How to implement curriculum standards into classroom teaching

1. Teaching design

Implement the "integrated design of teaching and evaluation based on deep learning", including large unit design and lesson design. The basic requirement of deep learning teaching design is to answer the questions of "why to teach", "what to teach", "how to teach" and "to what extent". This is completely consistent with the concepts and requirements of the Yijiao Edition (2022 Edition). "Integration of teaching and evaluation" refers to the principle of consistency among goals, teaching, and evaluation, which fully embodies the issue of consistency among "teaching, learning, and testing."

In terms of specific teaching design, reverse design is adopted to “evaluate earlier than teaching activities”. The deep learning practice team has long proposed: to create version 3.0 of modern teaching design (the tutorial plan is version 1.0, and the "academic record case" is version 2.0), and after the learning objectives, "academic quality standards" should be presented instead of just focusing on "assessment tasks". It is necessary to realize the "unitization" and "classification" of academic quality standards, and build three major learning scaffolds for students based on learning goals and academic quality standards, namely "questions (tasks), activities (study courses), and evaluation" design, and answer students' "learning questions". "What", "how to learn" and "to what extent" we learn, so that deep learning can truly occur in the classroom and achieve the purpose of "teaching for the sake of not teaching (autonomous learning)".

2. Classroom teaching

Classroom teaching based on the new curriculum standards (Yijiao 2022 version) must be literacy-oriented and in-depth learning. For this reason, we should pay attention to the "three threes":

The first is to focus on three major focus issues - advanced goals, real problem solving, and learning evaluation. These three focuses are similar to the autonomy, cooperation, and inquiry learning based on the "three-dimensional goals" in the early stage of the new curriculum reform. They are the starting point under the new curriculum standards in the literacy era (Yijiao 2022 version).

Advanced goals - low-level learning goals, short-term learning results; high-level learning goals, long-term literacy goals. To put it simply, "mastering the dual-base content" and "using the dual-base to do things" complement each other and constitute a complete learning goal with advanced thinking, which can lead teachers to organize students to conduct "complete learning" in teaching.

Real problem solving, subject teaching should focus on using knowledge to do things, that is, solving real problems. With "real situations integrated into subject literacy, task-driven focus on problem solving, and high-order thinking to achieve deep learning."

Real problems require situations, but this situation is not simply to add life scenes, nor is it to make things mysterious or artificially set up learning obstacles, but to simulate real life scenes and allow candidates to solve problems in the scenes. and thus be able to migrate to future life. The new curriculum standards for free teaching (2022 version) require that each course should use no less than 10% of the class time to carry out comprehensive interdisciplinary theme learning to cultivate students' awareness and ability to apply knowledge to solve practical problems. "Interdisciplinary learning" is a curriculum and teaching orientation that integrates concepts, methods and ways of thinking from two or more disciplines to solve real problems and generate interdisciplinary understanding. In fact, in a real problem situation, when any single discipline cannot solve the problem, it is necessary to use the concepts and methods of two or more disciplines to solve it and generate new understanding.