First, the original intention of the research-based learning course
What is the original intention of research-oriented courses? To answer this question, we have to start with the curriculum reform.
When talking about the curriculum reform of basic education, Wang Zhan, Vice Minister of Education, said that with China's reform, opening up and socialist modernization entering a new era, faced with the ever-changing development of science and technology, the existing problems and disadvantages of basic education are obvious, the educational concept lags behind, and it cannot fully meet the needs of the development of contemporary talent training objectives, and the ideological and moral education is not targeted and effective, and the curriculum content is poor. Complex, difficult, biased and outdated? The present situation still exists, the curriculum structure is single, and the discipline system is relatively closed, so it is difficult to reflect the new content of modern science and technology and social development. Divorced from students' experience and social reality, students learn by rote, and sea training is widespread. Curriculum evaluation overemphasizes academic performance and selection function, and curriculum management emphasizes unity, which makes it difficult for the curriculum to meet the needs of local economic and social development. The existence of these problems, as well as their constraints and adverse effects on the implementation of quality education, just shows the necessity and pertinence of promoting curriculum reform. At the same time, it is pointed out that China's current education reform starts with the reform of basic education curriculum, and through the reform of basic education curriculum, the training objectives are adjusted, the training mode is changed, and the quality of personnel training is improved.
Inquiry learning is an important part of curriculum reform.
Notice No.6 [XX] of the Ministry of Education says: Inquiry learning is an important content in the Curriculum Plan of Full-time Ordinary Senior High School (Trial Revision) and a compulsory course for all ordinary senior high school students. It plays an important role in changing students' learning methods, promoting the transformation of teachers' teaching methods and cultivating students' innovative spirit and practical ability.
Ministry of Education? Guide to the implementation of research-based learning in ordinary senior high schools? It is also clearly pointed out that the purpose of setting up inquiry learning is to implement quality education focusing on cultivating innovative spirit and practical ability, and the key is to change teachers' teaching methods and students' learning methods. The purpose of offering research-based learning is to change students' learning style based on teachers' lectures, build an open learning environment for students, provide students with opportunities to acquire knowledge through multiple channels, and comprehensively apply what they have learned to practice, so as to promote students to form positive learning attitudes and good learning strategies, and cultivate innovative spirit and practical ability. Incorporating research-based learning as a specially established teaching activity as a compulsory course into the curriculum plan of full-time ordinary high schools will gradually promote the development of research-based learning and ensure the deepening of this activity from the system, so as to meet the needs of students to actively explore learning, gain personal experience and cultivate their ability to solve practical problems in an open realistic situation. ?
Notice No.6 of the Ministry of Education [XX] also said:? To carry out research study, students must go out of the classroom and school gate and actively carry out social investigation and practical activities. ?
From the above quotations, we can easily see that the original intention of the project-based learning course is based on the ultimate goal of adjusting the training objectives, changing the training mode and improving the quality of talents. In order to achieve this goal, we can change the teaching and learning methods that teachers and students can't adapt to the current social development by offering research-based learning courses. In order to ensure the change of teachers' teaching methods and students' learning methods during the course implementation, it is particularly pointed out that? Research study must go out of the classroom and school? . At present, has our research study achieved these things? It is necessary for us to review and reflect on the research-based learning in the past two years.
Second, the review of research-based learning practice
Inquiry learning is a compulsory course for ordinary senior high school students. Every ordinary high school should start classes and set up subjects according to the curriculum plan, which can be used centrally or dispersed. But until now, many of our schools are not reflected in the curriculum, and some arrange all the class hours for extracurricular activities, which is actually useless. Other schools simply allocate these three classes to mathematics, physics and chemistry, which means that research study is only carried out in these three subjects. It is best to arrange 1 or 2 class hours in the regular class (schedule), and the rest in extracurricular activities and other spare time. It is not appropriate to divide research-based learning into only a few subjects, because research-based learning is a change in teaching methods and learning methods, not just for a few subjects, but for all subjects. Moreover, many problems of inquiry learning are interdisciplinary and cross-disciplinary.
