How to deal with the relationship between individuality and commonality in Chinese teaching Details

Handle the relationship between commonality and individuality. Chinese teaching should develop individuality and, more importantly, embody commonality. The "personality" mentioned here includes not only the personality of the language subject, but also the personality of the student himself.

To develop the individuality of the language subject, it is necessary to give prominence to the characteristics of the language discipline in accordance with the basic spirit of the language curriculum standards, grasp the laws of language education, and pay special attention to inheriting the fine tradition of language education.

1. The Concept and Relationship between Individuality and Commonality The so-called individuality is individuality and individuality, which is the characteristics of a person that are different from others in terms of ideology, character, quality, will, emotion, and attitude formed under certain social conditions and educational influences, and this characteristic is externalized into a person's way of speaking, behavior, and emotion. Each person not only has a personality, but can only be an individualized existence, so individuality is a way of being. The so-called commonality refers to the universal nature of a certain class of things, and the commonality is the abstraction of individuality, which is a theoretical generalization and an abstract existence.

In other words, commonality does not actually exist, and if it must be said to exist, it can only exist in individuality, or with the help of individuality. Commonality and individuality are one and the same.

The two-and-one thing is the relationship of dialectical unity. First of all, commonality resides in individuality and is manifested through countless personalities, and there is no commonality that is separated from individuality. Commonality is not something that is independent of individuality, it can only be implicit in individuality.

Secondly, commonality exists in individuality, and individuality is greatly enriched by individuality. Without individuality, there is no commonality. Any general can only include all individual things in general terms, and no individual thing can be completely included in the general.

Commonality only contains the basic and decisive characteristics of individuality, and individuality cannot all be expressed as commonality. It's hard for us to imagine what a person who has stripped all his personality will be like, I'm afraid it can only be a dead person, and a dead person has no personality, it's all the same. As long as he is alive, he is in a personal way.

In short, individuality is a real existence, and commonality is a false existence. No two leaves are the same in the world. This is especially true of people.

Teaching focuses on theory, and training is a test of the actual level, and teaching is called theoretical training for students, and it is to test their understanding of theory.

Maintain commonality for unity, and develop individuality for progress.

The two are interdependent, and pursue individuality on the basis of maintaining commonality.

People don't live on lonely islands, everyone's life affects them. So, people should be more concerned about other people, but you realize that the commonality is actually a very illusory thing. Take your time to come to your senses.

1. The inevitable connection between indirect experience and direct experience: the main task of students' understanding is to learn indirect experience; Learning indirect experience must be based on the direct experience of the individual student; Prevent the tendency to ignore systematic knowledge transfer or direct experience accumulation.

2. The inevitable connection between the mastery of knowledge and the development of intelligence: the development of intelligence depends on the mastery of knowledge, and the mastery of knowledge depends on the development of intelligence; Guide students to consciously grasp and apply knowledge in order to effectively develop their intelligence; We should prevent the one-sidedness of focusing solely on knowledge teaching or focusing only on ability development.

3. The inevitable connection between mastering knowledge and improving thinking: the improvement of students' thinking is based on knowledge; Only by guiding students to have a positive attitude towards what they have learned can their thinking be improved; The improvement of students' thinking also motivates them to actively learn knowledge.

4. The inevitable connection between intellectual activities and non-intellectual activities: non-intellectual activities depend on intellectual activities and play a positive role in intellectual activities; Adjust students' non-intellectual activities according to teaching needs in order to effectively carry out intellectual activities and complete teaching tasks.

5. The inevitable connection between the leading role of teachers and students' initiative: giving full play to the leading role of teachers is a necessary condition for students to learn knowledge easily and effectively, and develop their body and mind; Mobilizing students' learning initiative is a major factor for teachers to teach effectively. Prevent the bias of ignoring the motivation of students and ignoring the leading role of teachers.

1 The relationship between direct and indirect experience.

The main task of the student's understanding is to learn indirect experience; Learning indirect experience must be based on the direct experience of the individual student; Prevent biases that ignore the transfer of systematic knowledge or direct experience

2. The relationship between the acquisition of knowledge and the cultivation of ideological character.

The improvement of students' minds is based on knowledge; Only by guiding students to have a positive attitude towards what they have learned can their thinking be improved; The improvement of students' minds promotes their active learning of knowledge; We should guard against the tendency to focus only on imparting knowledge or engaging in pure ideological education.

