In today's teaching, it is understandable that the emphasis is placed on cultivating students' various abilities, but how to cultivate them? This is not a simple question. In practice, there is a kind of deviation, that is, it simply grasps the cultivation of ability and ignores the mastery of knowledge. In particular, the vast majority of the questions in the college entrance examination are extracurricular content, which makes students ignore book knowledge and think that book knowledge is useless, which is wrong and dangerous.

To cultivate ability, we must use knowledge as its foundation, and add methods (laws) as its indispensable auxiliary means, otherwise, the cultivation ability will become a source of water and a tree without roots, and it is also an empty word to improve the quality of teaching.

Knowledge is the litmus test for judging right and wrong

Regardless of the subject of the test questions (including training questions), the respondent must draw conclusions (answers) about them, and even if they are selective, the respondent is required to deny the ability to identify the error and affirm the correct judgment. This contradictory answer, which is wrong and which is right, must be measured by a certain standard, and this standard is knowledge, and knowledge is the touchstone for distinguishing between right and wrong. Use knowledge to identify whether the answer is in line with the connotation, scope, context, etc., as long as there is a point of inconsistency, the answer is wrong, for example, the pronunciation of the word "fallacy" has (1) miù (2) liào (3) niù (4) mìu four answers, which is right? We use the relevant knowledge to judge, (2) is the error of the radical (word-making), (3) is the error of the dialect, (4) is the error of the standard, only (1) meets the requirements and is correct. Even if you do the answers yourself (short-answer questions), you have to use knowledge to standardize (examples).

The above explanation, without knowledge, can not judge right and wrong, even if the answer is made, it is also an accidental phenomenon of "blind cat touching a dead mouse". Therefore, we must attach importance to knowledge, not to mention the experience that people have gained from years of practice, knowledge can liberate people from ignorance and barbarism and embark on the road of wisdom and civilization, it can be said that without knowledge there is nothing.

The method is the key to pick the lock

Knowledge is indispensable as the touchstone of right and wrong (problem solving), but it is not enough, and there must be a way to do the assistant in order to get the correct conclusion quickly and accurately. We use the common phenomenon in life as an analogy, the question is a lock, the method is the key to unlock the lock, as the saying goes, a key and a lock, that is, the key and the lock are very consistent, can not have the slightest error. It is very appropriate to use this principle to infer our problem solving and method, no method is "blind man fishing", stupid and stupid, improper method, and unable to open the lock, self-defeating. So, teaching the method while teaching the knowledge is exactly the right move. Everything in the world has a certain regularity, Lenin said: "The law is the relationship", "the relationship between the essence or the relationship between the essence", people can better understand the objective world, transform the objective world, create the objective world, not to mention the problem solving, for example, the elimination method of answering multiple-choice questions is a good proof.

Choose a sentence for the line to make the context coherent:

-- There are several graves on the cliff wall, and many of the stone tablets standing in front of the graves have been broken and the handwriting is blurred; in the dry season, some of the stones lying in the river have come out of the water, and there is silence all around.

A', a row of green daisy, the freshly cut stone wall sandwiched by the river is high, and is baked into a colorful barrier by the sunset.

B. There is no sun, the weather is quite cold, and most of the vine leaves have withered, making this cliff very thin.

C. Under the illumination of the setting sun, the dead grass and fallen leaves shine uncertainly, and the cliff wall is like a huge screen, standing on the other side of the river.

D. A line of white sails flashing with transparent wings, coming down from the upstream, the mountain is half-hidden, and a ray of sunlight shines on the cliff on the opposite bank.

With the sense of artistic language, you will find that the color of A description is strong, the style of D is bright and inconsistent with the style of the text of the subject stem (depression and silence), with a sense of logical language, the description of C and D is unreasonable, since the cliff stands on the other side of the river, of course, the text on the stone tablet in front of the grave is not clear, maybe it is not visible at all, first exclude C, D, and then exclude A, only B is qualified, and the color is unified.

Competence is the fruit that bears

We know that farmers sow seeds in the spring, and after a summer of hard work (shoveling, wading, etc.), they receive the fruits in the fall. The knowledge we teach is like a seed, the teaching method (law) is like a ploughing, and the ability is like a fruit, and the three are inseparable and closely linked, "Knowledge is the result of people's understanding of the phenomena and laws of objective things, and skills are acquired through training to be able to successfully complete a certain task in practice." In the process of teaching, it is necessary not only to master knowledge, but also to acquire corresponding skills", which emphasizes the equal emphasis on knowledge and ability. If we treat students with the same attitude and continue to hone them with practice, students' abilities will be cultivated naturally, and the abilities obtained in this way will be solid and excellent.

