The formation of English thinking

Traditional English education in China teaches more simple life vocabulary, and language learning is out of touch with cultural background, subject knowledge and ability training. Therefore, most children recite some English words, rarely speak fluent sentences, work freely in English, and cannot easily win in the international workplace competition. We need to use English as a tool to learn mathematics, Chinese, science and other subjects, to help children establish English thinking, and to inspire, guide and cultivate their project management ability, speech and demonstration ability and teamwork ability. basis

Applying the famous Bloom's cognitive theory to help children establish English thinking is usually divided into two stages. The first stage is memory and understanding. The teacher will start from the child's recent development area, contact the existing background knowledge, and borrow some American thinking maps to help the child read and understand the article. The second stage is application, analysis, evaluation and creation. The teacher will ask some questions. There are several key stages in the development of the story. Which stage do you think determines the final outcome? Let children sift out useful information from a lot of information. In order to let children get answers, teachers will also ask some open questions to inspire children to think critically, such as: Do you sympathize with the protagonist? Why? Finally, the children discuss in groups. Speak the group's conclusions in English, or express them in English, so that the language can return to real life application. (1) Sort thinking, so that children can correctly understand the development law of things.

In Chinese class, there are many short stories closely related to life. By learning these stories, we can gradually cultivate children's sorting thinking, and help reading by understanding the law of things' development and analyzing the beginning, process and ending of things, so as to better understand the article and obtain information for writing.

In Chinese class, the children learned the text of how the little hero and Ben became good friends. The teacher asked everyone to write who is your best friend. How did you become good friends? Lucy came on stage and said that her best friend was Lily. Everyone says they look alike. They found that they shared many hobbies ... naturally, they became best friends.

While reading and sorting out information, children get information efficiently by queuing and sorting, learn to analyze the whole story of events, have organized thinking and cognition, and develop good reading habits, so that others can understand their intentions more clearly when writing and expressing.

(2) Classified thinking, so that children can learn to find * * * and identify features.

Most babies before the age of 3 play with things according to their own preferences. They don't deliberately put watermelons and snacks together, and stationery such as pencils and books together. In order to train the baby to learn classified thinking and distinguish the characteristics of different things, we can find the same place from different things and look at the same thing from different angles through reading and learning.

For example, in the Chinese class of 1, students have been able to distinguish from the text that "his muscles seem to be made of steel" is an exaggerated phrase, while "he is tall and strong" is a simple sentence. They will use exaggerated and vivid descriptive sentences when telling stories, and use plain and simple methods when stating objective facts.

(3) Attributional thinking, let children find the cause and effect of things.

1 grade Chinese class, the teacher took out a set of pictures for the children to analyze, which one should happen first, and what led to the result of later events. Team leader Linda said, "We put the picture of children playing baseball in front, because the baseball flew over the fence, so it entered the van and was transported to distant Japan. Because a boy found this baseball in his new car at home, he sent it to the children playing baseball through the above address.

In writing class, the teacher gave us a topic: "Because I missed the public relations bus, so ..." "Because there is a monster under your bed, so ..." "Because your cousin is very smart, so ..." Through the questions that children are familiar with and like, systematically cultivate children's attribution thinking, help them understand reading, guide children to find out the reasons of things in the right way of thinking, and analyze why there is such a result.

(4) Understand the representations and symbols, and let children love literature and life.

In traditional education, children learn poetry by reciting memories. There are unique methods and steps to learn poetry and drama in the Chinese class of American Elementary School, which can cultivate children's literary literacy.

Poetry learning in Chinese class integrates poetry with music, color and pictures. First of all, the teacher recited poems and played melodious songs as background music, which intoxicated the children; Later, the teacher read the poem again and changed the Hip-hop background music in rock style, so that the children could choose which music was suitable for the poem. The children found the right melody and the emotion conveyed by this poem through comparison. After that, the teacher led everyone to read the poem together and felt the rhythm, rhythm and pause of the poem in the quiet classroom. The children clapped their hands gently ... Next, the teacher read the poem aloud and asked the children to close their eyes and imagine the color the poet wanted to express. Finally, in the soothing music, the children looked at a pair of color pictures they drew and wrote poems silently. Through the study of poetry, they have accumulated rich feelings, beautiful edification and intellectual enlightenment, and increased their desire for knowledge and love for life. Chinese course accounts for 75% of subject English, and it has incorporated a lot of scientific, emotional and methodological educational contents. On the one hand, learn to master the basic practical ability at the language level, on the other hand, gain physical and mental pleasure and a higher level of humanistic quality.

