The path of educational reform of a team of famous teachers

Three months ago, I wrote a beautiful article titled ""Self-Ability Chinese" Takes a New Path in Chinese Teaching", which introduced the Chinese teaching reform path of Xinjiang Zhenggao teacher Sun Yuhong and her achievements. The results have attracted widespread attention and praise. A month ago, as an outstanding student of the Zhejiang Normal University base of the Ministry of Education's "Pilot Project", teacher Sun Yuhong once again took on the important task of radiating sowing. At the invitation of front-line teachers, she put on her jersey again with full enthusiasm and led her famous teachers in their work. The key members of the room entered the live broadcast room again and cooked an audio-visual feast of "self-sufficiency in Chinese" for teachers and students from the perspective of teamwork. The team led by teacher Sun Yuhong is affectionately called a goddess-level team on the Internet because they can be said to have "both good looks and talent, and the same temperament and self-cultivation." They are amiable, charming, eloquent and eloquent, fully demonstrating the strong cooperation and research and development capabilities of the Chinese language teacher team of Karamay No. 1 Middle School, demonstrating the achievements of Karamay’s education transformation, and reflecting the innovative results of regional education reform.

The core content of this public welfare live broadcast is still "practical exploration and case sharing of self-sufficient Chinese", but the form is very different. Because this time it is a team battle with Teacher Sun as the core, four famous teachers take turns to appear, focusing on the practical exploration of the Karamay No. 1 Middle School in the past seven years since the school's transformation in 2013, with the whole book reading and reading of each grade in high school. Project-based learning is used as a case to show the development status of the "self-sufficient Chinese" teaching concept from multiple levels. This is an expansion and deepening of Teacher Sun's previous lecture, which is an eye-opener for those who attend the lecture.

Before this, I had invited Teacher Sun Yuhong to give many lectures at national training, provincial training, and peak forums, so I had an understanding of the transformation and reform path of education in Karamay No. 1 Middle School. As far as I know, the Chinese language class of Karamay No. 1 Middle School has undergone revolutionary changes with the reform and development of school teaching since 2013. The education and teaching model featuring students' independent learning has replaced the teacher-led classroom format. ; Before the new version of the curriculum standards was released, they had already begun the research and practice of reading the entire book. In this seven-year education and teaching reform process, the practical research on book reading has generally gone through four stages: from the vague "direction era", to the increasingly clear "book list era", to the clear and specific The operational "Planning Era", and finally the "*** Reading Era" where teaching is mutually beneficial and teachers and students are harmonious. It can be said that these seven years of teaching reform have prompted teachers to embark on a continuous and in-depth exploration of practical reform from curriculum development, to curriculum implementation, to curriculum evaluation. Looking back on the past seven years, Teacher Sun said bluntly that the reform first changed the teachers themselves, allowing Chinese teachers to read the whole book, from being forced to read actively, from reading alone to cooperative reading, and from reading by themselves to teachers and students* **read. Behind the changes in teachers' behavior is the faster and better growth of each student, and the maturity of educational concepts suitable for the personality development of each student. Students will consciously ask teachers for the names and editions of required reading books at each stage of schooling. Reading the entire book has become a part of Chinese language learning in students' minds. At present, the whole book reading in Karamay No. 1 Middle School has moved from a spontaneous single practice to the goal of "curriculum, resource, and systemization" as a whole for the team.

This time the Sun Yuhong famous teacher team’s live broadcast was led by teacher Wu Jing. This top student who graduated from Capital Normal University in 2002 has been engaged in teaching Chinese language in junior high and high schools for a long time. He has served as the leader of the school’s Chinese teaching and research team, the director of the Chinese language subject in junior high schools, the person in charge of the ancient poetry and literature courses in junior middle schools, and the person in charge of the ancient poetry and literature courses in high schools. , director of high school writing courses and other positions, and is currently the dean of the Educator Academy of Karamay No. 1 Middle School. Of course, the school attaches great importance to her for a reason. She is a rising star, teaching expert and key teacher in Karamay City. She won the second prize in the high school category of the 8th "Educational Art Cup" National Primary and Secondary School Chinese Teacher Classroom Teaching Competition; the 11th National "New Chinese Teaching" Summit Forum The "teacher" won the second prize for his unique skills. …The shining titles and honors fit perfectly with his successful lectures.