Knowledge, methods, and ability are equally important, and the relationship is so close, doing problems is practice, methods are the key, and ability is the effect.

Here's how:

On the knowledge aspect

First of all, it is necessary to conduct ideological education in view of the neglect of knowledge, and explain to such students the great role of knowledge. Secondly, in the first and second grades of the foundation, the knowledge should be taught well, so as to be "complete, precise and detailed". "Complete" refers to the knowledge in the six books at the high school level to the extent that there is no omission, so that students have a wide range of knowledge. "Detailed", the knowledge, especially the key knowledge, only fine, in order to "through", in order to "understand", to comprehend well. On the basis of "complete" and "detailed", "fine" highlights the difficulties and key points, so that students' knowledge has depth. Third, in the third year of high school, review knowledge to be personalized, systematic and profound. Personalization is to make the knowledge independent according to the provisions of the two outlines, fully show their distinctive faces, and lay a clear imprint in the minds of students, so as to prepare for the exam without being "stuck". Systematization is to classify knowledge into categories and unify them, so that students can grasp both individuality and commonality, and will not be "blind" when solving comprehensive question types. Profundity means that on the basis of a general grasp of knowledge, there is a certain depth, and there are difficult questions in the college entrance examination, so that students will not "tremble" at first sight. In short, "in teaching, attention must be paid to imparting knowledge, and to teaching knowledge in depth and lively, so that students can firmly grasp it." Fourth, the correct use of knowledge, that is, the relationship between learning and application. Students' knowledge is the understanding of the objective world, and the purpose of understanding the world is to transform the world. Therefore, "there is a relationship between learning and application in all teaching activities". We need to teach our students not only knowledge, but also how to use it correctly. For example, the two idioms of "meticulous" and "all-encompassing" both have the meaning of doing everything and being detailed, but the former is a compliment and the latter is derogatory. Students write in their assignments, "Our teacher is all-encompassing to students," which is a mistake. We need to point out that this is the wrong object, so that students can not only understand the connotation of the word, but also know how to pay attention to the extension, occasion, and object of the word when using the word. It is necessary to use more examples to guide students to distinguish between right and wrong in order to use knowledge correctly.

On the methodological aspect

First, give it to students to become a method, like a difficult practical problem, for example, modern reading, people have already summed up the method, we can directly give it to the students, otherwise, they are tigers and have no way to eat. Let's use examples and talk about it at the same time (grasp the whole, read it carefully...... On the one hand, it is confirmed, concrete and vivid. Second, guide students to summarize the methods on their own, which is suitable for practical problems that are not too difficult. It's a workout for the students, and they can do it. In March 1999, I asked Ren Dequan to summarize the method while doing the problem on the blackboard, and changed the long sentence into short sentences that connect with each other (examples omitted) The method he summarized was: (1) Read the whole sentence and grasp the meaning of the sentence. (2) grasp the main stem into a sentence, (3) modify the component into a sentence (or several sentences), (4) use the words that can be used as much as possible, (5) pay attention not to change the original meaning. Third, practice makes perfect. Whether it is the method we give to students, or the method that guides them to summarize by themselves, teachers should guide students to practice repeatedly, confirm it many times, and use it flexibly and comprehensively, which has many benefits.

