Zhang Zhiyong: What challenges do Chinese teachers face the new round of curriculum reform combinations

New curriculum, new textbooks, new college entrance examinations, new curriculum standards, double reduction ... a series of classroom teaching reform combination boxing has put forward higher challenges and requirements for teachers' classroom teaching, comprehensive literacy, and education ability.

In the context of a new round of curriculum reform, where should Chinese teachers go? This article is a redemption of the old text, it is worth reading again, maybe there are different inspiration and thinking about you.

Zhang Zhiyong

Source | Beijing Normal University Teacher Education Research Center 2021 Academic Annual Conference

Share | Zhang Zhiyong, representative of the National People's Congress, Director of the Central Education Committee of the Democratic Progressive Program, and Executive Dean of the China Education Policy Research Institute of Beijing Normal University.

A new round of classroom teaching reform will bring a complete revolution in the way of educating people

We are always advancing classroom teaching reform. New courses, new textbooks, and new college entrance examinations are superimposed. The new curriculum standards of Yichi will be announced soon, and a new round of reform must be promoted.

Why do you say that with the support of the "double reduction" reform, the teacher's classroom teaching reform ability and education ability have put forward more urgent challenges? There are two key points of the "double reduction" reform, reducing students' off -campus training burden and operating burden. How to reduce the burden of homework? Mr. Gu said a word, everything was in the classroom. The quality of classroom teaching is not improved. How can the burden of homework be reduced?

Therefore, the primary measures of "double reduction" are actually not operational reform, but "vigorously improving the quality of teaching and ensuring that students learn well in school." If the quality of classroom teaching is not mentioned, there is no logical foundation for operational reform. The first shot of the "double reduction" reform is to deepen classroom teaching reform.

To improve the quality of classroom teaching, the five abilities of teachers in teaching design are particularly important.

First, what do children learn in class? What kind of knowledge system do we want to give children? Where is the starting point of cognition? What did the child master? What else do you want to learn?

Second, what is the motivation for children to learn in the classroom? To solve the problem of this emotional premise. Teachers should not always blame their children not to learn, make small differences, and mischievous. Instead, they have to ask themselves, why are they unable to attract students to your classroom teaching system?

Third, to what extent do children learn? What can the child do after learning? The teacher must be very clear about this and design it before the classroom.

Fourth, what kind of learning brackets need to give students to the occurrence of such learning behaviors?

Fifth, how to prove that students have achieved the learning goals you put forward? What are the evaluation tools used to prove?

After the release of the new curriculum standard, each teacher's teaching should be deeply and systematically answered clearly and systematically.

What is the core of improving the quality of classroom teaching? It is the reform of the way of education.

"The Future of Education", the chairman of the International Committee, Sahqin Walker Zude said: "However, we also know that some stubborn illnesses have never been resolved. The root cause of some of these problems dates back to the 20th century education organization."

The teaching method based on the knowledge inheritance system is always dominating the classroom, especially our classroom. Therefore, he said: "Teachers should drive learning with problems and projects, and use teaching methods that allow students to participate and collaborate." The professional literacy of Chinese teachers faces huge challenges on this issue.

I have talked many times. After studying in the United States for half a year, a teacher brought back a lesson in the United States called "The New Year's Eve of History: The 60s of the United States". If it is placed in China, the textbooks must be clear about the background, process, and the historical impact it produced by everything, and the knowledge system is very complete.

But the United States does not have these, but let children go to the computer classroom to find 20 major events in the 1960s of the 1960s. After finding, the teacher also asked students to sort these 20 things to explain what the influence of these events is and how to prove their influence. After preparing these things in two class hours, students should report, dialogue, and exchange in the classroom. The whole lesson is a task -driven and activity teaching method.

So after Wang Jinghua looked at this class, he said such a paragraph:

"This history of education is really not easy! It turns out how lazy and extensive teaching is a hard -to -memorize! Such homework not only cultivates students 'learning ability such as checking information, collecting information, and independent inquiry, but also students' independent thinking and criticality The ability of thinking and creative thinking has also been cultivated subtly. The knowledge obtained in this way can naturally understand the knowledge, and the mastery of knowledge is also the best. "

I was thinking that Blum, an American educator, proposed the classification of educational goals.

We regard memory, understanding, and application as low -level learning, and focus on analysis, evaluation, and creation as high -level learning. Our teaching behavior is mainly based on explanations and training. It is at the level of low -level learning, but we try to achieve deep learning and achieve literacy development. If our way of educating people does not go out of teaching methods mainly explained and training, trying to realize deep learning and cultivate subject literacy is the fed -ups for fish.

So we are now calling for the revolution of educational philosophy, and the way of educating people must carry out deep and thorough revolution.

