Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 4

On the "Double Adaptation" of Teaching and its Comprehensive Effect Hui Lan α & Shoutian Lan σ Abstract- The teaching methods of various subjects should not only meet the inner needs of students, but also conform to the objective laws of external development. After repeated research and experimentation, we found that the "guided learning method" implemented wi th a "four-step proc edure" can better solve this problem. On this basis, we can achieve a high degree of integration of "teaching" and "learning", a high degree of integration of lesson plan, textbooks, assignments and examination papers, a high degree of integration of teaching methods of various disciplines, and a high degree of integration of many teaching steps such as explanation, practice, consolidation and review. The role and power of this "high level of integration" All kinds of effects should not be underestimated. With the "high level of integration", it is easy to knock on the door of simple, efficient and effective teaching and learning, thereby making the education to step on a healthy track. Keywords: teaching method; inner need; objective law; four-step procedure; highly integrated. I ntroduction n the current teaching, either the teacher speaks first and students practice later, or students practice first and teachers speak later, or students speak on their behalf, or students are left to their own. All of these fail to meet the inner needs of students and do not conform to the objective law of development. The reason is that the essence of teaching is not truly understood. Therefore, not only the teaching quality is low, but also, more seriously, it puts a heavy academic and psychological burden on the students. This kind of teaching can no longer continue. We should find a new simple and efficient teaching method to allow teachers and students spending less time and energy, thus achieving the goal of cultivating a large number of outstanding talents. I. T he I mportance of the I nner N eeds of S tudents Students themselves have certain learning resources, and these learning resources have the instinct that needs to be continuously developed, used and expanded. This is called inner needs of students. If our teaching methods can meet the students’ inner needs, the students will be extremely happy and positive. In contrary, if the students’ needs cannot be met, the students will be disturbed, negative, and irritable. II. T he I mportance of the O bjective L aw for the D evelopment of T hings The basic sequence or law of the development of things is "cause-process-result". If we only focus on the result and ignore the cause and process, everything is incomplete and untenable. Similarly, if the teaching of various subjects focuses only on the results and ignores the causes and processes, the loss will certainly outweigh the gain, which will increase the students' workload and psychological burden, and the students will not learn any real knowledge. III. T he B asic A pproach that M eets I nner N eeds and C onforms to O bjective L aws The teaching methods of various subjects must not only meet the inner needs of students, but also conform to the objective laws of the development of external things. After repeated research and experimentation, we believe that the basic approach is to follow the four-step teaching procedure, i.e., "creating a teaching context - sketching a knowledge structure - asking a series of questions - solving problems separately". The essence of this teaching method is "inspired by teachers to guide students’ independent learning", referred to as "guided learning". IV. T he S pecific O peration of the F our- S tep P rocedure and its R ationale a) Create a teaching context It means using a variety of teaching methods to create a context that is relevant to the content and enjoyable for the students. Take teaching "travel diary" as an example, we can guide students to travel in the countryside, or let students talk about the most interesting things in their own experiences, or use multimedia to show a related storyline. This way students from the beginning as immersive, they can fully mobilize and use the existing learning resources to participate in learning. At the same time, this is also the "cause" of teaching. Once the "cause" is solved, the rest of the teaching will be easier to develop. I Volume XXI Issue IV Version I 17 ( G ) Global Journal of Human Social Science - © 2021 Global Journals Year 2021 Author α : Digital Media Design Department, Art Design College, . Zhejiang Gongshang University, Hangzhou, Zhejiang, 310018, China. Author σ : Associate professor, researcher at Suizhou Institute of Education, Hubei, 441300, China. e-mail: 598702799@qq.com