Without thinking, there is no real learning. For subject teaching, the design of questions is a key part of stimulating students' thinking in the classroom. After the retirement of Mr. Wang Lisu, a former high school political science teacher and researcher in Jiangbei District, he still teaches the subject and often shares some ideas that help improve teaching. For example, grasp the four degrees - the problem is designed with temperature (highlights, tears, laughter, and pain points in hot spots), gradient, depth, and height.
He said to me, "Hello Mr. Liu!."Can you choose a few cases in your "Teaching Notes" that directly reflect the above points of view for me?”
I replied, "It's not easy, and it takes some time to digest and think about it." ”
Wang Lisu said: There may be something wrong with my expression. We can't expect that each question has "four degrees", and it is enough to focus on one aspect of each question.
According to Mr. Wang's point, I thought of the teaching of "social and historical subjects" in high school philosophy that I had just conducted.
This teaching content has strong practical significance, and it is also a commonly used knowledge point in the college entrance examination proposition, which is from the perspective of the exam, and there is basically no difficulty for students to understand and master this part of the knowledge. However, in order to stimulate students' deep thinking and arouse students' interest in learning, teachers need to design well.
For example, the understanding and design of the concept of "the masses of the people" can first be combined with history to review different historical stages, such as the Anti-Japanese War period, the Liberation War period, and what is the scope of the people after the founding of New ChinaThen theoretically define the concept of the masses of the people, both quantitative and qualitative. This can be regarded as a kind of gradient design thinking, which combines the content of history and political science, which is conducive to cultivating students' ability to comprehensively use knowledge to analyze and think.
Debate between the role of the masses of the people and the role of heroes, who is big and who is small, understand the difference between the masses' view of history and the hero's view of history, and read history textbooks and the feelings of real life, this can be regarded as depth. From a philosophical point of view, the materialist view of history will logically inevitably lead to the concept of mass history, and the idealistic view of history will logically lead to the concept of heroic history. This reasoning process can develop students' philosophical thinking skills.
Mass viewpoint: Is the mass line only needed by leading cadres, but by ordinary people?This can be considered a height. What this perspective and route means for middle school students, and when it comes to the students' life experience, it can be seen as a kind of temperature. For most middle school students, how to practice the mass viewpoint and mass line into their own study and life should be the foundation of the success of this lesson. The implementation of philosophical theoretical viewpoints in students' real life is the most essential feature of Marxist philosophy that distinguishes it from other philosophies.
If the content of high school philosophy "the subject of social history" is well designed, it should be able to reflect the four degrees of gradient, depth, height and temperature of the classroom design.
After listening to my idea, Mr. Wang said: Mr. Liu is a treasure at his fingertips. **Temperature may be more emphasized in the introduction of lessons. When you settle down to the student life experience, it is a more capable requirement and a high level.
The classroom is the main front of teachers' teaching, and how to design each lesson well should be a topic that every teacher needs to face every day. The requirements of gradient, depth, height, and temperature give us a goal and direction for classroom design, which is worth our efforts to implement in the course of lesson preparation and lessons.