Where is Dulangkou Middle School?

Dulangkou High School, Chiping County, Liaocheng City, Shandong Province

Looking for our ideal classroom

No podium; In the classroom, except one wall is a glass window, the other three sides are blackboards; Teachers are only allowed to speak for ten minutes in class, and they will be punished if they speak for one more minute; In class, students sit or stand, making noise, like going to the market; The teacher is holding the head, some people are kneeling to learn the words in the book, some people are dancing and singing with brooms as swords ... Who ever imagined such a class? However, it is this kind of classroom that allowed a rural middle school on the verge of merger to enroll 268 students in the key joint entrance examination last year, and also made shy and introverted rural children become bold and lively in their lives, full of endless vitality.

The story that the ugly duckling turned into a swan is familiar to most people. The transformation of Dulangkou Middle School may be the most appropriate realistic version of that fairy tale in education. A "fragile" rural middle school suddenly became extremely powerful and then "hot". Where is their strength?

Who moved our happy class?

Dulangkou Middle School, an ordinary rural middle school living in Chiping County, Shandong Province in the northwest of Shandong Province, seems to be hard to believe that it has become a "hot spot" in the current basic education reform from any angle;

Remote and isolated, located in an out-and-out rural area, surrounded by vast fields, there is not even a brick or tile; The equipment is simple, not to mention the basic configuration of many schools-modern equipment such as multimedia classrooms and audio-visual classrooms. There is no decent speaker in public communication class; Teachers are weak, and school teachers rarely graduate from normal normal colleges, but many of them graduate from junior colleges or even normal colleges. ...

There are two facts that can explain the "educational state" of Dulangkou Middle School before the reform: there is only 1 1 person left in a class of 60 students in Grade Three; There are only single digits for students who enter key high schools in one year.

The most important thing is that half of the students in each class in the third grade can't keep up with the teaching progress, are seriously tired of learning and drop out of school from time to time.

Cui Qisheng, the new principal, conducted a follow-up survey of students who dropped out of school, and found that the main reason for their dropping out of school was not family financial difficulties or family changes, but that they found it difficult to study and were unwilling to "live a hard life" at school.

For several days in a row, Cui Qisheng took the bench and looked around for a place to give lectures. Soon he heard the "doorway": many teachers have classes and students don't like them. Some older teachers, in particular, are just like tree trunks in class, with a single expression, and talk like boiled water, which is boring. In class, they are lifeless and seem to be in order. In fact, the students' minds have long been distracted to Java, either drowsy or you beat me under the table and I kicked you for fun.

Some parents even told Cui Qisheng: "Children have been in school for three years and have suffered for three years!"

The teacher should be a respected preacher, but now he has become a "pain maker"! The parents' words deeply hurt Cui Qisheng's nerves: "Teachers treat students as' buckets' to receive knowledge, and the classroom is dominated by teachers. Students, like tamed sheep, can only passively accept the knowledge taught by teachers. What have these brought to education? What did you bring to the children? Since' full house irrigation' has no good effect, can it be changed? How can we change it? "

Cui Qisheng was inspired by a student's outspoken angry words. The student said to him, "the class taught by the teacher is not as good as our own class!" " What do they want? "

Cui Qisheng thought: "Yes, since the resources in all aspects of the school are very limited, why not try according to the students' ideas?" "If students' positive performance is mobilized, aren't students the biggest educational reform resources? ! "

Let the teachers in the classroom live first.

1998 after the summer vacation, the education and teaching reform of Dulangkou Middle School began, and the principal Cui Qisheng lit his first three fires.