It is not appropriate to arrange research-based learning only in a few disciplines, nor is it appropriate to arrange only some teachers to implement it. There are 3 class hours for research study every week. In senior high school 14 subjects, except physical education, music, fine arts, labor technology and information technology, the other nine subjects should be arranged for research-based learning hours. Each period 16 weeks, with a total of 48 class hours. If two classes are arranged in the ordinary class every week, each class has 36 classes, then when arranging the class hours, the subjects are not divided into the master schedule, and the study time is allocated to each teacher with a separate schedule. Only by supervision and inspection can research-based learning be implemented.
There are four research-based learning classes in each subject. What does each teacher do? Research-based learning course refers to a course in which students choose different research topics under the guidance of teachers according to their own interests and conditions, and carry out research independently, so as to cultivate innovative spirit and creativity. It is a comprehensive learning activity based on problems and with inquiry as the process. At present, there are three forms of inquiry learning:
First, research-based learning activities characterized by project research. The content of the project is not a specific knowledge system, but comes from students' study life and social life. It is based on studying and solving some social problems or other problems that students care about, involving a wide range. It may be a discipline, or it may be multidisciplinary and interdisciplinary, and it may focus on practice or theory. The project research also includes the project (activity) design theme. The implementation of this research-based learning characterized by topics is usually divided into three stages, namely, the stage of entering the problem situation, the stage of practical experience and the stage of communication and expression. Accordingly, the evaluation process of this kind of learning is divided into open evaluation and mid-term evaluation (discussing and exchanging problems in the process of research-based learning). ) and end the evaluation. The research organization forms of research learning topics can be divided into three forms: individual research, group research and class collective research.
Second, some people call it the idea based on research learning? Research teaching? That is, the classroom teaching mode of research learning. At present, more and more schools are keen on this research-based learning mode, that is, laying problem situations in a class, allowing students to ask questions, and then guiding students to discuss, explore, study and solve problems. Although such problems will be encountered in students' life, most of them are only closely related to the knowledge of a certain subject. This kind of inquiry learning classroom teaching is closely combined with the teaching of their respective disciplines, which is good in itself. However, if the form of students' independent inquiry learning activities out of the classroom and out of the school gate is abandoned, will inquiry learning deviate from its original intention and be included? Exam-oriented education is narrow, and there is no future after all. On the contrary, if the classroom teaching mode of inquiry learning is closely combined with the inquiry learning out of the classroom and out of the school gate, then the classroom teaching mode of inquiry learning will better reflect the value and essence of inquiry learning. Because the ultimate goal of inquiry learning is to cultivate students' innovative practice and inquiry ability.
What is the third situation? Have research characteristics? Subject teaching form. That is, teachers pay attention to guiding students to solve some open problems through active inquiry in daily subjects, which is to infiltrate the concept of research-based learning into subject teaching. This can also reflect the value and essence of research-based learning to a certain extent, which is of positive significance to improve the teaching level of the subject.
Looking at the above three basic forms of inquiry learning, the current focus should still be on the first form. Without the extensive development of the first research-based learning form, it is impossible to create a certain momentum and atmosphere, fundamentally change the teaching methods of teachers and students, and change our educational philosophy. To this end, the Ministry of Education in the "Guide to the Implementation of Inquiry Learning" particularly emphasizes? Inquiry learning requires students to go out of the classroom and school and actively carry out social investigation and practical activities? . In addition, many problems in research-based learning are a process of continuous research, which cannot be solved in one or two classes. But at the same time, of course, we can also organize research forms of research-based learning topics in the classroom. As mentioned above, the opening argument, mid-term evaluation, conclusion argument, activity summary and communication in activity evaluation can be carried out in class.
