On the “Double Adaptation” of Teaching and its Comprehensive Effect

The teaching methods of various subjects should not only meet the inner needs of students, but also conform to the objective laws of external development. So as to realize “double adaptation”. After repeated research and experimentation, we found that the “guided learning method” implemented with a “four-step procedure” can better solve this problem. On this basis, we can achieve a high degree of integration of “teaching” and “learning”, a high degree of integration of lesson plan, textbooks, assignments and examination papers, a high degree of integration of teaching methods of various disciplines, and a high degree of integration of many teaching steps such as explanation, practice, consolidation and review. The role and power of this “high level of integration” All kinds of effects should not be underestimated. With the “high level of integration”, it is easy to knock on the door of simple, efficient and effective teaching and learning, thereby making the education to step on a healthy track.


Introduction
In the current teaching, either the teacher speaks first and students practice later or students practice first and teachers speak later, or students speak on their behalf, or students are left to their own. All of these fail to meet the inner needs of students and do not conform to the objective law of development.
The reason is that the essence of teaching is not truly understood. Therefore, not only the teaching quality is low, but also, more seriously, it puts a heavy academic and psychological burden on the 54 Published by SCHOLINK INC. In High School Math, solving the triangle, the French astronomer 1671 Jérôme Lalande and his teacher, one at the Cape of Good Hope and the other in Berlin, were simultaneously observing the distance between the moon and the earth. The question now is what kind of mathematical model can they build?
What data can be measured? How to calculate the distance between the moon and the earth?
This way students from the beginning as immersive, they can fully mobilize and use the existing learning resources to participate in learning. At the same time, this is also the "cause" of teaching. Once the "cause" is solved, the rest of the teaching will be easier to develop.

Sketch the Knowledge Structure
With a certain situation, the student will further need to understand what is happening in this situation, need to solve the problem, etc. Students can then be guided to read a text, such as a "travel diary", which will enable them to quickly comprehend the text and enter the role. Then the teachers can further propose the following questions for the students to consider: How many parts can "travel diary" be roughly divided into? Can you list these parts? Then the following structure diagram can be drawn to help students understand.
In the case of science teaching, the original textbook can be discarded and students can just sketch out a structural diagram by thinking about it in some context. This step is to outline the knowledge structure. All knowledge has its own composition structure and also exists within a knowledge structure. With the knowledge structure, the interconnections between knowledge can be clearly seen, which makes it easy to grasp and easy to apply. We need to train students to start from the whole knowledge structure from the beginning of learning knowledge, and follow the cognitive law of "whole-part-whole". If the teaching starts with a word-by-word recording and description, it violates this rule.

Ask a Series of Questions
The knowledge structure outlined at the beginning may be incomplete, unspecific, or biased. This is all allowed. Thus it is very necessary to enrich, perfect, and modify the structure. Students can be guided to ask a series of questions based on the initial knowledge structure and enter the middle step of www.scholink.org/ojs/index.php/wjssr "whole-part-whole". For example: (1) What are the key points in the first part of "Travel Diary"? What are the characteristics of each point? (2)… (3)… It is important to start with simple questions, so the questions can root deep in the existing knowledge and the students can use the existing learning resources. Then the difficulty of the questions is gradually increased, and finally it can exceed the requirements of the current textbook. This is called "seeking high in low".
Each question should have a space underneath it, similar to an assignment or an exam paper, for students to answer later.

