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Language classroom building information sharing

Jintan Tao Lv Weizhong West Central Primary School into the twenty-first century, with the rapid development of science and technology, resources,[link widoczny dla zalogowanych], information sharing has increasingly become the theme of the times. Language classroom by teachers, students, text, compose a unique curriculum resources, teaching a variety of information exchange among all the time. How to tap the resources between the three, so that the exchange of information barrier-free it? The following, I will focus on the twelfth textbook (PEP) of a text the fifth element - First, the realization of teachers and students of the text common sharing of information resources. Areas of the text as material resources, it is an objective reality, but it is also a product of the subjective mental world materialized. When it presents in front of teachers and students, it is as an objective thing exists. Of course, any objective things are marked with a subjective mark. So when contact with text, no doubt, we should first explore the subjective impressions of the mark in the text (ie,[link widoczny dla zalogowanych], the background of the article written by, and in this context he expressed emotion); Secondly, we should explore the means through which the author is things, what kind of context to reveal their emotions. This is the text of a common resource. For the text of this common resource that teachers and students can share the resources, but teachers and students in the classroom in different roles. Common information in the shared text, the teacher can not information, the text in the exchange to achieve common information sharing. The source of this information in the text, before I was teaching, I have collected through their own information delivered directly to students. Introduces the historical development, such as matches. Although students with rapt attention, but the students ignored the initiative. This year, I changed the previous practice, to encourage students to make their own sources of information around the issue. There was one student asked: is said: They speak their minds. from their communication situation, they are many ways of gathering information, and some access to the information, and some specifically ask the science teacher, and some also had access to the Internet. After the exchange, students are not only aware of the Match The little girl is sold at the time to wipe the wall burning of the are common sources of information in this text, the resulting effects. Second, to achieve teacher-student personality cross-sharing of information resources. . However, the traditional teaching thinking, language classes, we often substitute their own understanding of student understanding, so that transmission of information into a single information transmission, it is clearly wrong. This has not only weakened the charm of the text, but also many personalized information resources have been destroyed. How can teachers and students to achieve cross-sharing of individual resources information it? I believe that teachers are not eager to express themselves because of the information obtained, but should listen to students read the text of the End personalized access to resources information, and then obtained their information resources to communicate with students, between teachers and students in order to achieve cross-sharing of individual resources information. Of course, teachers share their information, should be with a peaceful to discuss with them sharing the tone to avoid the kind of imposed, passive acceptance of information exchange. In teaching After the text you think the little match girl is kind of a person? student information through the possession of the text is presented each with personalized information. Student A: A rule, but also in the streets selling matches, but on a cold day wearing only a pair of slippers and an apron. A rule, can not go back, only with a corner as partners. I think she is a lonely little girl. Can not afford to buy matches, my father had also hit her, why she was not sued her father? Why do not fight with her father? will be reading his own message to the students, it is clear there can be so many unique insights. So, I sincerely say to them: view. To be honest, after reading the teacher, not like you can get such insights. Believe that with our in-depth to explore, you will get more valuable discoveries. groups, according to psychological research shows that: they are more like the interaction to receive and impart information. Although, I did not mention in the second point of interaction between teachers and students to share information resources effect, but not to deny the student-teacher interaction sharing of information on the role of personal resources. the traditional teaching thinking, teacher-student interaction is far less efficient transmission of information Interactions, comfortable, no doubt tell us that the teacher-student relationship in the establishment of new teachers still need to be done. So I'm here to talk about the students interaction in the main exchange and sharing of information resources. students in reading text, they receive personalized information resources because of their level of awareness, knowledge levels to varying degrees, they receive personalized information is also reflected a different hierarchy. how to make them absorb varying degrees of information,[link widoczny dla zalogowanych], improve, persistence, which requires teachers to design some of their interactive context, so that they are perfect in the interaction, enhance, share. of course, set up interactive scenarios need to vary, because the text as such, can not be stereotyped, the pursuit of consensus. In teaching I will organize them in the debate. specific teaching as follows: Teacher: The Little Match Girl in mind there are many good wishes, you said before she died in her desire to? Health: She longed to have their loved ones love and care, at least my father will not beat her after drinking. Student: She longed to have a warm home. Student: She longed to happily live a year. Student: She longed to have her sweet food supplement the body, so by the threat of starvation. ... ... Teacher: Yeah, what a wonderful wish ah! do you think of the little girl's desire to achieve it? Health: I think to achieve. because the little girl was dying to see a lot of indeed beautiful thing, a warm stove, the roast goose, the beautiful Christmas tree, loving grandmother. Student: I think the little girl did not realize her wish, because these things are beautiful little girl in the case of unconsciousness arising under the illusion, nothing thing, is not she really has. Teacher: Now there are two views, a little girl in the fantasy that has been met, got what she needs, and another that The little girl did not really get, wishes unfulfilled. Here are two views that surround it, to the text to find the basis for debate. (students start looking for the basis) beginning of the debate: Party A (in favor of the first opinion): 1, that the poor little girl, I am very sympathetic to her, I would rather believe that she get something in the dying,[link widoczny dla zalogowanych], and do not want to see her leave nothing to regret With all the world, I think students are too harsh it! 2, because the text at the end said: girls did not really have the material what, but she has been a glimmer in the spirit of comfort, so the spiritual satisfaction that she once had been. B (in favor of the second view): 1, write text to: desire that little girl just her fantasy of these fills is simply impossible to achieve. through the debate on the arguments on both sides in the debate, to exchange, in the debate to be complementary, can be improved. This can not be said to be generated by interaction unexpected results. the language classroom is a dynamic process generated in this process will be accompanied by the formation of various information resources. the language classroom is formed around a huge text information field. the information field, there are many things waiting for us to explore. believe it! Along with a deep understanding of the new curriculum standards, positive practice, this information will eventually solve the mystery of each field. Let us join hands together to work with! [Author] : Lv Weizhong, male, born in April 1971, tertiary education, high school teacher, 13 years teaching experience, Jintan many papers at the provincial, municipal journals. current headmaster, director of the school language teaching. Contact Address: Jintan City Tao West Central Primary School Postcode: 213233 Tel :0519-2721688
language classroom building information sharing
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