Is the research-based learning activities outside the classroom and outside the school gate just an expedient measure to change the concept at present? It should be said that it is not a temporary expedient. Because, not only the change of current concept, but also the formation of students' innovative practical ability and inquiry ability can not be separated from students' personal experience. Students should experience social life personally. Today's students should go out of the classroom and school gate, and tomorrow's students should also go out of the classroom and school gate. For our teachers today, this may be unconscious, but tomorrow it may be conscious and conscious. Research study has 3 class hours per week, with at least 48 class hours in one period and 276 class hours in three years. So much research-based learning is indeed an important part of curriculum reform. I think students should spend at least one-third of their time out of the classroom and school.
The difficulty of implementing research-based learning lies not only in vague understanding and backward concept, but also in the management difficulty of research-based learning, including the development and evaluation mechanism of curriculum resources. Schools should adjust measures to local conditions and make full use of various educational resources, including campus resources, community resources and educational resources in students' families; For the management and evaluation of research-based learning activities, we should do a good job in process management and teacher-student evaluation. Here I mainly talk about the management of activity flow.
Some schools do well in the process of activities. Guangdong Panyu Middle School Adoption Compilation? Course documents? Measures. Terms:
Students are required to make (1) research plans: topics, objectives, significance, contents, methods, required resources, division of labor, timetable, forms of achievements, experts or tutors, etc. , and submitted before the topic, the teaching and research section will put on record.
(2) Research Weekly Record: Each person's weekly study record should be no less than 400 words, including time, place, research content (to be specific), harvest, experience, questions, etc. As the main basis of the usual grades, the final summary is required to be 1 0,000 words, which should be submitted to full-time teachers for review every week.
(3) Research results: Each group or individual should select at least one of the following contents, including research papers, experimental reports, investigation reports, scientific and technological works, floppy disks and video materials, and hand them in to full-time teachers at the end of the term.
Teachers must do:
(1) Guidance Notes: A detailed record of the guidance given to the whole class or the group (individual) in charge, with time, place, target and main contents, which is completed by full-time teachers once a week and submitted to the teaching and research section at the end of each month.
(2) Project summary: the summary of the project (name, project members, instructors, contact channels, resources required for progress, etc. ) after the opening, hand it in to the teaching and research section for the record.
(3) Learning experience: Write an experience related to the topic every month.
(4) Project evaluation: the significance, successes and shortcomings of the project and the direction of efforts, each with no less than 5,000 words.
Teaching and research section must do:
(1) inspection record: at the end of each month, check the teacher's guidance notes and learning experience, and score according to a b c d; Every semester, the research week records of each class and each project group (individual) are randomly selected and graded according to a b c d level 4.
(2) Research paper: write a research paper every semester based on the research topic of the school. Edit a collection of outstanding research results every semester.
Judging from the situation of Panyu Middle School, not all teachers in this school are involved in the guidance of inquiry learning, but mainly full-time teachers play a role. In fact, the development of research-based learning should be the joint participation of all teachers, and the role of each teacher, lesson preparation group and teaching and research group should be fully brought into play. Let's take a look at the comments of teachers and students.
Evaluation of teachers:
Inquiry learning involves the determination of teachers' workload and the evaluation of their work. Some schools have made regulations on management and assessment: for example, one school stipulates that each full-time teacher should take three classes as the workload, and the workload of part-time teachers is the same as that of Chinese, mathematics and English teachers; Another school stipulates that the number of topics per teacher is 1? 5; There are also regulations: (1) Because the model high school requires teachers to be competent in teaching two or more courses, teachers who can undertake research-based learning guidance and elective course teaching are qualified. As a necessary condition for a model senior high school teacher, the school will take this as a hard indicator for teacher promotion, selection and annual assessment. (2) Workload calculation: The lecture hours are calculated as 1: 1, and students should attend classes together. Those who stay in the grade classroom for a long time during the class are regarded as absenteeism. Other guidance activities are calculated as: number of topics? Weight (according to project quality)? Number of posts per topic. (3) Basis for the identification of project research guidance: ① Special notebook for guiding research study. Including study notes, handouts, teaching activity design and process records, teaching plans, etc. (2) The collection of original research data, the phased results of research (such as small papers) and the evaluation of students by the research group. ③ Attend special lectures and centralized exchange activities. (4) guiding the research-oriented academic year summary or thesis.
