In the past 40 years of reform and opening up, the development of classroom teaching reform in China can be divided into three stages.
(1) the first stage: with the educational experimental research based on correction and restoration, classroom teaching reform has become a special research field (1979- 1998).
In the first five years, China's educational work not only restored the normal order of school education as soon as possible on a high platform, but more importantly liberated people's minds and inspired the spirit of struggle. The Third Plenary Session of the Eleventh Central Committee of the Party made a major decision on reform and opening up, and established that practice is the only criterion for testing truth. Since 1979, educators in China have systematically and comprehensively cleared up a series of major theoretical and practical problems in the field of education in five years, drawing on and absorbing the new achievements of foreign educational research. (1) Re-recognize the function of education. From "education is a tool of class struggle" to "realizing human development on the basis of promoting social development". (2) Reaffirm the role and position of teaching and classroom teaching. In view of the fact that the Gang of Four criticized the "three points" of classroom teaching and replaced classroom teaching with "open schools", which caused serious consequences of the decline in the quality of education, it was reiterated that teaching was the main task of schools and classroom teaching was the basic form of teaching activities. Under this background, scholars of Beijing Normal University began to study teaching epistemology, trying to explore the laws of teaching cognition under the guidance of Marxist theory, and distinguish the similarities and differences between teaching process and scientific research process, students' cognition process and human cognition process, so as to further clarify the essential characteristics and basic laws of teaching process. (3) Start to promote experimental research in education. Put forward the slogan that "the life of educational science lies in educational experiments" and resume the educational reform experiments such as "centralized literacy", "integration of three calculations" and "self-study guidance of junior high school mathematics" which were interrupted during the Cultural Revolution, which opened the prelude of practical research.
With the "Three Orientations" put forward by Deng Xiaoping in 1983, the promulgation of "the Central Committee of the Communist Party of China's Decision on Education System Reform" in 1985, and the establishment of the strategy of "rejuvenating the country through science and education", China ushered in the spring of education reform, with classroom teaching reform as the breakthrough point, forming the climax of the second education reform experiment in the 20th century.
During this period, four important factors laid the foundation for classroom teaching reform to become a special research field. First of all, pedagogy is separated from pedagogy and becomes an independent discipline. Secondly, the introduction of foreign educational theories, especially those in Europe and America, not only pays attention to the educators in the former Soviet Union, such as zankov's developmental teaching, Suhomlinski's "harmonious education" and babanski's teaching optimization theory, but also begins to pay attention to the research results of European and American educational and psychological circles, such as Bruner's structuralist teaching, Skinner's procedural teaching, Bloom's mastery learning and Piaget's developmental psychology theory. The third is the discussion of basic concepts such as subject and practice in philosophy and sociology, and the influence of modern social thoughts born from the introduction of system theory, information theory and cybernetics. Fourth, the emergence of new disciplines such as educational sociology, educational informatics and educational statistics.
The question answered by classroom teaching reform in this period is: How to grasp the research theme, logical starting point and research field of classroom teaching reform? What is the perspective of critical reflection on the theory and practice of traditional classroom teaching? How to seek the theoretical basis for the development of classroom teaching when various educational ideas and theoretical viewpoints coexist? What are the new ideas for the modern development of classroom teaching?
During this period, there are four important measures for classroom teaching reform in China.
First, clear up the foundation through academic discussion and realize the criticism of traditional classroom teaching theory and practice. With the help of new concepts and viewpoints such as subject, practical activities, system and structure, people have carried out a comprehensive discussion on the essence of teaching, subject and object in teaching, teaching and learning, teachers and students, all-round development and teaching in accordance with their aptitude, the relationship between learning book knowledge and obtaining direct experience, imparting knowledge and developing intelligence, teaching principles, teaching organization forms, teaching methods and teaching art, and clarified many puzzles through theoretical argumentation.
Second, form a deep understanding of the basic problems of classroom teaching reform. Relying on the unprecedented scale, focused theme, ambitious and unique education reform experiment, China has formed new ideas and new viewpoints on the basic issues of classroom teaching reform, such as classroom teaching content, teaching mode and strategy, and teaching organization form. Taking the study of teaching mode, the essence of which is to reveal the structure of classroom teaching process, as an example, Wang Cesan summarized the representative research into the following modes: a teaching mode that takes teachers' teaching as the center and systematically teaches and learns book knowledge; Learner-centered activity learning teaching mode; Set individual learning situations and strictly control the learning process; Provide structured materials to guide students to learn through discovery and inquiry; Create a teaching mode of subtle learning in emotional activities; Demonstration imitation learning teaching mode based on behavior skill training. Yang Xiaowei summarized the teaching mode as teaching cognition, teaching irrationality, teaching sociology, teaching procedure control, teaching guidance and overall optimization of teaching. From the perspective of sociology of teaching, Wu Kangning divides teaching modes into guidance ~ obedience, guidance ~ negotiation, guidance ~ resistance, suggestion ~ adoption, suggestion ~ reference, suggestion ~ screening, participation ~ cooperation, participation ~ cooperation and cooperation. On the basis of summarizing rich and vivid practical experience, Pei Dina's team put forward the teaching strategy of "active participation, cooperative learning, respecting differences and experiencing success" (1995). The summary of experience promotes the practice of feeding back school reform, and then forms an atmosphere of courage to reform and a benign operation.