3. The relationship between the acquisition of knowledge and the improvement of ability (development of intelligence}.

The development of ability depends on the mastery of knowledge, and the mastery of knowledge depends on the development of intelligence, and the two are mutually conditional; Only by guiding students to consciously grasp knowledge and apply knowledge can they effectively develop their intelligence and ability, and to prevent the tendency of focusing solely on knowledge teaching or focusing only on ability development.

4 The relationship between intellectual and non-intellectual factors.

Intellectual factors mainly refer to cognitive psychological factors such as perception, memory, thinking, and imagination, while non-intellectual factors mainly refer to factors such as interests, motivations, needs, emotions, will, and personality and other aspects of personality and psychological characteristics, which are closely related.

Intellectual activity is the basis of non-intellectual activity, which depends on intellectual activity and plays an active role in intellectual activity; Adjust students' non-intellectual activities according to teaching needs in order to effectively carry out intellectual activities and complete teaching tasks

5 The relationship between teacher-led and student-centered.

The basic meaning of teacher-led and student-centered.

The essence of teaching is a special cognitive activity, which is an activity in which teachers teach students to know. The teacher has a leading role in teaching activities, that is, in the sense of teaching activities, he determines the content, method, and form of teaching The main role of students is from the perspective of teaching understanding, and the relationship between teachers and students in teaching can only be: teachers are the leading and students are the main body

Teacher-led student-led relationships.

Giving play to the leading role of teachers is a necessary condition for students to learn knowledge and develop their bodies and minds indirectly and effectively Mobilizing students' learning initiative is a major factor for teachers to teach effectively, and it is necessary to prevent the bias of ignoring students' subjectivity and ignoring the leading role of teachers

The relationship between commonality and individuality is a contradiction.

The relationship between universality and particularity of BAI. Marxism believes that the essence and core of dialectics is the contradictory relationship between opposition and unity.

Individuality and commonality are opposites. Individuality forms commonality, and commonality is inseparable from individuality, so the two are opposed.

Individuality and commonality (particularity and universality) can be transformed into each other. For example, a person is an independent individual, he has his own personality, which is personality. But all the characteristics of his body are common to all human beings, and this is the commonality. Therefore, the two can be converted into each other.

Individuality and commonality drive the development of things in the midst of contradictions. Dialectics requires us to look at problems from two sides when analyzing them, to recognize the advantages and disadvantages, and to see the advantages and disadvantages are two contradictory aspects.

Materialist dialectics is "Marxist dialectics". The research object is the most general laws of nature, human society and the development of thinking. It is an advanced form of the development of dialectical thought.

An important part of Marxist philosophy. the view that the material world is a unified whole of universal connections and constant movement and change; The dialectical law is the law of the material world's own motion; Subjective dialectics or dialectical thinking is the reflection of objective dialectics in the human mind.

Commonality and individuality are opposites and unity.

For example: fruits, is it common or back.

Personality? Fruit compared to apple.

Fruits are commonal; Fruit is personality compared to fruit.

It can be seen that commonality and individuality are opposites and unity, and they can be transformed into each other according to certain conditions.

If you don't understand this, you can read the textbook: commonality exists in individuality, and so on, and everything that fools understand, then you will learn it in vain.

Individuality and commonality, or individual and general, particular and universal, are often thought of as a deepening of the categories of the whole and the part.

The dialectic of right materialism holds that individuality and commonality are a pair of dialectical unity

Individuality and commonality are opposites: individuality refers to the attributes of something that is individual (not only its unique attributes, but also its attributes that it shares with individuals of the same kind). Commonality is a common attribute of a class of things, which is made up of some personalities.

Individuality and commonality are unified: first, individuality and commonality contain each other, individuality contains commonality (and of course its characteristics), and commonality also includes individuality (or more precisely, partial individuality), and it cannot be conceived that any two things are absolutely different or absolutely identical. Second, individuality and commonality (particularity and universality) can be transformed into each other, for example, individuality can become commonality relative to a lower-level individual, and commonality can become individuality relative to higher-level commonality; Another example is that the intersection of personalities in the same relationship can become commonalities.

The dialectical category of individuality and commonality is of great significance to people's understanding and practice. Through the understanding of individual things, people can generalize the understanding of commonality (universality), and only the understanding of commonality can guide practice on a large scale.