Solve the Problems Separately
After a series of questions are raised, they must be solved individually. For each question, the four-step process can be used, i.e., "asking questions-exploring and guiding-independent answering-correction and reinforcement", which is called "small four steps". The four-step procedure mentioned earlier is called "big four steps".
① Asking questions-Ask each of the questions in the series and encourage students to find knowledge-growth points in their existing resources, i.e., to use the knowledge they have gained to consider how to independently answer the questions.
② Exploration and guidance-The teacher provides the necessary guidance at key moments when students are exploring how to answer questions on their own, or when they encounter difficulties.
Guiding is different from explaining, and focuses on ways of thinking.
For example, ask the following questions: What are the key points in the first part of "Travel Diary"?
What are the characteristics of each point?
Exploration and guidance are as follows: I believe that you are able to solve this problem well through your own efforts. You can solve this problem through reading the text or you can start with marking the key sentence...
Guidance must be open, layered, and rhythmic. Don't provide the guidance too early; otherwise it's easy to degenerate into speaking first and then practicing. On the other hand, don't give the guidance too late; otherwise it is easy to degenerate into first practicing and then speaking. To fully achieve the integration of "guiding" and "learning", the teacher's "guidance" should be hidden in the students' "learning".
Teachers' guiding students to learn seems much slower than teaching students to practice. But only in this "slow" process, students can gradually master the law, and then the learning process will naturally be faster after the law is mastered. ③ Independent answering-While teachers guide students, students can answer questions through independent learning with or without the guidance of teachers. Generally speaking, written answers are given first, followed by verbal answers. It is important to treat the question-answering as an exam, in which students should not whisper or look around. The teacher should create a situation of mutual competition.
Once a problem is solved, the solution should be filled into the knowledge structure, so that the knowledge structure is constantly improved.
④ Correction and reinforcement-According to the students' independent-answering situation, modify the previous "guidance" to correct the problems that arise. Extensive cooperation and mutual exchange will be reflected here. At this time, the teacher can explain the knowledge itself, or even go deeper into it.
After the first problem is solved, the second problem is raised right away, and the second round of "small four steps" is adopted. The "knowledge structure" is used to connect the lessons.
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.
The structure of the four-step Introduction formula is as follows: 5. The Emergence of "Guided Learning Scheme" and "Novel Textbooks"

It came out of nowhere
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!

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 in subsequent learning) [Guide: Be distinctive, have your own thought structure and affection...]

Ask a series of questions-solve the problems separately
Finally, the enriched knowledge structure is as follows (it can also be more detailed):

An Example of "Novel Textbook" in Science Teaching
Novel Textbook for "Movement of Objects" in Junior High School Physics

Create a teaching context
Everyone knows that all objects in nature are in eternal motion, and motion is a universal phenomenon in the universe.
In physics, the change of the position of an object is called mechanical motion. This chapter specializes in relative motion in mechanical motion.
A question: Two trains A and B stopped side by side on the platform, and Xiao Huan and Xiao Xi were riding on the two trains, respectively. Only one bell was heard, and one of the trains started slowly. At this time, Xiao Huan and Xiao Xi looked at each other's train, and both said that the train they were riding in was moving. Which of them do you think is right? Why?
It can be seen that the motion and stillness of the object are relative.
Outline the knowledge structure (The initial the knowledge structure might be simpler, and then the structure is enriched in the subsequent studies).

Ask a series of questions-solve the problems separately
1) Fill in the blanks: In a smoothly moving train, the items placed on the luggage rack are stationary relative to , and moving relative to .
[Guide: In addition to the item itself, choose another item as a reference...] 2) Fill in the blanks: From the above question, it can be seen that the motion and stillness of an object are , and it depends on which object is used as the standard. The object selected as the standard is called .
[Guide: The above two questions should be considered together, and the knowledge structure should be enriched after these questions are answered...] 3) Give an example that the motion and stillness of an object are relative.
[Guide: Show that an object is moving relative to some object and still relative to other object. 6) Obviously, the geostationary satellite is rotating around the center of the earth, so how long does it take for it to make one full revolution?
[Guide: Other relevant factors can be associated, such as whether people on the earth are also rotating around the center of the earth. If so, how many hours does it take to make one revolution...] 7)...

