How to master knowledge firmly has always been the goal pursued by teachers and students, and forgetting is a natural phenomenon. In this way, the consolidation and forgetting of knowledge becomes a pair of contradictions. Traditional teaching and review are the only way to consolidate knowledge. However, the disadvantages of review seriously affect the effectiveness of review. This paper introduces the teaching idea of "knowledge consolidation with the breadth of knowledge" put forward by zankov, a Soviet educator, which provides an effective way for knowledge consolidation.

Keywords knowledge consolidation principle review knowledge breadth

First, a pair of contradictions

Teachers always hope that students can remember what they have taught in this class. Memory is one of the signs of knowledge mastery, and it is also one of the conditions for knowledge mastery and application. But wishes are always wishes. In fact, some students remember seventy or eighty, some remember half, some remember a little, and some students forget while learning. Therefore, teachers often complain that students "I can't do anything I say in class!" " ""the same question, it's still wrong to take the exam again! "Obviously, this is the contradiction between knowledge consolidation and forgetting. Consolidation is human's subjective efforts, and forgetting is the law of nature. With the development of science and technology and social progress, we are already in the era of knowledge explosion. In order to adapt to this situation, the content of school education is constantly changing and updating. This will make the contradiction between knowledge consolidation and forgetting more prominent. How to solve this contradiction in teaching?

Second, the principles of integrated teaching and review

Forgetting is an inevitable phenomenon. In learning, some knowledge is not well remembered, and some knowledge is not used or not used for a long time. These factors will lead to knowledge being forgotten. Most of our teachers have studied calculus, but they use elementary mathematics knowledge to solve problems in their daily work, and basically don't need advanced mathematics. When it comes to calculus, I feel that I can't start. This is a very common phenomenon.

Based on these learning situations, a teaching principle, namely consolidation principle, is put forward in traditional education theory to guide teachers' teaching work. In 1930s, Kailov, a Soviet educator, was an active advocate of this theory, which had a great influence on China's education in 1950s.

The core of implementing the principle of integrated teaching is review. With the development of economy, education as a superstructure has also changed. Although the consolidation principle as an important part of pedagogy has been deleted from the teaching principle, in China, where exam-oriented education is dominant, review is still the main activity in the teaching process, and review is also the main way to consolidate knowledge. In actual teaching, there are many misunderstandings and disadvantages in the review process.

1. Do not pay attention to the importance of the first record. In order to cope with the college entrance examination or senior high school entrance examination, many schools spend two years to complete three years of teaching content, leaving one year to review. They think it doesn't matter that students don't fully understand the teaching content, and they can solve it when reviewing. This will not only make it impossible to further understand and remember the teaching content, but also bring difficulties to the follow-up study, especially for the subjects with strong system. If the previous content is not fully understood, the following textbooks will become more and more confusing. Practice has proved that this is one of the important reasons for the poor academic performance of students.

2. The review method is monotonous and the review method is single. Many teachers don't spend energy to carefully design the review class, but repeat what they have learned, summarize several main points and give several examples, then consolidate their knowledge by asking questions and try to understand by solving problems. Many of them are repetitive jobs, wasting students' precious time. This review mode is tantamount to "fried cold rice". How can we arouse students' interest and arouse their enthusiasm?

Thirdly, we should use the breadth of knowledge to consolidate knowledge.

Zankov (190 1- 1977), an educator and psychologist in the Soviet Union, believes that review may not be able to consolidate knowledge after long-term teaching practice and research from 1957. For example, in review, knowledge points are reviewed separately (isolated), and knowledge is not included in a broad system. Although a lot of review is arranged for the teaching materials, students are still easy to forget. There is a rule in psychology that if there is no connection or weak connection between various factors, then they cannot be stored in memory for a long time. If the relevant knowledge is incorporated into a system, it is not easy to forget, and it can be picked out one by one in application. For example, the resistance of an object, we don't have to remember the resistance of different materials, different cross-sectional areas and different lengths, just remember the resistance formula r=. Therefore, zankov believes that review will waste a lot of valuable time and affect the development of students; Review is only a way to consolidate knowledge, not the best way, not the only way. He proposed to consolidate knowledge through the breadth of knowledge.

1. The breadth of knowledge does not simply refer to the breadth of knowledge, but refers to the essential relationship between knowledge (such as the relationship between concepts such as "root" and "prefix"). If this connection is revealed in an orderly and proper way in the teaching process, then concepts will form a strict system, and individual concepts will be divided within this system. Students gain more and more new knowledge through organic contact, and the effect is much better than repeated monotonous review. For example, when teaching "alkali", after "common acid" and "generality of acid", the teaching materials of acid and alkali in junior middle school Science are similar and interlinked, which can inspire students to learn the method of alkali from the beginning, so that students can write out the generality of acid and explain it with chemical equations, so that learning "alkali" will be based on "acid".