Cui Qisheng's first fire is quantitative indicators. Cui Qisheng decided to take classroom teaching evaluation as the breakthrough of reform, and set the evaluation base of good classes as the motivation of students. To this end, the school has formulated three quantitative indicators: first, the classroom atmosphere should be warm, harmonious and democratic, and students should dare to ask, speak, climb the blackboard and discuss under the table, forming a proactive, competitive, intense and lively classroom learning environment that runs through reading, speaking, discussing, commenting and writing. Second, the classroom forms should be diverse. By adopting a variety of learning methods to arouse students' enthusiasm, boys' and girls' competitions, Quyi programs, discussion and analysis, sketch performances, competitions, etc. can all openly enter the formal classroom. Third, the number of students involved is large and the density is high, so we should strive for everyone's participation. This is the key to the success of classroom teaching reform. The school quantifies the evaluation results in proportion, and measures the quality of teachers' teaching results by dividing the number of participants by the number of classes.

The evaluation of quantitative indicators touched teachers' souls, and they began to think about an unprecedented action-from paying attention to teachers' independent teaching to paying attention to students' own learning.

Cui Qisheng's second fire is to teach "three lessons". Although there are quantitative indicators, many teachers still have doubts: we sincerely say that students can't learn well! I'm afraid it's "playing with fire" to ask students to move and talk less. Many teachers play hide-and-seek: if they are not allowed to make it clear, they will say it secretly; If you don't speak on the podium, you will speak under the stage. And for the vast majority of teachers in Dulangkou Middle School, the new classroom teaching is still an unprecedented illusion. What kind of course is the reform course? If there is no guidance and practice, I am afraid it is still difficult for teachers to have a clear idea. To this end, Cui Qisheng made the whole school teachers step by step to the road of classroom teaching reform through "three classes" such as good demonstration class, clearance class and follow-up class.

Have a good demonstration class. The first is to give the school leaders a good demonstration lesson. The members of the school leadership team have new ideas and great influence, and their demonstration can play the role of "acting without orders" among teachers. From Cui Qisheng to other school leaders, they all go to class to let students really move in class. Teachers feel a brand-new concept from such a class and learn an open teaching method. Some backbone teachers are eager to try, interested in trying curriculum reform and expecting new success. Secondly, it is the backbone teachers of all subjects who give good demonstration classes. Cui Qisheng intends to train the backbone of classroom teaching reform among science and education teachers, aiming at guiding more teachers to the road of curriculum reform through their demonstration classes. The new curriculum of these teachers has caused a wide influence among the teachers in the whole school. Seeing the bold attempts and success of colleagues, teachers also have a positive desire to try quickly.

Have a good pass class. Under the demonstration of school leaders and backbone teachers, teachers have set an example by example. At this time, all teachers are required to take reform classes, and there will naturally be a trend. However, Cui Qisheng still calls it a "pass" for all teachers to attend the reform class. The reason for this is that this level is not easy, which has attracted the attention of all teachers; Second, you must pass this test, but you can't be a qualified teacher. Through hard work, most teachers have a sense of accomplishment and are full of confidence and hope for classroom teaching reform.

Have a good tracking class. Teachers have different levels of understanding of classroom teaching reform and different personal qualities, so some teachers are still blocked from the "pass". Therefore, school leaders or backbone teachers will follow these teachers and give them targeted guidance until they are really admitted. Because in Cui Qisheng's view, reform must be a group action. Only when all the teachers in the school embark on the road of reform can the quality of education and teaching in Dulangkou be continuously and rapidly improved.

Cui Qisheng's third fire: "Talking about two policemen and three stops". While teaching the "three lessons", the corresponding disciplinary measures of "talking about two policemen and three stops" are also being implemented. The so-called heart-to-heart talk is the first time that the class is not up to standard. Cui Qisheng first talked with individuals about classroom requirements, teachers' roles, students' performance, classroom procedures and educational reform intentions. Point out the problems and the direction of reform. The so-called second police officers, who failed to meet the standards for the second time, should be warned at the disciplinary group meeting. The so-called "three stops" means that the teacher fails to meet the standard for the third time, so he will suspend classes for a week, and he will listen to excellent teachers, learn the theory of educational reform, learn the methods of organizing and mobilizing students, and the business director will give special guidance.

