Three degree six step method, four degree six step method

Sort out the context and set the focus. Through the introduction and table of contents, you can roughly understand the theme of the article, the background of the story, the relationship between key characters, etc., roughly turn over each chapter, understand the story process, and combine this information with the knowledge you have mastered, so as to form the context and focus of reading in your brain.

Review the reading to see the plot. After grasping the general context, organize students to quickly review and read, so that students can quickly find the main idea in the reading process of each sentence and quickly find the key content in the reading of each page.

In-depth reading includes key points. Through the review and reading, on the basis of the preliminary grasp of the author's conception, the development of the protagonist's fate, the motivation of the supporting characters, the development of the story, the ending of the whole text, etc., the teacher can guide the students to focus on reading the key chapters and main paragraphs to fully grasp the connotation of the text.

Differences in information comparisons. On the basis of in-depth reading, the content before and after the article is compared and read according to the development of the story, thinking about the internal inducements of the personality change and destiny development of the key characters, guiding students to jump out of the problem to see the problem, and guiding students to develop from the two-point theory of black and white to the comprehensive theory of comprehensive consideration of multiple factors.

Good sentence excerpts to mention the sense of language. In the process of reading, the teacher can guide students to excerpt or underline beautiful passages and sentences, repeat and read, and continuously improve the beauty of students' language and gradually increase their vocabulary through the excerpts of good words and sentences.

Focus collision seeks sublimation. Teachers can use the opportunity of classroom discussion to induce students to start from the analysis of character thoughts, authors' ideas, and the value concept of the protagonist, and go deep into the inducements of character development and the overall advancement of events, and substitute students into the article, through the in-depth feelings of positive and negative aspects, think about the pursuit of value, the meaning of life, etc., so that students can learn to look at problems dialectically. At the same time, through the intense discussion of key issues, students can also learn to express their own views in concise words, demonstrate their own views with rigorous logic, and continuously improve the careful thinking and expression ability of primary and secondary school students.

Self-study; 3.Discuss; 4.Answering; 5.

self-test; 6.Self-knotting. These six steps, I think can only be used as a basic classroom teaching structure, but it does not mean that these six steps are indispensable in every lesson.

Depending on the characteristics of the text itself and the difficulty of students' comprehension of the text, some steps may be used sparingly or even at all. If you can solve it by "self-study", you can use "discussion" and "answer questions" less. "Self-test" works well, and "self-test" can be omitted.

The characteristics of the six-step classroom teaching method are: first, each lesson is oriented, and teachers and students have clear teaching objectives, so that efficiency can be improved from both teaching and learning. Second, self-study is highlighted, which shows the main position of students' learning.

Self-study encounters difficulties, can be solved through collective discussion under the guidance of teachers, the individual learning and collective learning unity, can produce mutual learning, complement each other's effect, third, self-test, self-knot, so that students can get self-learning feedback information in class, and in the summary to improve understanding, grasp the law, conducive to future learning and practice.

From the perspective of teachers' teaching work, this shows that: first, delegating some teaching work to students reflects the democratization of teachers' teaching ideas; secondly, to involve students in part of the teaching work, which is intended to enable students to understand the learning process and enhance their awareness of language learning. Third. Teaching and learning are the unity of opposites, and students understand the teaching work of teachers, which helps to cultivate and improve their self-learning ability.

It can be seen that Wei Shusheng actually expanded management to teaching, and handed over the "law of teaching" to the "law of life". The main method of "handover" is to let students "play the role of teachers". Allowing students to "lecture", stimulating students' interest, improving students' sense of responsibility for learning, and enhancing their confidence in learning still have practical significance in the situation that many of our language teachers mistakenly turn "live" into "death" and obsessed with "speaking" and "copying" day after day.

It is a good way to arouse students' interest and make them willing to learn and learn well. The so-called "good scholars, teachers are easy and multiplied; is not a good scholar, and the teacher is diligent and half-done, and then complains about it. It can be seen that the guiding role of teachers not only has an impact on students, but also directly affects their own status among students.

This seems to have been seen in **, you can check it on the knowledge network, three degrees and six steps, or the creation of a well-known teacher in Zhengzhou.

The four degrees refer to: classroom teaching should have temperature, gradient, depth and width, six steps: "review", "introduction", "**", "variation", "try" and "promotion" and other six-step teaching methods.

The six-step teaching method was proposed by Wei Shusheng, a contemporary education reformer in China. In the process of junior high school Chinese teaching practice, Wei Shusheng continued to think and explore, and gradually formed a set of teaching methods.

It includes six steps: orientation, self-study, discussion, Q&A, self-test, and self-conclusion, that is, the "six-step classroom teaching method".

The overall instructional design process is: "Three-dimensional objectives.

Four words through, six steps to implement", is a new teaching mode summarized by the teaching and research department based on teaching practice.

This teaching method is based on the premise that Shenshu respects students' lives, and through classroom teaching activities, it fully awakens life consciousness and develops life potential, so that every blind student can freely and fully realize the value of their lives to the greatest extent, and strive to lay the foundation for students' lifelong happiness. Buried pure.