In the early 1970s, I was a teacher in a small village in a remote village. There are fewer than 300 students in the whole village, and only a dozen students can be recruited in each academic year. In all, there were less than 40 in the first three grades china air shipping, and had to work in a class in three grades.
The so-called double entry teaching is a teacher who USES different textbooks to teach students in different grades in the same classroom and in the same class.
After class, I first arranged for two grades to teach myself, and I taught another freshman class. For example, I will prepare new class for the second grade, write my homework in the third grade, and then give a lecture to the first grade freight forwarder. Direct teaching and student independent learning alternate. A class iii double entry is going to have at least three of these loops.
The teaching time is short, the teaching task is heavy, the organization of the teaching process and the allocation of teaching time is the key point. Therefore, the design of the teaching line should list the form, the teacher's lecture and the student's practice, the time should be allocated properly. Add a small blackboard for each grade. Before class, write the requirements and assignments on the respective small chalkboards to minimize the delay.
The malady of double entry teaching is mutual interference. In order to minimize distractions, I asked the old teacher for help and tried some avoiding measures. There are a few following: the class schedule of the same class; Use primary school students to like to express their own characteristics, carry out "a gang of one" activity; The first-grade independent learning ability is relatively poor, first grade lecture; To dilute grade boundaries, music to the same song, sports to teach the same set of gymnastics Personal Items shippment.
The advantages of duplex teaching are also remarkable. First, it is conducive to popularizing primary school education and not going to the village. The second is to force teachers to practice more, so the learning effect is not poor. In the fifties and sixties, most of them were students of double entry teaching.
In the past five years, my loyalty to the cause has been exchanged for the trust and respect of the villagers. The village cadres meet at night, just in my office, discussing issues and not avoiding me, and sometimes asking for my advice. The production team has a collective vegetable garden, and the villagers have my share of the vegetables. "This is a handful of spinach from the teacher." "This is the teacher's three cucumbers". Treat me like a villager. In those years, it became an unforgettable experience for me.