On the aspect of competence

"Teaching is the process of imparting cultural and scientific knowledge, as well as the process of cultivating and developing students' abilities, and in a certain sense, the latter is more important than the former. "Chairman Mao has a good saying: learn by doing. This is practice. This practice is our usual teaching activity. We start by guiding students to use their brains and exert their subjective initiative. Why modern education opposes traditional education, the key problem here is that the disadvantage of traditional education is that it does not focus on inspiration and guidance, but mainly on teaching, and the teacher only passively "receives", and it is difficult to form ability. In fact, Confucius did not advocate enlightening teaching, he said: "If you are not angry, you are not angry, you are not angry, you are not angry, you are not angry, you are not angry, you are not angry This teaching idea was developed in the "Xue Ji", and the incisive insight of "the Tao and the Buddha, the strong and the Buddha, and the open and the Buddha" were put forward. These views only did not attract widespread attention in the feudal era, and the social system and objective conditions at that time could not have been as they are today. Today, heuristics are vigorously promoted in our country, which is conducive to the formation of students' abilities. Therefore, teachers should inspire students to think proactively in the classroom, such as "doubting" is an absolute wonder. Of course, this "questioning" is not something that can be done by simply asking a few questions (for questioning, see my article "On the Criteria for Questioning in Classroom Teaching"). In addition to "doubting", there are many other heuristic methods, which will not be listed here. I think every teacher who can use the principle of heuristics will definitely come up with how to inspire their students. In fact, it is more important to educate and guide students to take the initiative to learn, truly exert their subjective initiative, and become the master of learning, rather than being a "slave" to others, a Peking duck who is hard fed "feed". The second option is to ask for the basis of the answer. Sometimes, when a student is asked how he got the correct answer, he can't answer or say "by feeling", that's not okay. Although his answer is correct, it is vaguely obtained, and the correct answer is accidental, and only through the existing knowledge of the mind, through the correct method, the analysis and judgment of this series of logical thinking processes and the answer is clear and solid. In the whole process of seeking answers, students carry out thinking activities, their intelligence is painstakingly honed and fully developed, and over time, their abilities are cultivated. The third way is to guide or ask students how to do the questions before doing them. Before students do the problem, we can guide or ask them how to solve the problem, that is, from which angle to start solving the problem. In this way, students' thinking has a clear direction and a certain track, and they will not be blindfolded or led astray. Exercising students to analyze the problem stem and design the solution plan is in itself to activate the students' brains, develop the intellectual factors, and invisibly cultivate the ability, especially the training questions that are comprehensive or high-level and difficult. For example, appreciating ancient poetry, Liu Yuxi's "Wuyi Lane":

Wild grass and flowers by the Vermilion Bird Bridge, and the sunset at the mouth of Wuyi Alley. In the old days, Wang Xie Tang Qianyan flew into the homes of ordinary people.

Stem: One of the incorrect interpretations of poetic and artistic characteristics:

A. This is an epic poem, which expresses the author's deep sigh for the Tang Dynasty from prosperity to decline.

B. This poem shows the poet's dissatisfaction with the dark and decadent rule, embodies the spirit of criticism of reality, and also reflects the poet's regret for the decline of the feudal dynasty, which is the embodiment of the feudal literati's idea of loyalty to the monarch.

C. This poem is consistent with the thoughts and feelings expressed in "The Book of Songs, Wang Feng, Huang Li", and is consistent with the lyrical way of Li Qingzhao's quatrain "Born as a Masterpiece".

D. Conciseness and conciseness, seeing the big from the small are the main artistic characteristics of this poem.

This question is more difficult and comprehensive, with both content and artistic characteristics, and it has to be compared with the other two poems. I asked the students in class, and they expressed their own opinions, and summarized the following aspects: (1) the background of the poet, (2) the author's personality and experience, (3) the interpretation of the literal key words ("wild", "oblique", etc.), (4) allusions (Wang Xietang), (5) the analysis of the four poems together, (6) the analysis of the other two poems, and (7) the similarities and differences between the three poems. When some teachers comment on the questions, they only say the right answers or only the conclusions, but do not tell the students why and how they got it. After explaining what is going on, students can imitate and do it, and their abilities are cultivated invisibly. Like a multiple-choice question, it seems simple, but in fact it contains a very complex truth. Because when you explain what is going on, it is through the process of step-by-step deduction, it is the student's mind that follows you closely, and he gets a real temper, and he gets a lot of nutrients and gradually becomes stronger. The fifth way is to focus on practice and more training. Deng Lao said: Practice is the only criterion for testing truth, and people's understanding of the objective world is carried out through a variety of ways, and all understanding comes from practice. Practice is the source of knowledge, and the purpose of knowledge is practice. All of this emphasizes the importance of practice. Practice is the most important position to cultivate students' ability, and students can only master skills by repeatedly practicing (practicing and doing problems), and can also make skills reach the stage of proficiency. The so-called "fist does not leave the hand, and the song does not leave the mouth" refers to this. Because from practice again and again, students go from perceptual understanding to rational understanding, and from rational understanding to perceptual understanding, constantly repeating the cycle, gradually broadening their thinking, constantly confirming their knowledge, constantly learning operating methods, and practice makes perfect. In the end, there will be inventions, some creations.

To sum up, although knowledge, methods, and abilities have their own characteristics, functions, teaching methods, and training methods, they are all closely linked, and students' learning is also closely related to the development of their intelligence and other abilities. The acquisition of knowledge and ability must be carried out in a correct way, otherwise, the effect will not be good". "Properly cultivating students' skills and skills will deepen their understanding and consolidation of knowledge." It can be seen that knowledge, methods, and abilities are inseparable from each other, and they complement each other. Therefore, we should treat all three equally in our teaching.

(March 2000)