Third, expand the theoretical basis of classroom teaching reform. Teaching epistemology examines classroom teaching from the perspective of teaching philosophy, which began with an article by Zou, became a research topic of Beijing Normal University, and finally formed a research field, which played an important foundation role in rebuilding the theoretical basis of classroom teaching reform. Wu Kangning's research on sociology of classroom teaching has expanded the theoretical basis of classroom teaching reform to the research level of sociology, and revealed the irrationality of teaching, which is a very important fundamental breakthrough.
Fourth, the value orientation of classroom teaching reform. Based on the related research such as subject education experiment (1992) and new basic education experiment (1993), especially "Let the classroom be full of vitality" put forward by Ye Lan, the goal of classroom teaching reform is clearly oriented to human development. Only by realizing people's life consciousness and students' all-round and individual development can we truly reveal the inherent law of classroom teaching development, completely abandon the serious drawbacks of one-sided pursuit of enrollment rate and suppression of students' development, create vitality for school development and provide a new explanation system for the construction of future education.
Theoretical debates and practical explorations in this period clarified many puzzles, fundamentally subverted the traditional definitions of basic concepts such as teaching, cognition and development in Kailov's educational theory and psychology, and took an important step to rebuild the research field of classroom teaching reform in a rational, tolerant and pluralistic academic atmosphere.
(2) The second stage: With the new curriculum reform, the research on classroom teaching reform is deepened (1999-2008).
With the coming of 2 1 century, China has entered an important period of rapid development of science and technology and great social changes. The 16th National Congress of the Communist Party of China put forward the strategic goal of building a well-off society in an all-round way, and determined the strategic position of giving priority to the development of education. 1998, the Ministry of Education promulgated an action plan for revitalizing education oriented to the 2 1 century. The Decision of the State Council, the Central Committee of the Communist Party of China on Deepening Education Reform and Promoting Quality Education in an All-round Way issued in 1999 took quality education as a national strategy, and thus began the top-down curriculum reform of basic education oriented to the 2 1 century. How to create a modern education system with China characteristics and vitality is a cross-century problem that must be considered.
The main problems faced by classroom teaching reform in this period are as follows: First, since 1980s, due to various historical and practical reasons, the competitive pressure for further studies has made students' schoolwork burden too heavy, so that the Ministry of Education has made it the core topic of the first basic education reform forum in the new century; Second, there is a shortage of quality education resources, regional development is extremely unbalanced, and the contradiction between mass education and elite education is more prominent; Thirdly, multiculturalism and pluralistic value orientation coexist, and school education faces a complex cultural ecological environment and a complex choice of cultural values.
This study is carried out from two levels: theory and practice.
Theoretically, the focus of the debate is how to treat the educational trend of "ignoring knowledge". The essence of this debate involves what kind of knowledge view, teaching view, culture view and evaluation view should be established in curriculum and teaching reform, and the direction of curriculum reform.
On the practical level, because the educational concept has not really changed, the specific implementation strategy of the new curriculum reform needs to form a clear operational thinking. Differences on the basis of teaching, life-oriented teaching, culture of classroom teaching, orientation of receptive learning and inquiry learning, development of group or individual differences, guidance and non-guidance in teaching, standards of effective teaching, position and role of teachers in teaching, and inheritance, criticism and transcendence of China traditional culture. Confusion in theory leads to many misunderstandings in practice.
In the face of this profound change from concept, content, strategy, method to system in China, how to grasp the law and growth point of classroom teaching reform from the collision and integration of various educational concepts and from the richer and more complicated relationship has become the theme of this period.
First, systematic and comprehensive theoretical construction. After Ye Lan published the article "Let the Classroom Rejuvenate" (1997) in the magazine of Educational Research, he successively published "Rebuilding the Values of Classroom Teaching" (2002.5), "Rebuilding the View of Classroom Teaching Process" (2002. 10) and "Reforming Classroom Teaching and Classroom Teaching Evaluation" (. Among them, Chen Shijian's "Contemporary Classroom Research in Primary and Secondary Schools" series includes classroom learning theory, classroom model theory, classroom communication theory, classroom order theory and classroom management theory. Wang's Classroom Teaching Towards the Life World, Wang Jian's Introduction to Classroom Research, Sun Yaling's Research on the Criteria of Classroom Teaching Effectiveness, and Control and Freedom: Classroom Field. In addition, there is a study of classroom teaching reform under the background of new curriculum.