Evaluation of students:
The credit system is a good way for some schools to evaluate students in research-based learning. Basic credits are stipulated, and those who complete the task according to the research plan will be given 2 credits each semester. Reward points, if the activity is carried out well and it is determined that good results have been achieved, give 1? Two credits. After three academic years, students will be qualified if they get 10 credits. If you have high enthusiasm for research study, serious research attitude and remarkable research results, you will get more credits.
Many schools have formulated the above-mentioned organizational construction and system construction related to management and evaluation, but they rarely implement them. Some schools even make these just to cope with the inspection by the higher education administrative department.
Third, the reflection of research-based learning
At present, there are many problems in organizational construction, system construction, learning evaluation and overall coordination of research-based learning, but the most fundamental thing is the change of educational concept. However, the change of ideas will not be spontaneous. Only in the process of implementing research-based learning will the constraints of teachers and students' experience and organizational system in exploration and research be gradually formed. Many times, it is necessary to form an environmental situation in which the concept of teachers and students will change and will not change.
At present, a considerable number of teachers are disgusted with the idea of changing education, and some even say that any change in educational concepts is purely. Show? ! ? That's all empty and useless. On the one hand, such a person shows his ignorance of the current educational reform centered on curriculum reform, but at the same time it is because of the current society? Stereotype? The influence of. Because the key for the society to look at a school is the enrollment rate of college entrance examination. If a key middle school fails to admit students from Tsinghua and Peking University within a few years, the social evaluation of this school will be very bad, and even the organization department may investigate the principal secretary of this school, and may draw unfavorable conclusions for them. Courage is needed in curriculum reform. Doing a good job in curriculum reform could have greatly improved the quality of teaching, but there may be some risks at first. At present, there are many situations: both principals and teachers regard the college entrance examination as their own, whether making plans or writing summaries. Lifeline? Everyone is unwilling to take the risk of reform, and everyone has long been accustomed to a set of old educational ideas and methods. What will they do for the college entrance examination in the action plan? All for the first line (college entrance examination)? Action strategy, even at all costs for the college entrance examination? Special policy in wartime? . The unfairness and shortsightedness of his educational behavior can be seen everywhere. I believe that this phenomenon will not change as long as the college entrance examination system remains unchanged. It is impossible to abolish the college entrance examination system, and the advantages of examination as a method of selecting talents are obvious, especially now, examination embodies the greatest fairness and justice, and talent selection without examination will produce more corruption. However, the reform of college entrance examination system and enrollment system should be further strengthened. Although the examination reform should be based on the curriculum reform, as the forerunner of the curriculum reform, it is entirely possible to appropriately increase the intensity of the reform.
Inquiry learning can have classroom teaching mode and subject teaching mode with inquiry learning characteristics, but its form of inquiry learning out of the classroom and out of the school gate is irreplaceable. Inquiry learning is not a second class, nor is it a general extracurricular activity. It is a compulsory course and a special compulsory course form. In the past, when carrying out quality education, in order to overcome the prejudice that some people think that carrying out quality education is to engage in the second class and the second activity, some people suggested that? Classroom teaching is the main channel of quality education? There is nothing wrong with the slogan itself, but how is quality education finally carried out? The concept of education has not fundamentally changed. People think that there is no quality education without high-quality teaching. On the other hand, they will think that all traditional teaching methods and practices that can improve the quality of examinations are quality education. Quality education goes astray. Today, in order to change the traditional and backward teaching methods and learning methods, cultivate students' self-experience of life, experience learning, and cultivate their innovative practical ability and inquiry ability, research-based learning courses are set up. Although the classroom teaching mode of inquiry learning can also reflect the value of inquiry learning, it can never be said that classroom teaching of inquiry learning is the main channel of inquiry learning. If we don't understand it in this way, it will be the failure of the research-based learning curriculum and run counter to the purpose of the curriculum reform.
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