The three-year reform attempt not only made the school get rid of the dilemma of being merged, but also produced gratifying results. By the autumn of 200 1, Dulangkou Middle School, which has always been the last in the senior high school entrance examination in the county, has entered the middle reaches. More importantly, teachers' awareness of reform is greatly enhanced, students' enthusiasm for autonomous learning is getting higher and higher, boring and monotonous classrooms are swept away, and the vitality and vitality of reform are surging.

Only 10 minutes of lectures are allowed.

In the autumn of 200 1, the national curriculum reform was carried out in some areas, which greatly encouraged Dulangkou Middle School, which is exploring the road of reform. Many previous educational reform measures coincide with the concept of new curriculum reform;

Many things that are obvious in the exploration of education and teaching reform are suddenly enlightened through the study of new curriculum concepts. This has strengthened Cui Qisheng's belief: continue to reform and dig deeper to make Dulangkou Middle School leap again.

Cui Qisheng started with a larger-scale classroom teaching reform. If the previous classroom teaching reform is a small experiment, then the subsequent reform is a "big battle". His big move is mainly to "adopt'10+35' mode in class time" and "cancel the podium and let the students move".

It seems that it has become a habit for teachers to give priority to lectures in class. Even after understanding the importance of mobilizing students to learn actively, they will still explain endlessly because of "inertia". Therefore, in the autumn of 2002, Cui Qisheng made a rigid rule of "10+35" on the class time, that is, the teacher's speech time was equal to or less than 10 minute, and the knowledge language was reduced as much as possible, or the statement that did not involve the content of the textbook at all. Students' independent activities should last no less than 35 minutes. As long as the teacher explains a class for more than 10 minutes, it will be judged as a failed class. Formally, it just redistributes the time of a class, but the teaching concept has changed qualitatively.

It is conceivable that the resistance to this reform is great. Some parents said angrily, "We let our children go to school, but your teacher stopped teaching them and let them teach themselves?" Yes, teaching, teachers don't teach, students don't teach, it is natural to teach first and then learn, but this is the teaching law that everyone is used to!

The teachers' ideas were gradually understood, during which the school leaders even took some tough measures. However, once the teacher embarked on the road of practice from the exchange of ideas, the teaching landscape of "students move, the classroom is alive, and the effect is better" that Cui Qisheng expected appeared. "Autonomous classroom: I participate, I am happy; Autonomous learning: I am confident and I grow up "has become a reality.

Cui Qisheng believes that teachers can't do it if they don't recognize the reform, and they can't do it if they do. Without the constraints of effective measures, classroom teaching reform can not be truly realized. Therefore, it is emphasized that teachers can find knowledge among students, sum up laws and be the chief; But you can't instill knowledge and be the master of the classroom.

Classroom is the main position of teaching reform. If we don't "fight" here, it will be difficult to touch the lifeblood of teaching reform in a short time. At the same time, behind the "murderous" reform, it is not only a fierce collision with teachers' educational and teaching concepts, but also a great concern for students' life growth.

A classroom without a podium

"Cancel the podium and let the students move" is a bold and innovative move.

In the autumn of 2004, Cui Qisheng found a phenomenon that people didn't notice during his long-term study of lectures, that is, when a teacher stood on the podium, he often consciously or unconsciously found the feeling of dominating the podium before and couldn't help talking more. This is tantamount to affecting students' autonomous learning. He believes that as long as students can learn through exploration, teachers should not talk. So he put forward the bold idea of canceling the podium and put it into practice.

In this way, the podium in front of the classroom is gone, and the teachers and students are in the same space and plane. Each class has its own slogan: "I participate, I grow, I am happy"; "Class stage, each with its own style"; "New classroom, I advocate"; "I dominate my class and I control my life." Such things are all about students' aspirations after they move towards the status of classroom teaching masters, and the infinite happiness of showing their talents. Other changes are even more surprising: there are big blackboards in front of and behind the classroom, with three backlights, and three rows of desks are arranged vertically in the middle of the classroom. The students sit in a group, face to face. And the classroom forms are varied, even varied. Students perform, debate, sing, explain or recite on stage, and sketches, textbook dramas, poems, allegro, songs, paintings, group demonstrations and other forms complement each other; Students under the stage crouch, stand, sit or kneel, crouching on the ground, desks and benches. Students hardly need to raise their hands, stand up and say, and then sit down and say another. Because of the high enthusiasm of students, two or even several people often stand up and speak at the same time. At this time, the teacher does not mediate. If students speak a word and a half at the same time, someone will let them out. There is no teacher's reprimand and supervision, and there is no teacher's "indoctrination". The classroom here is completely a stage for students, and all the listeners who step into the classroom are excited by its vitality, concentration and active thinking.