No matter scientists, CEOs or ordinary people, they all need to obtain information and knowledge through the carrier of words. Chinese class is not reading and reciting, but a tool. We should study with books, not follow them. We should not only learn to read different styles of articles, but also acquire knowledge of other disciplines by mastering the ability of reading; I not only learned a wealth of knowledge, but also formed correct thinking habits, which laid a solid foundation for growing into an international talent in the future. (1) The mathematics of life-from life to use.

Mathematics class is closely related to life. Courseware simulates real life scenes and things that children often come into contact with, and learns all kinds of mathematical knowledge, including: price and shopping, clocks and watches and time, area, volume and measurement. And return to reality, let children use what they have learned to solve life problems.

For example, after learning the units and English expressions of coins in various countries, children use money to buy things they are interested in, such as water, ice cream and fishing rods, following the real life scenes in the courseware. They can feel the need of mathematics in real life and understand the value of learning mathematics from it. Instead of simply setting formulas and doing problems, we use addition and subtraction in real life, which not only stimulates children's curiosity and desire for mathematics, but also maintains a lasting interest in learning.

② Mathematics of thinking-pay attention to the process of thinking and stimulate exploration and creation.

Mathematics class opposes rote memorization of concepts or formulas, encourages children to actively think, seek solutions to problems, try to solve problems, verify the analysis results and other process studies, obtain correct mathematical thinking methods, and finally apply mathematical thinking to solve ordinary or complex practical problems.

For example, learning a rectangular area, the whole class has no formula to calculate the area. According to the colorful tools in the courseware, children "draw pictures" by themselves, and deduce the area of a rectangle by estimating, comparing and looking for substitutes (small circles and squares). With the encouragement of teachers, children will expand their imagination in all directions, seek solutions to problems from multiple angles, and experience the fun of thinking and the sense of accomplishment in solving problems. ③③

③ Ability Mathematics-teamwork to improve comprehensive ability.

Mathematics class attaches importance to the cultivation of mathematical knowledge application ability, and the classroom usually takes the form of teamwork to exercise children's mathematical communication ability. Teamwork is not a simple grouping, but based on a variety of grouping strategies, so that children can establish a "in the same boat" relationship, which includes both competition between groups and division of labor within groups, so that children can experience the sense of honor of teamwork.

For example, taking the triangle course is to help the professor make a wonderful city trip and choose to visit three different scenic spots at a specified time. First, the children are divided into groups. The team leader led the team members to design the itinerary for the professor. Some people are responsible for calculating the distance, while others are responsible for calculating the time. Everyone has their own opinions. Finally, the group leader showed their ideas in English. In this process, the children not only learned the English expression of tourism, but also exercised the abilities of time planning, organization and coordination, judgment and reasoning, and finally understood the expression and attributes of triangles. (1) Inspire exploration and cultivate children's observation and thinking ability.

Why did Newton discover "gravity" by observing the apple falling to the ground? Because such scientists are usually good at observing and thinking, they have discovered many strange natural phenomena and laws.

It seems that every child can observe, but observation is different from seeing, but seeing what needs to be seen. It not only exercises children's observation acuity, but also cultivates children from how to observe the characteristics of a single object or phenomenon to how to observe the similarities and differences of several phenomena, and finally how to establish a new connection between their own observation and existing observation experience. For example, in the science class in the study season, the teacher first asks the children to look at a picture of the season and observe the state of animals and plants inside; Then, the teacher will ask the children to compare another seasonal map and observe the changes of animals and plants in different seasons; Finally, the teacher guides the children to correspond to different scenes, looking for the connection of different things, helping them to understand the influence of seasonal changes on the ecosystem, naturally acquire scientific knowledge, and cultivate their observation and thinking ability.

2 classification and generalization, teaching children to look at problems from multiple angles and dimensions.

Children like science classes in American primary schools very much, because there are always many interesting scenes closely related to life, interacting with courseware and feeling the fun of exploratory learning.

Through observation, the child found that everything has its own characteristics, but at this time the child is still thinking in one direction. When learning the knowledge of animal habits, we try to verify the different dynamic characteristics summarized by their observations. Let children discover the essence of different animals, classify different kinds of animals, and help children establish the general thinking of classification. For example, there is one kind with wings; Four legs are one kind; The one with two legs is first class. Of course, some children will boldly imagine and innovate classification standards, and they will also be encouraged by teachers. Over time, children's ability to think independently and classify and summarize will be established.

(3) Make bold guesses and cultivate children's ability to predict the unknown.

A few years ago, no one knew that a big ship could float on the water, and no one knew that an airplane could be invited to swim in the blue sky with wings. Science originated from conjecture, and the classroom in "American elementary schools" encourages children to guess and think creatively.

