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一、为什么要建立“语文学习学”那是1979年一天放学时,我为教文言文《李顺》向学生布置了三道预习题,要他们放学后预习。第二天我上课检查预习情况时,浑身凉了半截:竟有百分之八十的学生根本没预习,那些巳预习的也只是粗览了一遍课文。当堂调查的反馈信息告诉我,原来是他们地处偏僻乡村的千家万户,预习时间少,预习的工具书和参考资料奇缺,更谈不上还有什么预习习惯、预习技能和方法。当即我只好改变计划,临时采取“急救”办法,要学生重新预习,并针对他们不会预习的问题随堂辅导,把学生和我的工具书集中轮流使用,并允许讨论,结果学生的积极性大大高涨,既掌握了该课文的内容,又学会了预习方法,有很多连教师都未布置和考虑的问题,都通过工具书和讨论得到了解决,从表面看去耽误了一节课,但后面的讲课就快多了。后来又尝试多次,学生很欢迎,于是预习就正式进了课堂。
First, why should we establish a “language learning” That was one day in 1979 when I left school, I taught the language “Shun” arranged three pre-exercises for students, asking them to preview after school. The next day, when I was examining the situation in class, I was half off: as many as 80% of the students did not preview at all, and those who had already previewed it were only reviewing the text once again. The feedback from the investigation of the Tong Tang told me that they were home to tens of thousands of families living in remote villages with few preparation time and lack of reference books and reference materials, not to mention the preparation habits and skills and methods. At that moment, I had to change my plan temporarily and take the “first aid” approach temporarily to ask the students to re-preview them and to help students and my reference books to be used on a turn-by-turn basis for questions they would not have previewed. As a result, the enthusiasm of the students greatly increased Soaring, not only mastered the content of the text, but also learned the preparation method, there are many problems not even the teachers are arranged and considered, are solved through reference books and discussions, from the surface to delay a class, but behind Lectures are much faster. Then try again and again, the students are welcome, so the preview will officially entered the classroom.