One? The significance of core literacy
The following is the basic concept of "Twelve-year National Basic Education" in Taiwan Province Province:
Based on the spirit of holistic education;
Basic spirit: "initiative", "participation in the public" and "seeking common interests";
Vision: to realize the adaptive development and lifelong learning of every child;
It is emphasized that students are spontaneous and active learners, and school education should be good at inducing students' learning motivation, promoting students' desire for learning and courage to innovate through adaptive education, stimulating students' joy and confidence in life, guiding students to properly develop their ability to interact with themselves, others, society and nature, helping students apply what they have learned, experience the meaning of life, become lifelong learners with social adaptability and resilience, fulfill the responsibilities of social members, and show symbiotic wisdom, so as to make individuals.
Under this basic concept, Taiwan's education authorities have formulated four overall curriculum objectives: stimulating life potential, cultivating life knowledge, promoting career development and cultivating civic responsibility.
There are different opinions on the definition of ability, but there are several key points that are quite different from logic and cannot be bypassed. First of all, the goal or ultimate function of literacy is to make individuals develop into sound individuals. However, the social situation is extremely complicated. Taking shopping as an example, the category, quality and evaluation standard of products should be the acquired "knowledge", the selection and judgment of products should belong to the category of "ability", and finally, people participate in the purchase period, that is, "attitude". Thus, a sound individual should have all kinds of indispensable knowledge, abilities and attitudes. As Cai Qingtian said, these qualities "on the one hand can help individuals get a high-quality life, on the other hand can help mankind meet the challenges in various social life fields in the current information society and the future high-quality society." .
However, the complexity of the social situation requires more complicated and commensurate literacy? Literacy itself is "common" or "vulgar", and there are different degrees of infiltration between literacy. In addition, literacy itself is summed up by the subjects in social life, and it is fragmented, decentralized and hidden. It is not necessary to study and train all of them, but only to grasp the two core competencies of "key skills" and "essential character". The so-called core literacy, on the one hand, from its origin, is "to achieve a balance between subject knowledge and basic ability through curriculum design, and to accurately organize and arrange the order". In short, core literacy can be incorporated into school curriculum, which can be learned, taught and measured; On the other hand, from the structure of core literacy itself, it "can promote the integration and coherence of curriculum development in various learning fields, and then build a coherent system of curriculum in various educational stages." In other words, the acquisition of knowledge is often not systematic, and the cultivation of a certain ability is usually not well consolidated (even not consolidated at all), so it is replaced by other courses to cultivate ability. Core literacy, as a means of integration, can make the course closer and lay the foundation for one's self-cultivation. In addition, the core of core literacy also means that this is the bottom line of literacy, which is the most fundamental and irreplaceable. National core competitiveness refers to the core competence that citizens must possess. They are formulated according to the harmonious relationship between society and individuals, and their purpose is to promote the soundness of society with the soundness of individuals, so they have dual functions, namely, facing individuals and facing the whole society. Including independent action, communication and interaction, social participation, as well as physical and mental quality and self-improvement, systematic thinking and problem solving, planning implementation and innovative response, symbol application and communication expression, scientific and technological information and media literacy, artistic accomplishment and aesthetic accomplishment, moral practice and civic awareness, interpersonal relationship. This "three aspects and nine items" is comprehensive and concrete, and it is the key ability and character that individuals need to face various situations in life.
The formulation of literacy not only replaces the great emphasis on knowledge in the past (only paying attention to the education of scores), but also makes up for the bias of technicalism (only paying attention to the education of ability). It is the integration of knowledge, skills, abilities, attitudes and emotional values, and it is also the new direction of future education. I remember that the first chapter of yuval Harari's A Brief History of the Future mentioned many new topics about the future of mankind, in which education, including the way of education, the object of education and the goal of education, will undergo great changes. I believe that the past forms of education still have some merits, and the new formulation may not solve the difficult problems, but it means the progress of education and the progress of educational concepts.
The traditional subject curriculum is based on the boundaries of various disciplines, emphasizing the knowledge of each discipline as the goal, while the curriculum design from the perspective of core literacy reorganizes all disciplines and periods with core literacy, showing the characteristics of interdisciplinary and cross-educational stages. Of course, this does not mean that the curriculum based on core literacy is chaotic, scattered and unorganized. On the contrary, the new curriculum plan will be more systematic and clear. Therefore, it is necessary to re-examine the concept of curriculum. After the second section of this book, the content begins to be reviewed.