The operational reform has never been known as the work function as important teachers today

We have never put forward such a clear, systematic, and complete requirement for teachers' homework reform today. Under such circumstances, assignment reform has become one of the main points of great driving force for teachers' professional development -it may greatly leverage the teacher's research on curriculum textbooks. Each teacher should clarify the relationship between homework and classroom teaching. The homework and classroom teaching are not two skin. Considering the relationship with classroom teaching, there are four types of homework.

Preparatory work. It must be emphasized for the preparation of homework. Today, the "flipping classroom" is the basic and children who can learn. They are studying by him independently in front of the classroom. In the classroom, with problems and solve the dialogue and communication.

Work in the church.

Consolidity operation after class. If the child needs to consolidate the digestion and memory of the after -school class, you may need to consolidate the operation.

Expansion operation. The expansion, improvement, and comprehensive development of excellent children require comprehensive and expanding operations.

What kind of challenges do homework reform? In the central document, very systematic requirements have also been made.

First, teachers must make it clear that the function of homework is diagnosis, consolidation, and analysis of love. The first place is "diagnosis". The homework is used to see the child's level and existing problems. Instead, the teacher wants to reflect on the problems of their teaching. If you have a problem, you must use the topic to "consolidate". There is also "learning love analysis". The biggest function of exams and homework is to improve students 'learning behavior and teachers' teaching behavior.

Second, the requirements of the operation design, the document emphasizes the basic assignments that "system design meets age characteristics and learning laws, and reflects quality education orientation. Encourage layering of layers, elasticity and personalized operations, resolutely overcome machinery and invalid homework, eliminate duplication Sexual and punitive assignments. "

Third, in terms of homework guidance requirements, one is limited, primary school students are 60 minutes, and junior high school students are 90 minutes. The time after returning home is also given family education; the third is to ask the teacher to approve, feedback, and answer questions about homework; fourth, students must not be required to approve their own homework.

What kind of homework is high -quality homework? There are a lot of "double reduction" documents, and it is one thing to summarize. Whether it is stratified homework, elastic homework, or personalized homework, it points to targeted homework and assignments for each child. Therefore, the homework suitable for each child is high -quality homework. This requirement can be said to be very high.

When an experienced teacher in the past arranged homework, he asked the classmate to do these questions, and the classmate did those questions. Today, the teacher's ability is degraded. This cannot be complained about the teacher. The place where we should serve will not be served. The place where we should not be served will be chaotic. We have made a large number of teaching auxiliary materials. They have stifled the teacher's work design ability. The ability to decrease significantly.

There are fifty or sixty children in a class, and there are more than 40 children. Now, if you want to truly provide personalized and flexible homework for each child, it is really difficult to leave the technology empowerment. The use of technical assignment teaching has become a challenge for the current professional development of teachers.

Double reduction, new requirements for teachers' evaluation ability

The following requirements are put forward in the "Double Decrease" file:

Zero starting point teaching;

Reduce test pressure and improve the test method;

There must be no early preparation for preparation, illegal examinations, and exceeding standards;

There must be no test ranking and other behaviors. The test scores are presented to the level system, and the tendency to resolutely overcome the scores is resolutely overcome;

Deepen the reform of the enrollment of the high school entrance examination;

Party committees and governments at all levels must establish a correct concept of political achievements

These have many new requirements for the evaluation ability of teachers.

Parents are very anxious now and do n’t know how many points for their children to take. They do n’t know the ranking. Now the society has created a concept, and the child has become a "blind box". This concept has greatly created anxiety. There is also a particularly bad concept. Some scholars or some voices in the society say that the current children are "not full" and school education is not good, so they need to compensate. I want to ask, what is "full"?

These concepts are easy to form a negative orientation. How can the teachers explain these issues to their parents? This is the ability of ability. The theory of "Fourth Generation Education Evaluation" pointed out that evaluation is the process of meaning construction. Significant construction points to the teacher's evaluation ability.

Drucker, a well -known manager of management, wrote a book in his 70s, part of which was missing Miss Elsa, a teacher in his fourth grade.

Miss Elsa told her classmates when she started in the fall that she was going to take the exam in September and took 2 to 3 weeks in a row. After the exam, the teacher will talk to each child. When talking to Drucker, the teacher asked him, do you think you are the most successful in this exam, and then ask what the worst test is.

After some exchanges, the teacher told Drucker that he had not found it. For example, Drucker's reading ability is good, so the teacher can find a place suitable for reading to let Drucker read alone; Drucker's writing is also good. The teacher asked Drucker to write two articles a week, one, one, one, one, one, one, one, one, one The proposition of the article, a proposition of the teacher.

The meaning of the significance with the child in this way can let the child see himself.

Our quality monitoring system is very sound. On -site exercises, after -school operations, unit testing, mid -term exams, and final exams. This system may be the most complete in various countries in the world, but how can we tell parents clearly that the child's situation is clear.The evaluation ability is very high.————————

Source: Guangming Society educator WeChat public account

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