"Doubt and Learning" is the second text of Unit 5 in the first volume of Grade 9. All the articles selected in this unit are argumentative. The unit suggested: "reading these articles can temper your thoughts, improve your critical thinking ability and enhance your understanding of social life ... you should also question and explore in combination with reality and develop the habit of independent thinking." In order to better implement the ideological value of the article, unit tips also provide strategies: in teaching, we should "grasp the author's point of view, analyze the materials used in argumentation, and understand the relationship between the point of view and the materials." However, when reading the article for the first time without any reference books in the preparation stage, I found it difficult for students to find the central argument of the article after reading it for the first time. It is difficult for students to extract the central argument of the article from the famous quotations of Song Confucianism, such as "scholars must doubt first" and "learning must doubt". After reading the teaching record of Xiao Xiao's article, I found that Xiao Xiao used the methods of replacing the title of the article and dividing the argument sentences in class, which made the "replacement" in Chinese class have more angles and levels, trained students to find information, refine and summarize, compare and analyze, and finally truly understood the valuable thinking quality of "doubt", and in the process of "replacement", it stimulated the passion of learning and generated the spark of thinking. In the teaching of this paper, we draw lessons from Mr. Xiao's method and finally achieve good classroom effect.

One, two changes-my teaching design

In the classroom, firstly, through the semantic expansion of the title of the article "Doubt and Learning", children are guided to know that the topic to be discussed in this article is "the relationship between doubt and learning", thus bringing out the difference between the topic of argument and the topic of argumentation. Next, since this article adopts the topic of discussion, can students find other phrases or short sentences as the topic of this article to make readers more clear about the author's point of view in this article? The children noisily found out phrases and short sentences such as "the basis of learning is facts and basis", "scholars should first doubt", "doubt, think and distinguish" and "learning needs doubt". I wrote down the "substitute topics" that the children found on the blackboard one by one, and then linked them with the topic of this article just analyzed, which is what Teacher Gu Jiegang mainly wanted to talk about in the article. There are only two topics left on the blackboard, which can be changed into "scholars must doubt first" and "students must doubt later", so that children can grasp the central argument through their active reading practice and thinking activities-to have a skeptical spirit in learning, which is a good exercise for middle school students' thinking quality.

Then, after grasping the central argument, we will begin to doubt-why should we have a skeptical spirit of learning? Which sentence in the article tells us why? This problem is also more difficult. Some students said, "The same is true for learning. The most important and reliable material is the factual basis of your own personal experience; But sometimes this kind of evidence can't be seen with your own eyes and you have to rely on other people's legends. " This point was quickly denied by other students: "Is the fact you saw with your own eyes completely reliable, without doubt? "Some students found that" no matter which book or knowledge we have, we have to experience our own doubts: think because of doubts, and distinguish right from wrong because of thinking ",but it didn't tell us what doubt means for learning. Finally, some students found the last part of the article-"Doubt is not only a necessary step to distinguish truth from falsehood on the negative side, but also a basic condition to construct new theories and inspire new inventions on the positive side. "Concise affirmation of this sentence tells us how important doubt is to learning. Then combined with the knowledge of simple sentences and complex sentences we learned last class, the children quickly judged that this sentence was a progressive complex sentence. How to replace this complex sentence with two simple sentences? Is it appropriate to put these two simple sentences in the sixth paragraph after changing them into two simple sentences? If it doesn't fit, how to replace it? In this way, through the transformation of complex sentences and simple sentences and the transformation of sentence positions, we can sort out the rigorous structure and in-depth level of this paper, master the progressive argument structure, and understand the mystery of argumentative writing. By replacing the title of the article and the key sentences of the article's sub-arguments, students can solve the problem of finding the central argument and sub-arguments after reading the text for the first time, so that children can grasp the key to understanding the article.

Second, two doubts-the generation of children surprised me

There is a problem in Mr. Xiao's teaching record: "Teacher Gu Jiegang told us that no matter what books or knowledge we have, we must have our own doubts." Then can we doubt Mr. Gu Jiegang's article? "This question, in my lesson preparation stage, was intended to be put forward at the end after learning the content of the article, so that children can explore the example of Dai Zhen cited by the author in the last paragraph. But to my surprise, in the stage of analyzing the article, the sixth paragraph said that "doubt is the basic condition for building new theories and inspiring positive new inventions", and the children began to refute unanimously: "We have not seen new theories and inventions here! "I am surprised at the emergence of such classroom questions. After children's discussion and induction, we finally think that the author has not fully explained Dai Zhen's situation here. So how can we help the author to supplement this example and help him really demonstrate the second argument of the article? Think about how to write the best example of Dai Zhen, in order to better demonstrate the argument. The student quickly responded: "Write down his new theory and achievements". It is not difficult to find that children are naturally suspicious and dare to doubt the author of the text, which is a valuable quality in our middle school.

The second doubt is that some students ask questions after class. Is Descartes' "I doubt, therefore I exist" quoted in the article the usual "I think, therefore I exist"? I confirm that this is two Chinese translations of the same French sentence. The student then raised her doubts-the two different translations are different in semantics, and "I think therefore I am" not only means "doubt", but also means "thinking" in a broader sense. Is it a bit biased to say that Descartes' philosophy is "based on suspicion and discrimination of everything"? I am even more surprised that this classmate has been able to question the article from the perspective of context and translation. However, I dare not simply tell my children that "thinking, thinking" is more meaningful and includes the "doubt" discussed in this article. Instead, I choose to put this question aside first, and after class we will discuss "I think therefore I am" and "I doubt" together. As for the answer to this question, that is another philosophical article.

Spange, a famous German educator, said: "The ultimate goal of education is not to teach what we have, but to induce people's creativity and awaken people's life consciousness and value." In the unit tips where questions and learning are located, it is required to question and explore in combination with reality and develop the habit of independent thinking. Text preview also tells us that skepticism is a valuable thinking quality. After teaching this lesson, as an adult whose mind is often locked by rules and regulations, I am very moved by these two "doubts" put forward by the children, which is a vivid embodiment of the spirit of doubt advocated by the central argument "learning needs doubt" in the book "Chinese Classroom in Middle School".