Zhang Hua: Where is the new curriculum standard?

The full text is 4700 words and the reading time is about 6 minutes.

The writer is the dean and professor of the Institute of Educational S

Zhang Hua: Where is the new curriculum standard?

The full text is 4700 words and the reading time is about 6 minutes.

The writer is the dean and professor of the Institute of Educational Sciences of Hangzhou Normal University.

In 2022, the release of Compulsory Education Curriculum Plan and new curriculum standards made the education reform enter a new stage, and also posed new challenges to schools, principals and teachers.

The curriculum revision of compulsory education in China is the continuous development of the concept of curriculum standard revision in the 20 17 version of ordinary high schools, and it is also the inheritance and transcendence of the new curriculum reform since 200 1. The fundamental task of this revision is to construct the new curriculum and teaching system of compulsory education in China and lay the foundation for the high-quality development of compulsory education. How do we position ourselves in this round of curriculum reform? I think it can be defined as the ninth round of curriculum reform, because it is not tinkering, but an attempt to deeply reform the current curriculum structure, teaching form and evaluation method.

Five Concepts of Curriculum Reform

The five concepts of curriculum reform are: curriculum idea based on future education view, curriculum goal based on core literacy view, curriculum content based on understanding teaching view, curriculum organization based on interdisciplinary learning view and curriculum evaluation based on expressive evaluation view. This is written in the curriculum plan, which has formulated three core principles: literacy orientation, comprehensive education and practical education. If we thoroughly understand these five viewpoints, we will have a macro understanding of this curriculum reform.

Future education view: coping with uncertain times

The so-called concept of future education is to advocate that education should face the rapidly changing and highly uncertain situation in the future, cultivate students' attitude of adapting to change and embracing uncertainty, be good at solving problems in real situations, be brave in bearing the consequences of personal choices and fulfill their responsibilities to others and society.

In the face of highly uncertain times, what are our teachers and students doing in the classroom? Is it to instill stable knowledge and unique answers in the classroom, or to explore uncertain problems and solve problems without standard answers, so that students can develop their ability to cope with uncertain times? We should adhere to the concept of future education, not only make education prepare for the future, but more importantly, make education better applied to the present, because people can't live in the future. The biggest challenge of future education concept to China education is that educators must realize that step-by-step textbooks, exercises and examinations are being phased out.

Nowadays, after many iterations, the era of decentralized distribution, networking and virtual and real integration has come before us. We can't study in the old way. Therefore, our curriculum reform, whether it is high school or compulsory education, is to create a new basic curriculum system in the information age.

Under the concept of future education, the curriculum concept established in this curriculum reform can be summarized as four points:

First, the curriculum is humanized. Education is human education, and we should respect the personal dignity and individual differences of every student, so humanization is the core factor of education. With the humanization of education becoming the mainstream of education, the humanization of curriculum has also become the focus of education.

Second, the course "* * * isomorphism". Today is a highly cooperative era, and cooperation and communication have become the most basic core literacy. Let students live an organized life with the same body and learn through communication and cooperation.

Third, the curriculum. Today, we must get rid of standard answers and exam-oriented education, and let children turn free creation into a way of life and study.

Fourth, the curriculum informationization. Construct a curriculum system that reflects the characteristics of the information age and the requirements of information civilization, and run the information spirit and information civilization through the curriculum, spanning time and space, distance and communication with people.

This is the new requirement of the times, and these ideas have also penetrated into the new curriculum plan and curriculum standards.

Core literacy idea: Solving Real Problems

The concept of core literacy should always focus on cultivating students' advanced ability to solve complex problems in real situations, that is, cultivating students' universally transferable correct values, necessary characters and key abilities.

The concept of core literacy is closely related to the concept of future education, and society becomes highly uncertain. What do we do? We must cultivate advanced thinking ability, that is to say, we must have at least three kinds of thinking ability-critical thinking, creative thinking and cooperative thinking.

There is also a more basic thinking called conceptual thinking. It is the basis of critical thinking, which is the basis of creative thinking. Both critical thinking and creative thinking are carried out in the relationship, and collaborative thinking is the integration of creative thinking and critical thinking. Conceptual thinking, critical thinking, creative thinking and cooperative thinking are the qualities that we and the whole world are pursuing. The explanation of core literacy in the curriculum plan includes the ability to solve practical problems, which is an advanced thinking ability.

Under the guidance of the core literacy idea, there are three main changes in the national curriculum objectives. First, the curriculum objectives began to be integrated and the three-dimensional objectives were integrated; Second, the course objectives are ahead of schedule. In the future, instead of letting students master knowledge and skills before solving problems, we should cultivate children's high-order thinking ability from kindergarten and pay attention to their critical thinking, creative thinking and cooperative thinking. Third, since we should attach importance to higher-order thinking ability from the beginning, our curriculum objectives should be ahead of schedule. Understanding is different from knowledge and skills. Knowledge and skills are based on mastery, and once mastered, they are over, while understanding is based on degree and never ends.

