According to the "Pedagogy", there are certain procedures for classroom teaching, which is fixed in a sense: six major links, such as organizing teaching and pre-inspection, and there are several small links in the link of "teaching new courses".

When teaching in the classroom, you must follow the procedures, content, and time of these six links, if you violate or lack it, it will be regarded as not preparing the class, violating the teaching routine, etc., which is probably too dogmatic and too restrictive.

But I'm not saying that there are no links, no arrangements, do whatever you want, talk about it, and do it on the fly, and this unplanned randomness is also undeserved.

I think that classroom teaching should be like Wang Ruoxu said, "there is a general body, and there is no fixed body", and there is a "living tutorial".

In classroom teaching, I agree with and appreciate the proposition and practice of Yang Yishi, a young outstanding teacher of the No. 1 Middle School in Linfen District, Shanxi Province, that is, "pragmatic and lively" in teaching, and "real" is the foundation of "living", "living" is the purpose of "real", and "living" serves "real", turning the general static teaching method into a dynamic evolutionary process.

Mr. Yang's "live" refers to the flexibility of the teaching method, while my "live" here mainly refers to the flexibility of the curriculum, which are slightly different and intersect.

To put it bluntly, my "living" is just an extension of Yang's "living".

The reason why I advocate this is based on the bilateral activities that I advocate for a long time without advocating the indoctrination teaching of teachers, especially the promotion of mobilizing students' enthusiasm for active learning and giving full play to their subjective initiative, which is in line with the "doing" of Teacher Yang in "Teaching Practices".

"Doing" refers to the activities of students' hands, brains and mouths in the learning process, and refers to all ways to improve the ability to analyze and solve problems.

This process is not completed in an instant, it requires an evolutionary process of time.

Therefore, the fixed classroom mode by the teacher's words cannot complete this dynamic evolution process, because it has a fixed link, and each link has a fixed content and time, which is fixed, it is impossible to complete the dynamic evolution process, and even if it is completed, the effect will not be very good.

Therefore, it is necessary to break the fixed curriculum, especially the teaching of Chinese courses.

The Chinese discipline uses both figurative thinking and abstract thinking, and the two are closely integrated, and the students' process from the perception of the input information images to the understanding, analysis, judgment, and synthesis of these images inevitably prolongs the time, and of course it will affect the time course of the links and procedures of classroom teaching, which seems to be unable to complete the teaching task.

In fact, through this dynamic evolutionary process, students have accepted all the knowledge that the teacher wants to "dictate" by themselves through their own "chewing", which is transformed from a passive state to an active state, and the understanding of knowledge is completed through their own thinking feedback.

What's so bad about doing this? If you follow a fixed tutorial, how can it be so effective!

Therefore, the procedure of classroom teaching should be lively, and it should be carried out according to different disciplines and different specific contents, and it should be both holistic and concrete, and it should be more flexible; it should take into account both the overall situation and the local aspects, so that the two can be organically combined, so as to achieve the integration of teaching and learning, cultivate students' various abilities, and achieve the expected results.

(July 1994)