8)
What conditions must be met in order for the aerial tanker to refuel the flying aircraft normally? Why?
[Guide: This problem is more difficult, but I believe that students can use the knowledge in the knowledge structure to solve it well. Note: There are two aircraft here, and the relationship between the two aircraft must be considered when discussing about the conditions...] 9)…

Synthesis of Various Aspects and its Comprehensive Effect
"Double adaptation" itself is a highly comprehensive, it requires teaching can not only meet the internal needs of students, but also in line with the external development of the objective law, and the two clever combination, coordinated development, which is a historical necessity. The "four-step" teaching process is also highly comprehensive. The teaching content of a large chapter or a large topic can be accomplished in only one round of big four steps and several rounds of small four steps. It is divided into four steps only for the convenience of research and discussion, in fact, in the implementation is all in one go, quite simple or simple. More specifically, the following highly integrated.
Such as can bring "teaching" and "learning" high synthesis. The time and energy required by teachers and students to complete the same teaching task will be less than the sum of the time and energy required by the implementation of "teaching" and "learning" in sequence, which is expressed by numbers as "1+1 < 2" (simple); In the same time, the effect will be greater than the sum of the effect of "teaching" and "learning", that is, "1+1 >, 2" (high efficiency).
It can also bring a high degree of integration of lesson plans, textbooks, assignments and examination papers, so that they are all integrated into the new teaching materials.
The teaching material is arranged according to the "four-step procedure", and the classroom teaching is also operated according to the "four-step procedure".
Can bring preview, new lessons, exercises, consolidation, review, and many other teaching links of a highly integrated, that is, all four-step procedures are all new courses.
The teaching of all arts, Sciences and arts should proceed from the inherent needs of students and should not violate the principle of "double adaptation", or all subjects can be taught according to the "four-step procedure", this can lead to a high degree of integration of teaching methods across disciplines. One section has obtained the result, each section can benefit, also completely broke each section not to contact the old pattern.
The teaching of all arts, Sciences and arts should proceed from the inherent needs of students and should not violate the principle of "double adaptation", or all subjects can be taught according to the "four-step procedure", this can lead to a high degree of integration of teaching methods across disciplines. One section has obtained the result, each section can benefit, also completely broke each section not to contact the old pattern.

Conclusions
According to the "inherent need" of learning, which is generated by the "learning resources" of the students, we have established the "four-step teaching method", according to which students can form a "complete knowledge structure", the formation of new "cognitive structure" of students, these cognitive structure into "new learning resources", will further expand students' learning "internal needs"...this is a virtuous circle. The same "complete knowledge structure" is the "result" of "the result of the process of initiation", and the "whole" after "the whole part of Foshan as a whole".
The virtuous circle of this "double adaptation" teaching is illustrated as follows: Under the principle of "double adaptation" education, the teaching method of "four-step Introduction" can produce various comprehensive effects, thus realizing a virtuous circle of teaching. Since then, teaching is no longer a burden, but will become a need for teachers and students, a fun, a enjoyment, a manifestation of self-worth.
This kind of educational theory of "double adaptation" is brand-new and ahead of its time, and it is a supplement or promotion to pedagogy and psychology.
Because of the force of habit, it takes a great deal of courage and perseverance for teachers to adapt to the "double adaptation" teaching. For students from the beginning is happy to see, once implemented, the teaching will be new.
Especially from the teaching progress, "slow in the fast, fast faster", three years of teaching tasks can be easily completed in two years. From the teaching difficulty, "seek high in low, higher higher", the difficulty will generally very easily beyond the current teaching material.
The current teaching is the teacher or the teaching material controls the student, but the "double adaptation" educational thought is open, the teaching method is the network, the student will always surpass the teacher to surpass the teaching material, even will become one kind of normal situation.
At present, students' schoolwork burden is too heavy. If we only talk about lightening the burden, the rest will still be a burden, which does not play any role. We are now in response to the students' internal needs and design of the teaching process, that is, the burden of all into a need, this is theoretically speaking. But in the teaching practice only the students according to the inherent need to complete the "introduction plan", do not need to repeat preview, listening, practice, consolidation, review, is a complete elimination of the burden. Similarly, teachers and students share the "introduction plan", do not have to explain repeatedly, do not have to write another lesson plan, will gradually by the "teaching artisans" into scientific research. The corresponding "double adaptation" educational theory can also train many teachers.