So, what is the core literacy?

Dewey founded the Experimental School of the University of Chicago at the age of 37, also known as Dewey School. He turned the annual classroom into a workshop to help children solve practical problems and cultivate their ability to do things. Today, in some advanced international schools, 7-year-old children begin to explore a theme: "making progress through invention and discovery." Children should imagine how to live a primitive life without clothes, houses, tools and daily necessities, fire and food. Like primitive people, we should choose to engage in experimental manufacturing, decorative design and invention according to our own interests. Then the children began to take on the roles of "I am a clay explorer" and "I am the inventor of fire", learn calculation, measurement, reading and art in practice, and express their thoughts in beautiful concrete forms, all of which have a conceptual understanding. This ability is the core literacy, and it is the advanced ability and understanding ability to integrate three-dimensional goals, return to real situations and solve real problems.

The main change of core literacy to our curriculum goal is to move towards a new three-dimensional goal.

First, big ideas. The new curriculum goal adds a big concept that we didn't have in the old three-dimensional goal, that is, conceptual understanding, that is, finding a few but important, powerful and universally transferable conceptual understandings in a course. Teachers should learn to extract core concepts, establish relationships, form big concepts, expand them into units, design a real task according to guiding questions drawn from a big vision, and learn knowledge in the process of completing the task.

Second, new capabilities. The ability and character to apply the grand picture of a course to real situations, complete real tasks and engage in real practice is called new ability.

Third, new knowledge. It is necessary to establish internal relations with big ideas and acquire knowledge and skills in key disciplines and applications. This new ability is the ability and skill to do things, and new knowledge is living knowledge. Whether it is new ability or new knowledge, there is an invisible big idea behind it.

Towards understanding teaching

The concept of understanding teaching holds that the essence of knowledge is understanding or problem solving, and teaching is to select a few important subject concepts and create real situations, so that students can use the subject concepts to solve real problems, experience real practice and produce personal understanding in a group cooperation way. The main task of teaching is to improve students' understanding.

The biggest misunderstanding of education for a long time is the misunderstanding of "understanding". Because understanding is the most difficult, why is it so important to understand teaching? Because understanding is the characteristic that distinguishes human beings from other animals, animals do not understand and will not misunderstand. Man is an understanding animal, and is prone to misunderstanding and prejudice, which may even lead to conflict and war. Therefore, in order to cultivate future-oriented people, we must attach importance to the understanding teaching concept.

From the perspective of understanding the teaching concept, what is the ideal classroom teaching? For example, let teachers teach Chinese, mathematics, English, science, history, geography and other cognitive subjects like basketball, volleyball, piano and dance. If students sit neatly on the basketball court to practice basketball when they are learning basketball, instead of going to the basketball stand for training and playing games, everyone will think it is ridiculous, but when they are learning mathematics, they will do problems every day, but everyone will not think it is ridiculous. This is the fundamental reason for the lack of students' core literacy, because students' core literacy is developed through performance. In order to gain conceptual understanding and core literacy, students should explore, experience and express, and don't be afraid to take detours. Just as students must wrestle when playing basketball, students should also learn Chinese and math "in person". Therefore, I think that developing understanding in performance understanding is the general principle of literacy class, and the most important educational method is to let students actually perform.

So how should teachers move towards understanding teaching?

Firstly, the course content is integrated and concretized, and the meaningful unit theme of deep learning is put forward. After the teacher gets the textbook, never teach it mechanically in the order of the textbook. Instead, it is necessary to integrate and concretize the course content and extract the unit theme with deep learning significance.

Secondly, teachers should refine the core concepts around the unit theme and form a big concept that can be transferred universally. With the unit theme, what are the core concepts related to the theme Curriculum standards put forward the core concept of curriculum. But at the same time, the most difficult thing for teachers to get used to is to extract and put forward the core concepts of big ideas around the theme of this unit in the future. Why? Because our teachers are often used to refining knowledge points and are not good at concise core concepts. Because the core concepts can not be obtained through analysis and experience, nor can they be obtained through the collection of knowledge points. Concept is the free imagination of thinking. Teachers must independently and imaginatively put forward core concepts according to the needs of unit theme exploration and core literacy development.

Third, put forward guiding questions around the theme content and big concepts of the unit. There are three kinds of leading questions. The first kind of substantive questions are right and wrong. The second conceptual problem stems from great ideas, from beginning to end. The third issue is called controversy. It is more open than conceptual problems, and it rises to the philosophical level in practice. The three types of problems are always carried out, with conceptual understanding as the core.