Second, promote research deepening with the help of special scientific research projects. Nearly 50 national planning projects focusing on classroom teaching reform can be divided into the following topics. (1) Research on the direction of modern classroom teaching reform and modern classroom construction, including Hao Zhijun's Research on Educational Experiment and Classroom Teaching Reform and Pei Dina's Research on Deepening Classroom Teaching Reform from the Perspective of Subject Education; (2) The types of classroom teaching mainly include Shen's problem-solving teaching, new attempt teaching, Lu's emotional teaching, Tian Huisheng's and Li's activity teaching, Guo's student-based teaching, Xin Jixiang's experience teaching, new ecological classroom, Song Naiqing's teaching wisdom, Liuli's research-based teaching, and effective classroom, inquiry-based teaching and personalized teaching that have become research hotspots. (3) Study on the regional promotion of classroom teaching reform. For example, Zhang Jianwei's web-based cross-regional collaborative inquiry learning and Han Qinglin's autonomous learning and development research. This period also involves classroom teaching culture (Xu Inheritance) and research on teaching efficiency based on brain science (Shen Deli).
Third, the demonstration and guidance of top-down educational experiment reform. The 38 national curriculum reform experimental zones in China have led and promoted the teaching reform experiments in various provinces, cities and schools, mainly involving the transformation of teaching concepts and the rationality of teaching behavior, teaching cognitive methods, teaching practice, teaching communication and classroom teaching structure in the implementation of the new curriculum.
During this period, the overall situation of classroom teaching reform is that there are many disputes and differences between theory and practice in the process of reform and transformation, and the process of reform has become a fierce forging process, which has promoted the theoretical character and practical rationality of classroom teaching reform.
(C) The third stage: based on the original transcendence, the modern construction of classroom teaching reform (2009-20 18)
At this stage, the comprehensive deepening reform has entered the deep water stage. The 17th National Congress of the Communist Party of China put forward the goal of building a powerful country with human resources, running a satisfactory education for the people and cultivating high-quality talents, which requires vigorously promoting theoretical innovation and practical innovation in the great practice of building Socialism with Chinese characteristics. The publication of the Outline of the National Medium and Long-term Education Reform and Development Plan (20 10-2020) further clarified the important role of classroom teaching reform in changing students' learning methods, improving students' learning ability and enabling everyone to receive high-quality education.
The goal of classroom teaching reform in this period is to build quality education, and the theme is "innovation and development". The in-depth reform of classroom teaching is mainly manifested in four aspects.
First, put forward new ideas of classroom teaching reform. The first is the discussion of the essential characteristics of classroom teaching. Focusing on the fundamental change of education mode from the perspective of school education innovation, Ye Lan believes that "development", as an open generative dynamic process, is neither external nor internal, and human development can only be realized through the interaction of various relationships and activities. Therefore, thinking about students' development should be based on "relationship" and "activity". Some scholars believe that classroom teaching is a process of promoting students' differential development through cooperation and communication on the basis of practice and activities, so it is basic, practical, social and cultural (Pei Dina). Some scholars summarize classroom teaching as three dimensions: activity-practicality, communication-sociality and culture-value (Hao Zhijun). The second is to establish the research problems of classroom teaching reform. The basic consensus is to explore the essence of teaching from multiple perspectives, reveal the inherent mechanism and characteristics of students' learning, discuss the implementation of teaching design and strategy, the selection of teaching content, the evaluation of effective teaching level and the change of learning methods.
Secondly, according to the analysis of students' learning elements, a new framework for explaining classroom teaching reform is formed. Based on the research on the structural elements of learning ability in the "three-force model" of the future development of basic education, some scholars believe that only by deepening the three elements of the development system of students' learning ability and extending them in time and space can we reasonably explain the relationship between students' individual development and group development through teaching and in teaching, as well as the relationship between teaching and learning. Some scholars have analyzed five characteristics of students' learning activities from the perspective of realizing students' deep learning: association and structure, activity and experience, essence and variation, migration and application, value and evaluation. Some scholars emphasize the key role of language and culture in the process of students' active construction from the perspective of social constructivism. Some scholars have conducted targeted research from the perspective of subject ability. The research precipitated into redefining the concept of "learning", and put forward that learning is the process of active construction and active transformation of students' active participation in teaching activities, and learning is a social communication activity, which pays attention to the autonomy, selectivity, practicality, sociality and innovation of modern learning.
Third, form a new classroom teaching process design.