For this public welfare live lecture, her title was "lt; The Scholars gt; Sharing of Implementation Strategies for Whole Book Reading Teaching". Teacher Wu Jing selected three famous works: "Shishuo Xinyu", "Water Margin" and "The Scholars" , which provides a detailed and specific explanation of the process of reading teaching throughout the book. It focuses on nine strategies for reading the whole book: designing a reading manual to provide feedback on reading effectiveness; displaying outstanding student works to stimulate enthusiasm for learning; drawing mind maps to sort out plot characters; carrying out project-based learning activities to stimulate creativity; dramatic interpretation Classics, in-depth understanding of their implications; build a diverse reading community to enhance interactive communication; use text reading as a guideline to encourage personalized interpretation; use task-driven writing to promote reading through writing; have various forms of testing and evaluation to promote reading through evaluation . These rich implementation strategies are the results of years of joint research and development by the Chinese language team of No. 1 Middle School with the center of self-centeredness and the concerted efforts of everyone to implement them. When the teachers who were sincerely invited by the students through the "Water Margin Character Show" letters dressed up as Sun Erniang, Gu Dasao, Song Jiang, Wu Song, Ruan Xiaoer and other Water Margin heroes walked onto the stage of the school carnival, the students learned about the Water Margin characters through real Reading, the enthusiasm for independent study of the entire book reached its climax at the end of 2019.

Teacher Sun arranged for himself to give the second lecture. This position is very important because if the first one fails, she can make up for it. At the same time, it also laid the foundation for the lectures of the next two people. There is no need to say more about the situation of Teacher Sun Yuhong here, because I have already introduced it in detail in the previous article. The title of her lecture is: Case teaching of whole book reading of "Dream of Red Mansions". She mainly shares six key points of whole book reading as a course design and development, that is, the development and design of clear and appropriate learning goals; for better advancement Rich, diverse, and optional blended learning resources needed for students to independently study the big novel "Dream of Red Mansions"; planning and arrangement of teaching time required for the entire book to be incorporated into the curriculum; active exploration of "Dream of Red Mansions" required for blended learning 》The specific implementation of electronic video resources in the course; the implementation and individualized guidance strategies in the whole book reading process; the development of daily examination and diagnostic evaluation resources for "Dream of Red Mansions". Faced with the individual problems in the whole book reading process, how to stimulate the independent learning enthusiasm of "this one, every one", Teacher Sun focused on the "Zihao Reading Red Mansion Series" to introduce a science boy who never liked reading to consciously Read Red Mansions and write Red Mansions to talk about the changing process of Red Mansions. It vividly shares how to respect students' individual differences in independent learning and implement individualized reading guidance and teaching. Teacher Sun also talked about the future construction of whole book reading in four aspects, namely, building a curriculum system for whole book reading; continuing to develop learning resources for whole book reading; continuing to explore learning methods for whole book reading; Continue to integrate the examination and evaluation methods for reading the entire book. Teacher Sun is worthy of being an outstanding student at the Zhejiang Normal University Base of the Ministry of Education’s Pilot Project. Her lectures are both high-end and down-to-earth, with both theoretical guidance and practical guidance.

The next person to share was teacher Qi Keqing, a sophomore in high school. She first taught at Beidaihe Middle School in Qinhuangdao City, Hebei Province, and won the title of Outstanding Teacher in Beidaihe District. Later, she followed love and was transferred to the No. 1 Middle School in Karamay City, Xinjiang. He has also won the titles of Karamay City Teaching Expert and Outstanding Moral Education Worker, and won the first prize (first place) of the 4th Young Teachers On-site Class Competition of the Xinjiang Autonomous Region, and the first outstanding lesson example of the 8th National High School Chinese Teachers Basic Skills Exhibition Prizes. The title of Teacher Qi’s lecture is: “The Debate between Confucianism and Taoism” project-based learning practice. Teacher Qi mainly introduced the design strategy of project-based learning from a theoretical perspective, and gave a specific explanation based on the case of "Debate between Confucianism and Taoism" project-based learning. She shared it with online teachers and students from the four perspectives of "practical background", "practical process", "practical effect" and "practical reflection", without reservation. After the introduction of the new curriculum standards, project learning has become a hot spot for research on teaching theory and exploration of teaching practice. It can be said that project-based learning is an important way to implement core competencies, and it is also an important carrier of "self-sufficient Chinese".