Finally, create real situations and real tasks around the grand vision and guiding issues. Design a series of inquiry activities to make students think and act like subject experts and experience the birth and application of knowledge. We must turn learning into such an inquiry activity, which forms a demonstration of the problem-solving process.

Interdisciplinary learning, how to cross?

The interdisciplinary learning concept is one of the highlights of this curriculum reform. The so-called interdisciplinary learning concept refers to the gradual differentiation of disciplines from social life, professional life and daily life, and there are internal relations between disciplines and social life, nature and human psychological experience.

The boundaries of disciplines can be infiltrated, and they can be integrated in different degrees according to students' cognitive characteristics and development needs, because knowledge is a whole, world life is a whole, people's psychological experience is a whole, and disciplines and knowledge viewpoints are also a whole, complex and related. The boundaries of disciplines are interpenetrating, and we can carry out interdisciplinary integration according to students' cognitive characteristics and development needs. Interdisciplinary learning is not only the requirement of developing students' critical consciousness and free personality, but also the condition of cultivating students' core literacy.

We must realize that if a student is only familiar with one subject, for example, if a student devotes all his energy to learning mathematics, mathematics may harm him. Therefore, if children want to get free personality and cognitive development, they must learn from different disciplines, understand the world with multiple intelligences, and then find their best fields. On this basis, they should think like experts and cross over to other disciplines. This is the free personality in the information age.

We can divide interdisciplinary learning into three categories: multidisciplinary learning, interdisciplinary learning and interdisciplinary learning. To make a popular analogy, multidisciplinary learning is like mixing salad, with distinct layers of raw materials; Interdisciplinary learning is like crucian carp stewing tofu. The ingredients are integrated into a whole, but there are primary and secondary points inside. Cross-major study is like making a cake, without milk, eggs, sugar and other raw materials.

How to move towards interdisciplinary learning? According to the age stage, the first and second grades should carry out interdisciplinary study, weaken the boundaries of disciplines and gradually carry out interdisciplinary study. Teachers can design interdisciplinary learning according to the requirements in the curriculum plan, and each subject accounts for 65,438+00%. It is suggested that teachers combine more than two subjects each semester to design an interdisciplinary learning unit. All subjects are moving towards comprehensive education, which is linked with life and practice. You can spend 10% of each semester doing an interdisciplinary unit study in combination with local actual conditions. This can greatly improve our curriculum creativity and teaching creativity. The key is to cultivate core literacy. Whether it is the core literacy of the subject or the core literacy of the curriculum, it needs to be interdisciplinary.

The so-called "expressive evaluation view" means that although there are essential differences between people's core literacy and external behavior, there are also internal relations between them. Core literacy is the basis and orientation of behavior performance, and behavior performance is the "export" and development path of core literacy; Core literacy can only be evaluated by "expressive tasks" rooted in situations, and standardized testing is out of reach; The process of students completing "expression task" is not only an evaluation process, but also a process of teaching and learning. Students develop their core literacy by constantly expressing their core literacy in the daily learning process.

How do teachers evaluate their performance?

First of all, teachers should study the performance of curriculum core literacy in different periods and the corresponding academic quality standards in curriculum standards, thus forming an overall vision and macro picture of performance evaluation.

Secondly, teachers should develop "expressive tasks" rooted in real situations according to the "big ideas" and core literacy goals contained in the unit theme and the corresponding academic quality standards in the curriculum standards, and develop an evaluation scale of "expressive tasks" according to the students' understanding level of "big ideas" and the development of core literacy, so as to evaluate the students' understanding level of "big ideas" and the development of core literacy after learning a unit.

Thirdly, teachers should transform the "expression task" and evaluation scale into students' daily classroom learning activities, reflecting the accumulation of "expression task" and the promotion and development of core literacy.

Therefore, we should not only read through the new curriculum standard, but also read the text word by word, read the original meaning, profound meaning and grasp the essence, and strive to implement the requirements of the new curriculum standard in theoretical study and practical exploration.

How do old textbooks cope with new exams?

How do teachers really reach the new curriculum standard?

How far is the new curriculum standard from the classroom?

In order to deeply understand the essence of the curriculum standard (2022 edition), accurately grasp the core literacy requirements of various disciplines, and empower the "double drop", the Principal Think Tank Education Research Institute launched the first batch of 100 "seed teachers" training plan of the new curriculum standard, which was led by famous teachers, shared by famous teachers in actual combat experience, taught in classes, and demonstrated by instructors in real class to solve the three major difficulties and key problems encountered by teachers in the actual operation process, and realize the core.

Source: Contemporary Educators

Editor of Zhikujun

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