Long-term and short-term benefits of educational reform

The classroom teaching reform in Dulangkou Middle School has brought great changes to the classroom as the basis of educational behavior. First, students' learning attitude should be changed from "supply-oriented" to "supermarket-oriented", classroom teaching should be changed from centralized teaching to a hundred schools of thought contend, and students should be changed from elite learning to full participation. Students give full play to their autonomy and selectivity in knowledge learning, and it is up to them to decide what materials to learn and what to learn. This change has changed students' habit of passive acceptance and what teachers teach students to learn. Second, teachers' teaching has changed from "injection" to "emission". Teachers should "trust students, use students and develop students" in class, and can't play a one-man show; It is necessary to change from "talking" to "moving" and make the classroom a "happy place to enjoy, not a passive and boring detention center"; It is necessary to create an "art classroom" so that students can "enjoy happiness". Third, the classroom content has changed from "pure knowledge" to "ability, emotion and values". Classroom learning should be based on knowledge to generate ability and emotion, and cultivate students' correct outlook on life and values.

From a practical point of view, the most obvious "benefits" brought by this classroom change to Dulangkou Middle School are obviously the amazing changes in the enrollment rate of students and the great improvement in the school evaluation results: last year, among the 268 students who entered the key high school chiping No.1 Middle School, 267 were admitted; Dulangkou Middle School, a school that assessed the county's countdown for consecutive years 10, has been in the top three in comprehensive evaluation every year since 2002.

And these are not the most important, these are just the "short-term benefits" of the educational reform in Dulangkou Middle School. The most important thing in the educational reform of Dulangkou Middle School is to change the "life form" of many students and make their lives more full of the possibility of realizing their self-worth. This is the most respectable "long-term benefit" of this vigorous classroom teaching reform.

Liu Xiaoxiao is a girl in Grade Two of junior high school. On June 5438+ 10 last year, Ma Zhao, executive vice president of the Provincial Education Society, led dozens of leading experts from the Provincial Institute of Educational Sciences, the Provincial Institute of Education, Liaocheng University and other units to investigate in Dulangkou Middle School. After the bell rang, Ma Zhao, who had left the classroom, was suddenly stopped by Liu Xiaoxiao who was catching up from behind. "Teacher, can I interview you?" Liu Xiaoxiao's bold move not only stunned Ma Zhao, but also made other listeners not return to God for a long time. ...

Liu Xiaoxiao said, "Actually, I used to be a very introverted girl. I don't want to communicate with my parents, classmates and teachers. I just want to sit there alone in a daze. Since I entered junior high school, under the cultivation of this teaching mode, I am not only cheerful and like to answer questions, but also my academic performance has soared, from the downstream in the past to the top one or two in my class, and I am very willing to communicate with others. I had an interview with an expert that day. I don't know what happened myself. I just want to talk to him more because I see that he is very kind and graceful. "

There is a student named Liu Ying, whose parents divorced when he was a child and lived with his elderly grandmother. Her special family background made her develop a strange and withdrawn character. However, since entering junior high school, under the influence of this open teaching mode, her personality and academic performance have undergone great changes. She is not only talkative, but also particularly responsible and has a sense of collective honor. She is particularly concerned about the things in the class, and her classmates affectionately call her the "supernumerary monitor".

Li Nan is a disabled student. Such students often have inferiority complex or are discriminated against by their classmates. However, this does not exist at all in this school. According to his teacher, he answers the most questions in every lecture class.

..... If it is not an open classroom and an open campus, can we easily change these children?