First of all, the role of listening
Rankin, a sociologist, has long pointed out that in people's daily communication activities, listening time accounts for 45%, speaking time accounts for 30%, reading time accounts for 16% and writing time accounts for 9%. It can be seen that the importance of listening in the learning process, half of our access to external news depends on the ability to listen.
Dennis, president of the American Chinese Teaching Research Association, believes that "from primary school to university, most people's learning is mainly through classroom listening, and the first learning skill that China should teach students should be classroom listening." The American Handbook of Teaching Creativity points out: "The ability to listen includes two parts: understanding the information expressed orally by the teacher and being able to transform the language into meaning in the mind. Classroom listening is a kind of active and effective listening, which has listening skills and art, and also includes appreciative thinking, active understanding and critical acceptance. Listening and understanding are its basic elements. Chinese ability should first be emphasized and cultivated as this basic element. ②
Therefore, we have such an understanding of listening: listening is a process in which the listener feels the verbal and nonverbal information transmitted by the speaker with great concentration and makes corresponding responses according to the information. Listening can be understood from three aspects: first, the listener should not only accept the verbal information transmitted by the speaker, but also include non-verbal information (including body language, expressions, etc. ) transmitted by the loudspeaker. Sometimes, the meaning of the speaker's verbal information and non-verbal information is exactly the same; Sometimes, the verbal information and nonverbal information conveyed by the speaker are not exactly the same, so the listener should combine the verbal information and nonverbal information of the speaker to judge what the speaker really wants to convey. Second, when listening, the listener should process the information he received, extract the integrated information, and internalize the information conveyed by the presenter into the listener's understanding. Finally, the listener internalizes the information conveyed by the speaker into his own understanding, and makes specific responses according to the listener's analysis of the information.
Second, the characteristics of classroom listening
Classroom listening includes two aspects: listening skills and listening efficiency. Classroom listening includes listening between teachers and students and listening between students. Classroom listening has three characteristics: purposefulness, thinking and wholeness. Purpose means that the listener has a certain purpose when listening to the expression of teachers or students; Thinking refers to finding out the differences and reasons between the listener's point of view and others through careful listening, and whether the listener's point of view and the speaker's point of view can complement each other; Honesty is mainly reflected in the fact that the listener should listen to the speaker completely, rather than having a little knowledge. Students listen, think and refine their opinions in class. The viewpoints of the listener and the expresser complement each other, forming multi-dimensional thinking answers and improving the efficiency of classroom listening.
[If! Support list] 3. [endif] reasons for different hearing
(A) the difference between kindergartens and primary schools
Preschool-led activities, child psychology is called two words-game. Preschool classes are mainly games. Children mainly play, in the process of playing, they enhance their cognition, train their emotions and promote socialization, but he is different from primary school learning. The learning activities in primary schools are mainly based on two words-learning, so the game-oriented has become the learning-oriented.
Primary school study is compulsory. First, primary school study is compulsory education, and the country has a party's educational policy to cultivate builders and successors with all-round development of morality, intelligence, physique and beauty. This kind of study is compulsory. Since everyone knows what it wants to learn, he has to learn what he is not interested in. Yesterday when I was in kindergarten, I said that I was sitting quietly in our classroom today. Do you think it is difficult for our children? He slept all night, and his identity changed, from a child who played games all day to a pupil who had to study all day. The different learning environment leads to the gradual completion of children's listening ability training.
] Moore, translated by Chen and others. Middle school teaching methods [M]. Beijing: China Light Industry Press, 2005.440.
(B) the impact of the environment on children's hearing
In the process of children's growth, the surrounding environment has a very important influence on children's listening. Listening environment is a complex environment, it is not an isolated environment. In the past, we often saw which factors had a great influence on children. Some classic discussions about the greater influence of environmental factors on children in genetic education. Therefore, from the development view of ecological education, it is not about one factor, it is about all the environments and how they do it, so there may be family, school, society and even family members in this environment, so it is a multi-faceted and multi-perspective relationship to influence children.