For example, combined with the scenes in the courseware, let children know the effects of different temperatures and climates on animals, so as to learn to make bold guesses and predictions according to the changes in the surrounding environment. The teacher said, "It's summer!" A child said, "no, it's winter!" " They will predict that the equatorial winter will be so hot. When they see penguins, children will predict that they will survive as long as they are provided with a low temperature environment with cold air. In seemingly endless guesses and predictions, children not only increase their knowledge and interest, but also take the first step to become scientists.

4 judge and reason to help children develop rigorous thinking habits.

Scientists usually not only have keen observation and the ability to predict the unknown according to the known, but also have rigorous thinking and are good at judgment and reasoning. Teachers generally don't tell children scientific ideas directly. Children are like "little scientists". They observe, judge and reason scientific phenomena through experiments and interaction with courseware, and form good habits of scientific thinking.

For example, when learning the nature of water, the teacher does not directly tell the child the answer. Instead, take out several glasses of water, one outside the classroom, one inside the classroom and one with a lid. The children discuss what will happen to the water in different cups in a few days. Julie reasoned that there must be less outdoor preaching because there is sunshine; Fortunately, however, there is air conditioning inside, and there will be less water inside ... Then, the children concentrate on following the teacher to do the water drop experiment to verify whether their reasoning is correct, and find that with the change of temperature and environment, water molecules will turn into steam and evaporate in a high temperature and open environment.

⑤ Measure and estimate, and cultivate children's scientific measurement and analysis ability.

In class, in addition to cultivating children's estimation ability, children should also be taught to measure length, volume, volume, temperature and so on with authentic American units of measurement. After children get the data, they should learn to analyze the data, grasp the rules and draw their own conclusions.

For example, when learning three states of an object, children can predict the state of the object at a specific temperature through the perception of temperature, and can also estimate the current temperature through the change of the object. But when will different objects melt into liquid? At what temperature will a liquid evaporate into a gas? These all need children to explain with more accurate data. In lively and interesting experiments, teachers will teach children the methods and precautions of measurement, and confirm their guesses and draw conclusions through measurement and data analysis.

⑥ Be cautious and rigorous, and teach children critical thinking.

A few years ago, everyone thought that the earth was flat. Only the ancient Greek mathematician Pythagoras questioned this. It was not until 100 years ago that Aristotle, an ancient Greek scientist and philosopher, first proved that the earth was round.

Not blindly following and not believing is one of the characteristics of American children. In the classroom of American primary schools, there are often teaching methods to cultivate children's critical thinking. For example, the teacher will ask everyone, "Does sound spread faster in the air or in the water?" Don't tell your child the standard answer at first. The teacher guides the children to collect and analyze this information, and finally encourages the children to share and exchange their own comments, and finally draws a conclusion. Over time, children learn not to be credulous and blindly follow, and learn to analyze problems objectively, think independently and make rational judgments.

⑦ Externalize thinking and teach children to write small scientific papers in English.

Scientists will imagine some novel arguments and verify them by designing experimental steps. When the verification fails, they will make new assumptions and further verify. They describe the experimental steps and phenomena, and finally show their arguments and verification results with papers. In the science class of American elementary schools, children also have their own "small projects" that they are proud of.

For example, teachers will provide materials for children to design experiments to prove "which process of the water cycle can we see?" . Children should think first: What do we know about the water cycle? Then under the guidance of the teacher, design the experimental steps and start the operation. Usually the teacher will also give a possible answer, which will cause children to think deeply about the problem and continue to explore. In the end, children will show their thinking process and conclusions through scientific papers.

8 Apply what you have learned, and teach children to explain their imagination in life with scientific principles.

Usually, everyone has a reverence for science, thinking that science is profound and even difficult to understand and ponder, but this is not the case in the science class of "American primary schools". Teachers will guide children to explore from the phenomena around them and feel the charm of science.

For example, when talking about the natural phenomenon of "echo", the teacher did not directly cut into it from the principle level, but explained to the children "what echo means" in the way of fairy tales and the dialogue between the little hero and Mr. Bat. Teachers will also use natural phenomena observed by children in real life to encourage children to write science stories in combination with what they have learned. They will be diligent in thinking and find the truth that "there is science everywhere in life".

Science classes in American primary schools are full of interest and exploration. Science teachers attach great importance to children's questions in class. Teachers skillfully link children's personal experience with scientific knowledge by asking personalized, open and enlightening questions, so that children can use experimental steps to verify their ideas with friends. By exploring and solving problems, children gain the ability to acquire and transfer knowledge independently.

China has more theoretical courses in science than practical courses, mostly imparting knowledge. Even if there is a scientific experiment, the teacher will generally explain the purpose and steps of the experiment first. Children use the same experimental methods and instruments to reach the same conclusion and prove the theory or law in science textbooks. Ignoring children's exploration, guiding teaching with exams and measuring exams with knowledge will lead to children's weak hands-on ability and thinking ability.