions); Answer questions (draw lots to answer questions); Marking (marking by questioner); Make-up exam (delimit the score line of make-up exam, and then answer the questions); Summarize (analyze the test questions and summarize the gains and losses).
Lecture 4: Wei Shusheng
(D) Reference and reflection
1, for reference:
First, pay attention to the systematicness of the teaching reform project and highlight the cultivation of students' self-study ability and self-education ability.
The teaching system in Wei Shusheng is as follows:
Elementary Chinese course: teaching form: six-step teaching method (orientation-self-study-discussion-answering questions-self-test-self-summary) to guide students to learn independently; Teaching content: Optimize the teaching materials and supplement the teaching materials.
"Big" Chinese class: guide students to learn Chinese extensively through extracurricular activities and social activities.
Its purpose: to achieve goals, form habits, improve ability and master knowledge.
Lecture 4: Wei Shusheng
Second, pay attention to the cultivation of students' non-intellectual factors. Especially pay attention to the cultivation of students' interest in learning and self-confidence.
Third, the innovation of "Chinese teaching management mode". Under the class organization and conditions, through "building trust" (including: teachers' "trust"-firm belief, noble belief, winning confidence, honest belief, reliable credit, belief and credibility to prove self-ability and value. Students' "beliefs"-non-intellectual factors) and "creative methods" (creating methods that can show the charm of teachers, which he described as "democracy" and "science", including "teaching", "learning" and "teaching" methods, such as practicing Qigong, speaking loudly, doing sit-ups and push-ups. This is the most theoretical value in his Chinese teaching thought. (Wang Rongsheng)
Lecture 4: Wei Shusheng
2. Reflection: What is "China people"?
Wei Shusheng's "China people": "This is what China people are all about";
(1) "Chinese" is equal to the established Chinese textbook, and learning Chinese is learning Chinese books. Mainly reading texts and doing Chinese exercises.
(2) "Chinese" means listening, speaking, reading and writing.
There are many criticisms: Wei Shusheng is a "speculator" in the exam-oriented education era, and his so-called "Chinese" education is actually a mechanical and modular Chinese basic knowledge education.
In the era of curriculum reform, it calls for "Chinese" teaching in the true sense.
Lecture 4: Wei Shusheng
Critics say: Liu Tiefang made an appropriate criticism of Wei Shusheng's educational thoughts and methods. This paper analyzes that Wei Shusheng's educational thought is mainly authoritarianism, the educational method is technicalism, and the learning order is maintained by remote control, mutual supervision, mutual exposure and criticism of the Cultural Revolution. Taking people as tools instead of living people, the cultivated people are "capable but tame bodies", which is far from the requirements of modern independent citizen personality.
(Liu Tiefang: Wei Shusheng: An Audience's Educational Technology/8011/592879.aspx)
Lecture 4: Wei Shusheng
Critics say that Wei Shusheng stood out from the crowd and met the political requirements of that era. His educational thought has provided a model for the class management that urgently needs to stabilize the educational order after the Cultural Revolution. But there is no doubt that his thoughts also came from that era. Serve that era. Identify with that era. Also benefited from that era. The traces of the Cultural Revolution in his thoughts are too obvious. Authority, tools, monitoring, exposure and criticism. Class diaries are very similar to poster criticism during the Cultural Revolution. Lectures travel around the world and remotely control the classes he teaches, relying on the technology of monitoring and exposing, encouraging students to tell each other, and the power of authoritarianism. (Educator Xu Xiliang)
Lecture 4: Wei Shusheng
Extended link: Wei Shusheng Educational Thought Research Office/
Contemporary significance of Wei Shusheng's Chinese education thought.