It starts from solving real, complex, challenging, and interesting problems or tasks. Through group cooperation and exploration of a certain length of time, students carefully design and implement project works and plans, complete project tasks, and master the system in real situations. knowledge, transfer application ability, and cultivate students' ability to learn independently, communicate and cooperate, communicate and negotiate, optimize decision-making and solve problems. The "Confucianism and Taoism Debate" project-based learning is a relatively successful practical case. Teacher Qi and her team boldly explored and jumped out of single-text teaching, cleverly integrating the "Confucianism and Taoism"-related chapters in the compulsory and elective textbooks. Driven by novel core questions with real situational characteristics, it successfully stimulates students' interest in learning. What is commendable is that in the learning process, through the guidance of sub-tasks, students have gained a more systematic and in-depth understanding of "Confucian and Taoist" thoughts, and can absorb the essence and use it for themselves. It is said that the dean of the high school department at that time sincerely praised: It is a rare phenomenon for a school with mainly science students to see students actively discussing Chinese learning!

The last person to do the live broadcast was Teacher Wu Jiefeng. This top student, who also graduated from Capital Normal University in 2001, has won first prize in school-level and municipal lecture competitions, municipal-level teaching rookie, teaching expert, outstanding class teacher, first prize in autonomous region composition competition for guidance composition, and national Chinese teacher. Honorary titles such as "Reading Top 100" in the reading competition. Moreover, he has edited or participated in the compilation of nearly four books, including "Appreciation of Chinese and Foreign Famous Works", "Revised Edition of Ancient Poetry", "A Dream of Red Mansions" and "Wandering", etc. Ten reading books. In this live broadcast, teacher Wu Jiefeng’s lecture was titled “Intensive Lectures in Historical Records gt; Research on Project-Based Learning”. She first introduced the book list and examples of reading the entire book from the first grade of junior high school to the third grade of Karamay City No. 1 Middle School, and then focused on the implementation strategy of "Historical Records" and the emergence of Shijipai project-based learning. She focused on introducing the specific method of "practical process", namely "three lessons and two tests". The three types of lessons are "whole book reading introduction class, whole book reading promotion class, and whole book reading summary class", and the "two tests" are in-class tests and paragraph tests. On this basis, she introduced how she and her peers used a brand-new learning method to stimulate students' interest in reading "Historical Records": students formed cooperative groups based on their interests and designed content and characters as the core of "Historical Records" For playing cards, the group discussed to determine the card face, suit classification, and size sorting standards of the group, and completed the design plan, presented the framework concept in class, and accepted questions from the teacher and other groups of students. The students completed the design of dozens of historical record boards such as "Hearthstone", "Three Kingdoms", "Yu-Gi-Oh!" and "Hand-drawn Historical Records". Afterwards, they performed typesetting, printing and molding on their own. The student union created dozens of types of Shiji Brands, and formulated unique "Historical Records Rules" accordingly. Finally, everyone worked together to promote Shiji Brand products. This is naturally an interesting game, but it is also an effective learning, and it is the most effective positive manifestation of self-sufficiency in Chinese. During the entire activity, students not only carefully studied the classical Chinese words, grammar, rhetoric, penmanship, and composition of "Historical Records", but also unknowingly sorted out the relationships between characters and events with strong interest. Finally, Teacher Wu Jiefeng put forward some future ideas about project-based learning: cultural tours combined with study tour projects; costume production combined with art courses; historical records immersion drama combined with drama courses; historical records combined with business courses The circulation of cultural and creative products. The efficient and operable project-based learning of "Historical Records" not only stimulated students' strong interest in learning, but also aroused strong enthusiasm from teachers attending the class. Everyone agreed that this comprehensive learning model has greatly expanded the horizons of Chinese learning and will eventually become the mainstream of Chinese teaching.

Every teacher who shares and communicates actively explores the path of self-sufficient Chinese language practice with the help of whole book reading and project-based learning; the practice of every teacher who shares and communicates is the result of collective research and development and joint implementation by the team reflect. It can be said that Teacher Sun Yuhong’s team of famous teachers has achieved many remarkable results after more than seven years of arduous exploration and hard practice.

From the city-level famous teacher studio to the provincial-level famous teacher studio to the education-level famous teacher studio, they have taken one step at a time and firmly embarked on a successful road to education reform. This time, they made a wonderful appearance on the live broadcast platform with a gorgeous lineup, revealing to everyone the meaning of team mutual assistance, telling people what kind of Chinese education reform a school can and should carry out, and what kind of educational transformation a region needs to form high-quality educational ecology.

Warm reminder: