Guided by core competencies: establishing new teaching that is compatible with the new curriculum standards of compulsory education

Key excerpts:

There are two core points that distinguish new teaching from traditional teaching: First, it changes the relationship between teaching and learning, from teaching as the main focus to learning as the main focus. Establish a learning center classroom; the second is to strengthen practical awareness, take subject practice as the starting point, and build a practical education method.

Core competencies are the "genes" of the new compulsory education curriculum standards. The new compulsory education curriculum standards are new curriculum standards that are guided by core competencies and constructed as the main line. They focus on people's inner character and abilities. , which is different from the previous "three-dimensional target" curriculum standard, and even more different from the early "double-based" syllabus.

Core literacy-oriented teaching is essentially a process of processing knowledge into literacy. Specifically, it is a process of turning book knowledge into "essential character" and "key abilities" for students. This is a chemical reaction process, a deep processing process, and a value-added process.

Classroom teaching based on core competencies "should lead students to form a correct meaning understanding and value confirmation of why they should learn those contents, what is the value of learning those contents, and how to learn those contents."

Teaching guided by core competencies is to establish the core and commanding status of core competencies in teaching, so that all elements, resources, links, processes, and activities of teaching are organized and developed around core competencies. , and ultimately points to the generation and development of core competencies, specifically including three aspects.

First of all, core competencies are the starting point of teaching.

Core literacy is the direction and purpose of teaching. It is the "basis" and "reason" for establishing specific teaching goals and designing teaching implementation plans. It focuses on core literacy to establish teaching goals and tasks so that teaching has a clear purpose. Core competency orientation.

Secondly, core competencies are the foothold of teaching.

Thirdly, core competencies are the focus of teaching.

Teaching includes teaching and learning. The relationship between teaching and learning is a pair of main relationships throughout teaching activities. The problems posed by this pair of relationships have become an eternal theme in teaching theory and teaching reform.

Why establish a learning center classroom? From the perspective of the relationship between teaching and learning, the teaching process is essentially a learning process for students. Without learning, the value of teaching will disappear; without learning, the formation of core competencies is nothing more than trying to catch a fish. Core competencies are not symbols of knowledge external to students, but character abilities that grow in students and can only be formed slowly by students through learning activities.

In classroom teaching, when learning initiative, independence, and autonomy become stronger and stronger, it will become more and more conducive to the formation of core competencies.

From a practical perspective, the construction of a learning center classroom should start from the following three aspects.

First, make learning the center of the classroom.

Only by fully promoting the fundamental adjustment of teaching and learning, effectively returning the classroom to students, and allowing students to truly become the masters of classroom learning, is the fundamental direction and long-term solution for teaching reform.

Second, we must believe in and utilize students’ learning abilities.

Here we must first solve two cognitive problems. First, students’ learning ability (potential) exists objectively and is innate. Every student is born with a strong learning ability (potential). They can learn many things independently in their daily life. Moreover, research shows that everyone has a strong desire to learn (nature). These are originally important resources and reliance for our teaching, but they have been ignored by us. We mistakenly believe that students all start from "zero" and must rely on teachers to teach everything. Second, all abilities follow and embody the rule of “advance when used, retreat when not used”. Students have the ability to learn, but if we don't let them use and develop it, no matter how strong their learning ability is, it will slowly degrade. Independence is a habit, and dependence will become a habit. Once the habit of dependence is formed, the learning ability will disappear without a trace, and in the end it will confirm the original wrong assumption: students cannot learn on their own.

It can be said that believing in students' learning ability and relying on students' learning ability is almost an unbreakable truth in education.

Teachers must learn to discover and appreciate students' learning abilities bit by bit, and in the process gradually cultivate and enhance students' learning abilities.

Third, let students learn to really happen in the classroom.

So how to ensure that student learning actually happens in the classroom? First, it is necessary to ensure that the acceptability and challenge of the learning content coexist. This is actually the relationship between the existing development zone and the zone of proximal development. Second, we must ensure that students are in a state of learning.

From a disciplinary level, subject practice is the kingly and righteous way of subject learning, and it is the main path and main channel of subject learning. Learning that deviates from the practice of the subject cannot truly learn the connotation, essence and essence of the subject. Discipline practice is a relatively more inclusive and general concept. It points to subject inquiry, subject activities, learning by doing, and embodied cognition. Any subject learning based on and through practice is a manifestation of subject practice. It seems that since inquiry learning was advocated, we have been working hard in the direction of subject practice. However, in terms of the overall form of teaching, we still have not jumped out of the framework of special epistemology.

The new compulsory education curriculum standards for various subjects have greatly increased the requirements for practical activities in the teaching suggestions and teaching tips, such as observation, inspection, experiment, research, operation, design, planning, production, viewing, and reading. , creation, creation, etc., to implement the new curriculum standards for compulsory education is to truly implement these practical activities.

From a teaching perspective, the concept of subject practice contains the following three meanings, or we must focus on promoting and implementing subject practice from the following three aspects.

First, focus on physical participation and personal experience.

Experience and perception are the inherent essential attributes of subject practice activities. Without experience and perception, subject activities will be reduced to an external form and empty shell.

Second, advocate learning based on real situations, problems, tasks, and projects.

In teaching activities, teaching content should be placed in real situations, problems, tasks, and projects as much as possible, so that students can truly feel the source and background of knowledge, and experience the usefulness and Value, so that students can have a real interest and sense of meaning in knowledge and develop the ability to apply what they have learned.

Third, highlight the unique educational value of the discipline and embody the spirit of the discipline.

The reason why we emphasize subject practice is because we believe that only subject practice can effectively explore and demonstrate the unique educational value of the subject, thereby promoting the development of students' core competencies at the subject level.

Core literacy-oriented teaching is the connotation of new teaching, and its essence is to transform knowledge into literacy. From teaching to learning, building a new learning center classroom is the manifestation of new teaching; taking subject practice as the starting point, building a practical subject education method is the core essence of new teaching.