Of course, we say that from the perspective of children's ecological development, in fact, the environment also has different functions, that is to say, although all environments have effects on children, the functions of these environments are different, some may be greater, and some may be slightly weaker. Then some functions are affected by some environments, and some functions are directly affected, so they are indirect, direct, far and near, so they are interactive and interactive.
Generally speaking, we have a set of theories about children's environmental impact. This theory is called ecosystem theory, so it was put forward by Bronson brenner. His views are mainly based on developing individuals, from direct environment to indirect environment, in the middle of several environmental systems. Let's make an analogy, just like a Russian doll, so the doll is a child and she is the core of the doll. Then the doll is peeled off layer by layer, and each layer is the environment. Then these environments are all children's living environments, and these links are stripped off layer by layer, so when we open it, it is actually a child's growth and development.
Specifically, Urie Bronfenbrenner put forward four environments, including micro environment, intermediate environment, external environment and macro environment. Then the micro-environment actually refers to the most direct and lowest inland environment for children, so basically we mainly refer to the environment of families, kindergartens and schools. ? Then in addition to the microenvironment, it is the intermediate environment, and the intermediate environment refers to the interaction between the school and the family. Then the interaction between some microenvironments, including his community, will have a certain impact. For example, children are studying at school, so how to cooperate in the family, so some families may have busy parents and have no time to take care of their children, so more children are handed over to the school to teach, so if there are some problems in the school that need family cooperation, it may be difficult to contact parents, while some families take care of their children more and will take the initiative to communicate with the school and actively cooperate. They also believe that parents have a very important responsibility in the process of educating their children conceptually.
In the first case, the environment between school and family is not very positive, so it may be difficult for schools to find parents to cooperate. Then this kind of home school includes the community, no matter whether the interaction they form is positive or negative, positive or negative, then it affects the growth of children. This is an intermediate environment. In addition to the intermediate environment, there are also some environments that have great influence on children, which we call the external environment. Educating children means educating children, so the external environment plays a role through the internal environment, by influencing parents' emotions, parents' investment and the possibility of parents supporting children. At the same time, it also affects the cultivation of children's listening ability.
Then the outermost circle is called macro environment, which is a bigger and more macro environment. Just like our air, it is an air layer at the top, so the air layer does not play a direct role, but it affects our development, growth and education for children. Including our culture, such as the culture based on our traditional concept, where the man is the master and the woman is the master, then the father is more of a culture in which he goes outside to fight the world and the mother is at home, which may cause an imbalance in parenting in education.
Fathers are less involved in education. From the perspective of children's growth and development, in fact, children's growth needs parents' education, because fathers and mothers have different influences on children, so from the aspects of physiology, psychology and value orientation, fathers' creative thinking may be more rational than mothers'. Of course, we say this is not absolute, but from the influence of our culture on men and women, it will lead to such a fact, so we say that there is such a cultural factor to some extent, including in some families, so it is not democratic enough, like in our Asian culture, it may be more authoritative, so children need to express their opinions and participate in some family decisions, so the democratic atmosphere in his family is not enough, so the enthusiasm of children is restricted by some factors such as culture.
So from these four levels, from its development, we can really see that it is an ecosystem. But in the big environment, every layer of environment will affect the growth of children. At the same time, we say that these four environments are not isolated, they also interact and influence each other, and finally they are applied to children's development. Children themselves will also be affected by such aspects, so we can see that using this ecosystem theory to analyze children's development and growth actually puts children in a larger space, so that we can see how children's listening ability develops from a more systematic perspective and a more comprehensive concept.
Based on this theory, let's study how schools and families work together to improve children's listening ability. Then these two factors can be said to be direct environment, that is, micro-environment and intermediate system, so micro-system and intermediate system can be said to be the closest and closest environment that affects children. Moreover, other external environment and macro environment influence children through micro environment and intermediate environment, because external environment and macro environment do not affect children for no reason, nor do they mean that they are castles in the air, but through a medium, and what is this medium? It is the school family and their cooperation that exert influence on children, so family and school can be said to have a great influence on children. At the same time, we say that the cooperation between family and school constitutes the central system, which is a very effective way to promote the development of children's listening ability.
Fourth, how to cultivate the listening ability of primary school students in the lower grades?
[If! Support lists] (1) [endif] Pay attention to the cultivation of admission habits in the first week of school.
When children enter the first grade from kindergarten, it is very important to cultivate the habit of listening in the first week of school. Kindergarten teaching is mainly based on games, and there are not many requirements for listening. Some students find it difficult to concentrate and listen attentively when they see signs of trouble nearby. Some students like to immerse themselves in their own world, play with themselves and not listen to the teacher's explanation; Some students like to talk and laugh with their classmates around them, so it's hard to concentrate. From kindergarten to primary school, the first week of listening training, the first listening training is particularly important.
First of all, we should give students the rules of listening for the first time, so that everyone and children can know the rules of listening and know when to say and when not to say it. Children are still young, but they also have their own ideas and their own thinking. Listening to the rules is also very skillful. You should let your child explore the volume scale first. What kind of volume should be used in classrooms, libraries and canteens?
The volume rating table can help us know when and how much volume to use. It is called "volume grading table". So how does this watch help us?
1. Here are five numbers indicating the volume. They are arranged in the order of volume from small to large, with 0, 1, 2, 3 and 4 levels.
(1)0 means there is no sound. When should I use level 0 volume?
(2) 1 level volume. Keep your voice down. When can I use the volume of 1 for a sound that only two people can hear?
(3) the second volume, whisper. Group discussion and study.
(4) Level 3 volume, speak loudly. When answering questions, when talking at ordinary times.
(5) Level 4 volume, shout loudly. Shout slogans, shout loudly (when refueling)
After knowing the volume rating table, you can train your listening. Children can clearly know when to listen and when to express.
(B) the classroom pays attention to the cultivation of listening ability
The Japanese educator said in Silent Revolution: "The classroom is not a lively classroom, but a classroom that listens attentively". Teachers should pay special attention to the cultivation of children's listening ability in classroom teaching. Two months before entering school, teachers should incorporate "listening" into the teaching design of a class when designing it. For example, when students answer, please listen carefully After the students finish, evaluate their answers or repeat their answers. Take various forms of listening training to gradually cultivate children's listening ability.
(C) Listening requirements for group cooperative learning
Four-person cooperative desks are used in the first grade of Tianfu Sixth Primary School, which is convenient for children to cooperate in groups. Four-person cooperative group study, the teacher first introduces the specific requirements of cooperation, and before group cooperation, it is very important to train the children's speaking order, which is very important to train their listening. Xiong Hao, a professor at Fudan University, said in his communication course, "Listening is more important than speaking well." In group communication and cooperation, the teacher makes clear the requirements of cooperation, and must listen, see and feel before listening, and can't interrupt; When listening, pay attention to the differences between yourself and the speaker; After listening, the listener can retell the speaker's content or evaluate the encouragement.
Family listening training
Why does everyone have only one mouth but two ears? It can be seen that listening is more important than expressing. Good habit of attending classes helps first-grade children adapt to primary school life quickly and improve classroom efficiency; Good listening habits help students think deeply and express their views more completely. "Rome wasn't built in a day", it takes a long time to get into the habit of listening.
It is particularly important for parents to cultivate their children's listening ability at home. Teachers can share reading skills with parents and children in advance to cultivate children's listening ability in reading. For example, when parents and children read, the children first listen to the stories told by their parents and then repeat them to their parents; Read a story or a chapter and tell the main idea of the story; Parents read a story to their children and ask them to circle the word "one" in the story. After reading the story, parents and children check how many ones there are in the story. ......
Only when home and school form a joint force can children develop good habits of attending classes. It takes a long time to develop listening habits, and it requires continuous and deliberate training, emphasizing training.