Students learn new things in every class, and they're stupid when they come up with the whole thing — they can't connect to each other if they have a little bit of knowledge in their head. It's not that the kids are stupid, it's that the class didn't stick the pieces up。
Where the hell is the debris in knowledge
The students are stuffed in dozens of scattered knowledge points every day, and the examination is in a different situation. The root cause is not the failure to remember, but the absence of a link between the points of knowledge in the brain. Cognitive psychology data show that after 24 hours the content of an isolated memory is almost 80 per cent forgotten, while those parts that have multiple connections to existing knowledge have a retention rate of over 75 per cent。
If in the classroom you only want to finish this section, all the students get is a pile of loose bead. No string, no necklace. The teacher has to think first of all about the place in which the knowledge of this course is located throughout the subject tree, and which branch of the subject is connected。
Set the frame and fill out the details
The effective approach is a three-step "whole-part-whole." in the case of mathematical "functions", students are allowed to draw a central node, then extend out the two-tier branches of defined domains, values, single-modularity, etc., and then fill out the specific function type. After a semester of continuous conceptual map teaching in a school, students ' ability to migrate knowledge is 40 per cent higher than in traditional study groups。
That order cannot be reversed. When you come up, the details are piled up, and the students have to write them down mechanically; the bones are given first, and the details are left in place. The teacher started to take five minutes to locate the students. Which leaf on the root branch is much more useful than two more examples。
Threading knowledge points with problem chains
Physics teaches newton's law of sport. Don't come up and throw the formula. Designing a chain of questions: why is the body leaning forward at the brakes against which the mathematical expression can explain the weightlessness of space. Four issues range from phenomena to principles to modelling to migration, and knowledge naturally spirals up。
The key to the chain of questions is "in-progress." each answer contains a clue to the next question. Students do not listen passively, they walk the road one by one. They don't remember the formula itself, but "why do i need the formula" to take it away。
Cross-chapter integration to keep knowledge alive
Don't lock the industrial revolution in chapter three and turn it over. Using it as an anchor point, pulls out horizontal changes in the political system, technological breakthroughs, cultural trends, vertical comparisons between the first and second industrial revolutions. This thematic integration of an experimental school has led to an increase of 27 percentage points in students ' knowledge of the main core concepts。
A "sulphur travel map" was developed by a priority high school chemical group in shandong: pre-school collection of sensory awareness of sulphur-containing items in life, course series of physics, chemistry, preparation and application, and post-school placement of the "sulphur family secrets". When students follow up on electrochemistry, it is clear that they can move out of front and move up a step。
After school, not just reading books
Rereading is tantamount to flipping the fragments over again, without structure and with poor results. Try the "1-3-7 law review": a knowledge mapping of the relationship with keywords was done on the same day, specific cases were added in three days, and cross-chapter integration measurements were performed seven days later. Tracking data indicate that this rhythm refers to a retention rate of 68 per cent for knowledge points。
Add a meta-cognitive link: every two weeks, students are given different colours to mark the level of mastery of the various nodes of the knowledge network and write "how do these dots support each other?" after the first semester of a focused secondary school, there was a marked change in the ability of students to prepare their own knowledge networks and to wait for teachers to focus。
The way the evaluation works has to change
If the exam is just "the answer is right," the students will continue to push in the direction of fragmentation. A pilot "knowledge network analysis" evaluation by the shanghai regional office: it looks not only at the answers, but also at the number of knowledge nodes and the completeness of the logical chain that have been used to solve the problem. As a result, such evaluations can effectively stimulate student system thinking。
The day-to-day specs can also be changed: "how do you define this concept?" "please use this chapter's knowledge to explain this life phenomenon and draw your thinking." the ability to connect is not the ability to recite, and students will naturally build networks, rather than die hard。
Do you have any of those students in your class who say, "every single point of knowledge can be answered and the whole thing stuck?" how do you tie them together? The comment section is welcome to talk about your practice and to suggest or transfer it to colleagues who need it。
