Listening to experts from Peking University talk about the breakthrough of traditional culture and primary school students' Chinese learning mode.

First of all, the classroom teaching environment has undergone fundamental changes. Dulangkou Middle School has changed all the classes in the school into groups and tables, and students have changed from facing forward to sitting opposite each other. Cui Qisheng, the principal, believes that this sort form is necessary to promote students' cooperative learning. Du Lang's teacher said, "I think the change of a desk weakens the dignity and status of teachers, but with the passage of time, the relationship between students and teachers becomes more harmonious. The three-foot platform is gone, replaced by teachers and students in the same space and on the same horizontal plane; " One-oriented "(students facing the podium) disappeared, replaced by" multi-oriented "that can be adjusted at any time according to teaching needs; A blackboard specially used for teaching is gone, replaced by three blackboards in the classroom, and even the cement floor can be used as a blackboard; The average class size of the whole school is 35-45, which is generally divided into 6 groups. In class, during group discussion, students in the group sit together in groups of three or five or communicate, express, discuss or argue on the blackboard. During the presentation and feedback, the classroom atmosphere was warm and harmonious, and there was almost no need to raise your hand when speaking in class, but the students kept expressing their views, agreeing, modifying and proposing other methods one after another, and the students were very enthusiastic about participating. This change in the teaching environment of Dulangkou Middle School is a change called for by the new curriculum reform of basic education, not a general change, but a fundamental change.

Second, students actively participate independently, and all classes are filled with a strong atmosphere of group participation, equal dialogue and * * * exploration. No matter in Chinese class or math class, no matter whether students speak on behalf of groups or individuals, they are full of equal dialogue, close combat and substantive ideas such as "I think", "My method is simpler", "Your point of view is reasonable, but not perfect enough", "I think he made a small mistake, so I will help him correct it" and "What you said is wrong".

The third is the "large capacity" of learning content. The classroom here is no longer "textbook-only theory", but is based on textbooks and has been extended in many aspects. There are not only the extension of content and knowledge points, but also the display of process and the divergence of thinking. The students' speeches one after another, all kinds of feelings, the collection and application of all kinds of information, and even whimsy, generate came out in a happy mood and active thinking, which made people "overwhelmed", not only felt that the learning content was "huge", but also felt that there seemed to be "ideological confrontation" and "knowledge explosion" again and again.

Fourth, the teacher is quite skilled in controlling the classroom. From several rich and compact exhibition classes, it is not difficult to perceive that the teacher's "kung fu" is outside the exhibition class. In the intensive content class of "group participation" and "large capacity", teachers' functions of "threading the needle", "connecting the past with the future" and "teaching by example", as well as their calm attitude, calm teaching attitude and control of the whole teaching link are quite remarkable after class.