2. "The breadth of knowledge" also refers to the intersection and mutual penetration between knowledge, which is in line with dialectical materialism. Dialectical materialism holds that things are interrelated, not isolated, but influenced, restricted, infiltrated and transformed each other. In modern society, the knowledge of various disciplines is highly differentiated and integrated, and various disciplines cross each other and all kinds of knowledge penetrate each other, forming a networked knowledge structure. For example, water can be analyzed from a physical point of view: volume, mass, temperature and density; It can also be analyzed from the chemical point of view: composition, reaction with other substances; We can also analyze it from the perspective of nutrition: how many substances are nutritious to human body and how many substances are harmful to human body ... we can't get a cup of pure physical or chemical or nutritious water. The question is, when we get a glass of water, can we use the existing knowledge for physical or chemical or nutritional analysis? Many modern frontier disciplines, which used to be considered irrelevant, have now combined with each other to form new disciplines. The same is true. Physics, chemistry and biology in junior high school were merged into one subject, science.

3. Students' learning activities are accompanied by many psychological processes. Such as migration and association. Zankov's theory of "consolidating knowledge with the breadth of knowledge" is also based on these psychological processes. Students' various thinking activities are also accompanied in the learning process, among which divergent thinking is particularly important. As the saying goes, "Practice makes perfect" is the consolidation and development of knowledge. From the perspective of information theory, divergent thinking is to seek multi-directional thinking by reorganizing the existing information and the information in memory, which is a key component of human creative activities. It is in these psychological activities that "knowledge is consolidated by the breadth of knowledge".

Zankov's thoughts have something in common with structuralists. For example, American educator Bruner believes that any subject has its specific knowledge structure. The so-called knowledge structure of a discipline is usually composed of the basic concepts, formulas, laws and principles of the discipline, which reflects the essence of the discipline. Such as Newtonian mechanics, force, mass, inertia and acceleration are its basic concepts; The three laws of motion clarify the relationship between force and motion, that is, the law; The law of universal gravitation is the application of Newtonian mechanics to the motion of celestial bodies, thus forming a Newtonian mechanical system. This is the knowledge structure of Newtonian mechanics.

Zankov went deep into the grass roots, engaged in primary education for more than 20 years, and explored and experimented with educational theory. Therefore, his educational theory has a deep practical foundation. Limited to space, I won't introduce it here. Interested colleagues can refer to his related works.

China is an ancient civilization with a history of 5,000 years, and has accumulated rich practical experience in education. Many of these experiences have been handed down in the form of idioms and proverbs, and they are still precious proverbs, which still have profound educational significance and teaching value for the current education, including the discussion of "consolidating knowledge with the breadth of knowledge". For example:

By analogy, this means that you have mastered the knowledge or laws of something, and you can also understand similar problems through analogy. "use it, touch it and make progress", "dry classical Chinese" and "play six strategies and circumvent feelings" "Cultural Epic": "Draw inferences from one instance and inspire a lot".

By analogy, you are good at reasoning and can learn about each other from it. "The Analects of Confucius": "If you take a corner and don't use three corners instead, you will no longer be there." Zhu Note: "If a thing has four corners, you can say the third one. On the contrary, it is well-founded. " Cai Yong quoted from the book tide in Beitang (Volume 98): "Yong and ... began to read Zuo Zhuan, which was both knowledgeable and human, and extrapolated."

Mastery refers to the integration of all aspects of knowledge or truth, so as to get a systematic and thorough understanding. "Zhu Zi Quan Shu Xue San": "It is the depth of scholars who study hard, their knowledge is poor, and then they are mature, which leads to this. "

"How can we not only impart a lot of true and rigorous knowledge to students, but also ensure the consolidation of knowledge?" This is the goal that teachers have worked hard for a long time. Traditional education has always achieved this goal through review. However, in actual teaching, the disadvantages of review make it difficult for people to fully realize the effectiveness of review teaching in consolidating knowledge. So review is not the only way to consolidate knowledge. In current education, senior high school entrance examination and college entrance examination play the role of baton, and review is still the main means to consolidate knowledge. Facing the reality, we should not only improve and perfect review, but also try to "consolidate knowledge with the breadth of knowledge" and do some exploration. There are many ways to implement it, such as watching, listening, doing and reading, such as visiting, traveling, watching TV, movies and dramas, doing small experiments, making small productions, reading popular science books and literary works, participating in various group activities (such as inquiry learning), and even talking freely among students in combination with review (this is a kind of cooperative learning). Don't be afraid of students surfing the Internet. Try to use the internet to serve education. Only in this way can our students become well-trained, knowledgeable, able to quickly judge things and propose solutions to problems, and create and invent in their careers.

refer to

1 Leo zankov's talk with teachers 1980 translated by Du Diankun.

2 Bruner [America] "The Educational Process" translated by Shao Ruizhen Cultural Education Press 1982

3 Yang Hongchang's Speech on Teaching Psychology Tianjin People's Publishing House 198 1 year

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