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

"small four steps" is adopted. The "knowledge structure" is used to connect the lessons. In the "small four steps", Steps ② and ③ can be repeated, intersected or performed simultaneously, thus allowing for a variety of flexible variations according to teaching practice. This allows for a high degree of consistency between "strict adherence to procedures" and "flexibility" in teaching methods. V. T eaching C onclusion Teaching a topic, such as a text in the arts or a large chapter in the sciences, requires only one round of big four steps, i.e., "creating a teaching context - sketching the knowledge structure - asking a series of questions - solving problems separately". In the problem-solving step, multiple rounds of small steps, i.e., "asking questions - exploration and guidance - independent answers - correction and reinforcement" can be applied as necessary. After using one round of "big four steps" and several rounds of "small four steps" to solve the problem, the initial knowledge structure will be continuously enriched and modified, and a more complete knowledge structure will be formed. This complete knowledge structure is the final conclusion of teaching and also the "result" in the "cause-process- result". This complete knowledge structure will be transformed into the cognitive structure of students and the new learning resources for students, and expand the original learning resources, which is more conducive to subsequent learning of new topics. This is how teaching enters a virtuous circle. VI. T he E mergence of " G uided L earning S cheme" and " N ovel T extbooks" a) The teaching content was written in accordance with the requirements of the "four-step procedure", which was called "guided learning scheme" for liberal arts and “novel textbook” for science. In fact, it is a synthesis of the original textbooks, teaching plans, homework, and examination papers. It will also serve and function more than the sum of the original textbooks, teaching plans, homework, and exam papers, while eliminating the need for repeated lectures, practice, and review. It must be clarified that normal exams are still conducted normally. However, since students’ daily learning is similar to exams, the experience of exams will be the same as answering questions in daily learning process, and even easier, because the exams are mostly about the knowledge which has been learned! b) An example of guided learning scheme in liberal arts The Guided Learning Scheme of “The Golden Hat” in Junior High School Literature Create a teaching context Encourage students to verbally or in writing tell a short story they have heard, seen, or experienced at home. Compare and find which students can express most interestingly and characteristically. In addition, prepare the best stories to be published in the school newspaper! Students can first prepare their own drafts - then speak in groups - finally each group will nominate a representative to speak to the class. Let's hear one more speech from a "new student" on "The Big Golden Hat" (soundtrack recording). Then ask the students to open the textbook and take a close look at how the text "The Golden Big Hat" is expressed. Where is its "interesting point"? Where are the characteristics? Ask the students to prepare to outline the knowledge structure of the full text. Sketch the knowledge structure Guide students to read the text, clarify the main idea, experience feelings, and outline the initial knowledge structure. (The initial knowledge structure may be simple, but it can be enriched in subsequent learning) Ask a series of questions – solve the problems separately 1. How does the shepherd picture depict the joy of life and the loveliness of the image? [ Guide: It is necessary to describe what people or things are being portrayed, how to portray these people or objects, and what the relationships between them are...] Students answer this question as follows: (enrich the knowledge structure accordingly) 2. How many shots can the storm picture be divided into? Why do you divide it like this? [ Guide: Read the text again, compare repeatedly, and experience the characteristics of each lens and their relationship...] 3. What is the composition of the picture of “Under the bucket hat”? What thoughts and affection are mostly expressed? [ Guide: Pay attention to the movement and stillness of the components, the details and abbreviations....] 4. Write (you may modify the original draft) or draw a picture of your own life. And rate the best ones for publication in the school newspaper. [ Guide: Be distinctive, have your own thought structure and affection...] Volume XXI Issue IV Version I 19 ( G ) Global Journal of Human Social Science - © 2021 Global Journals Year 2021 On the "Double Adaptation" of Teaching and its Comprehensive Effect