Second, the curriculum structure and significance
Usually we only pay attention to subject teaching, teaching materials, teaching syllabus, teaching objectives, teaching plans, teaching strategies and so on. And mistakenly think that "course" is also a combination of one or more of them. In fact, this view is not absolutely wrong. The concept of "course" does have multiple meanings. According to Deleuze, the concept of "course" is nomadic, and it is free and changeable. As Cai Qingtian said: "The definition of curriculum is quite flexible, it can at least represent the outline of students' learning subject, and its maximum scope can cover anything that happens in the planning, teaching and learning of educational institutions, even the broadest curriculum, and it can also cover students' learning experience under the interaction of educational purposes, educational methods and their environment."
Therefore, it is difficult to define the course directly, and we can only grasp its overall structure first. The author once combed it in a reading note. However, the article is mainly based on the organizational department of the curriculum, which fails to be understood from the academic level. Before applying for the subject of educational planning in Jiangsu Province, I specially studied the related literature of activity courses, and at that time I had entered the understanding of the courses.
But no matter how it is divided, the two ends of the course are actually the presupposition of adults and the actual experience of children. Therefore, this book divides the concept into "expected learning experience" as the upper level and "unexpected learning experience" (students' actual experiences and demands) as the lower level. The former is centered on teachers' intention, while the latter is centered on students. However, the two should not be neglected.
In fact, there are many levels of courses. American curriculum scholars believe that there are five different courses running at different levels: ideal courses (a group of scholars who discuss curriculum problems and put forward the direction of curriculum innovation)-formal courses (officially approved curriculum plans)-comprehension courses (courses recognized by school teachers after understanding the official curriculum plans)-operation courses (courses actually implemented by teachers in the classroom)-experience courses (courses). In addition, courses can also be divided according to the degree of teaching implementation, so I don't need to say more here. The following picture shows the evolution history of curriculum concept, which is taken from Zhong Qiquan's Reading Classroom for reference.
This paper will reorganize the curriculum from the theoretical level.
(1) Explicit curriculum: refers to the subject knowledge, basic ability and core literacy planned, designed and provided by schools and teachers according to curriculum plans such as curriculum syllabus or curriculum standards announced by the government. Usually, explicit courses include formal courses and informal courses. Formal courses are the fields and disciplines that the government intends to plan and teach, such as language, mathematics, English, sound, physical beauty and so on. Informal courses are planned by the school, such as sports meeting, freshman training, adult ceremony, award presentation, etc. The influence of superior courses is direct and huge, and it is impossible for schools to lack the maintenance of superior courses. The explicit curriculum is usually formulated by the logic of adult education, which is formulated by adults who want students to achieve a certain goal. So the impact of such courses on students is not decisive.
(2) Potential curriculum: refers to the unexpected learning results of students formed by school material (campus planning, school building design, classroom arrangement) and society (school system, measures, ceremonies, etc.). ) and cognition (the interaction between teachers and students in the classroom, the influence of textbooks on students, and the influence of teaching methods on students). It is not obvious and imperceptible, because students may interact with people and things in the school environment. Therefore, the potential curriculum has the following characteristics: it is indirect, not direct; It is affectionate and less cognitive; It is possible, not absolute. It is more influential than explicit courses, and it is infiltrated by students as a whole.
(3) Empty curriculum: It was first put forward by American curriculum expert Eisner in Educational Imagination, or "empty curriculum", which is the learning content that schools should teach but not teach, such as environmental awareness, democratic literacy, conflict handling, etc. Eisner believes that the courses that the school attaches importance to are important, and the courses that the school ignores are also worthy of attention. In fact, the suspension of classes is more of a dynamic reminder to remind schools not to ignore the goal of people-oriented holistic education as much as possible.
As mentioned above, in recent years, the thinking of curriculum research has changed, and the curriculum has been brought into the vision of core literacy, so a series of classroom reforms have taken place. The author has combed similar problems. Similarly, core literacy also strengthens the importance of courses. Of course, as a discipline, as an experience, as a plan, as a goal, as a research hypothesis, the curriculum has its inevitability and limitations. The curriculum view based on core literacy should integrate the above five curriculum meanings.