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

b) Sketch the knowledge structure With certain contexts, students will further demand to know about the phenomena that occur in those contexts. Students can then be guided to read a text, such as a "travel diary", which will enable them to quickly comprehend the text and enter the role. Then the teachers can further propose the following questions for the students to consider: How many parts can "travel diary" be roughly divided into? Can you list these parts? Then the following structure diagram can be drawn to help students understand. In the case of science teaching, the original textbook can be discarded and students can just sketch out a structural diagram by thinking about it in some context. This step is to outline the knowledge structure. All knowledge has its own composition structure and also exists within a knowledge structure. With the knowledge structure, the interconnections between knowledge can be clearly seen, which makes it easy to grasp and easy to apply. We need to train students to start from the whole knowledge structure from the beginning of learning knowledge, and follow the cognitive law of "whole-part-whole". If the teaching starts with a word-by-word recording and description, it violates this rule. c) Ask a series of questions The knowledge structure outlined at the beginning may be incomplete, unspecific, or biased. This is all allowed. Thus it is very necessary to enrich, perfect, and modify the structure. Students can be guided to ask a series of questions based on the initial knowledge structure and enter the middle step of "whole-part-whole". For example: 1) What are the key points in the first part of "Travel Diary"? What are the characteristics of each point? 2) …… 3) …… It is important to start with simple questions, so the questions can root deep in the existing knowledge and the students can use the existing learning resources. Then the difficulty of the questions is gradually increased, and finally it can exceed the requirements of the current textbook. This is called "seeking high in low". Each question should have a space underneath it, similar to an assignment or an exam paper, for students to answer later. d) Solve the problems separately After a series of questions are raised, they must be solved individually. For each question, the four-step process can be used, i.e., "asking questions - exploring and guiding - independent answering - correction and reinforcement", which is called "small four steps". The four-step procedure mentioned earlier is called "big four steps". © 2021 Global Journals Volume XXI Issue IV Version I 18 ( G ) Global Journal of Human Social Science - Year 2021 On the "Double Adaptation" of Teaching and its Comprehensive Effect ① Asking questions: Ask each of the questions in the series and encourage students to find knowledge- growth points in their existing resources, i.e. to use the knowledge they have gained to consider how to independently answer the questions. ② Exploration and guidance: The teacher provides the necessary guidance at key moments when students are exploring how to answer questions on their own, or when they encounter difficulties. Guiding is different from explaining, and focuses on ways of thinking. For example, ask the following questions: What are the key points in the first part of "Travel Diary"? What are the characteristics of each point? Exploration and guidance are as follows: I believe that you are able to solve this problem well through your own efforts. You can solve this problem through reading the text or you can start with marking the key sentence... Guidance must be open, layered, and rhythmic. Don’t provide the guidance too early; otherwise it’s easy to degenerate into speaking first and then practicing. On the other hand, don’t give the guidance too late; otherwise it is easy to degenerate into first practicing and then speaking. To fully achieve the integration of "guiding" and "learning", the teacher's "guidance" should be hidden in the students’ "learning". Teachers’ guiding students to learn seems much slower than teaching students to practice. But only in this "slow" process, students can gradually master the law, and then the learning process will naturally be faster after the law is mastered. ③ Independent answering: While teachers guide students, students can answer questions through independent learning with or without the guidance of teachers. Generally speaking, written answers are given first, followed by verbal answers. It is important to treat the question-answering as an exam, in which students should not whisper or look around. The teacher should create a situation of mutual competition. Once a problem is solved, the solution should be filled into the knowledge structure, so that the knowledge structure is constantly improved. ④ Correction and reinforcement: According to the students' independent-answering situation, modify the previous "guidance" to correct the problems that arise. Extensive cooperation and mutual exchange will be reflected here. At this time, the teacher can explain the knowledge itself, or even go deeper into it. After the first problem is solved, the second problem is raised right away, and the second round of