1. Process concept
Practical thinking is a process ... as long as one thinks it is constantly changing.
The real problem of intellectual education lies in transforming natural ability into expert and measurable ability: transforming more or less random curiosity and scattered enlightenment into clear-sighted, cautious and complete inquiry attitude.
-Dewey: "How Do We Think"
Where do these two quotations show a change, a movement towards the goal (becoming a mature and thoughtful person)? If we look at the two quotations separately, it is easy to misunderstand that "what matters is the process".
Dewey added the word "harmony" to many categories, juxtaposing the separated two, namely, children and curriculum, process and result, idealism and realism. Among these pairs, Dewey is usually portrayed as liking the former: children, process and idealism. This is a progressive education policy, which is biased towards children, process and romantic idealism. Process is usually an activity without thinking (non-reflection), and doing it is usually considered more important than doing anything. Dewey called it "real stupidity". But his progressive view holds that physical activity (the operation at hand) constitutes the whole (main) part of learning.
2. Characteristics of the process
Process and result are not separated: Dewey believes that process never means separation from result, just as purpose cannot be separated from way.
Purpose becomes a new way: Dewey developed an intermediary with the highest goal, thus turning every purpose into a new way. This mediation is not developed in the process-result framework, but as a reflection.
Dewey described reflection in How We Think: some conclusions have appeared ... these results are temporary stays, where the thoughts of the past stay. It is also the starting point for the next step.
However, for some reason, this interactive framework of process and result has never been seen or developed. Dewey himself said: "The inherent and inevitable connection between the actual thinking process and intellectual achievements has been ignored." The change marked by Dewey has become the real problem of intellectual education.
3. About "reflection"
As Dewey's concept, reflection was introduced into our field of vision by Schon and became a term in the curriculum cycle. It presents us with the complexity of practice rather than using reflection as a tool to transform experience, and describes practice from the perspective of epistemology rather than developing practice. Schon showed us that practice, especially the practice of those who specialize in their own fields, does not come from the theoretical framework, but from Polani's acquiescence, craftsman's feeling, problem solver's intuition and other elements. Schon called this performance element "reflection in action". But what Dewey wants is not only a description of performance, but also an epistemology that changes praise, practice and experience.
4. My thoughts
Reading this passage always reminds me of a change in my understanding of courses and classrooms. At first, there was no concept of curriculum. Only the most superficial understanding of the classroom is that the classroom efficiency should be high and the test scores should be good. It is necessary to clearly know that students have achieved the predetermined goals in their own classrooms before they can be considered as qualified classrooms.
With the change of the subject of classroom knowledge, I have gradually changed the establishment of teaching objectives, not only paying attention to the knowledge and ability that can be tested by test papers, but also paying attention to the overall life development of students.
For a while, I felt that I had read a lot of theoretical books and mistakenly thought that the book emphasized "process is everything", so the classroom went to the other extreme, focusing only on the process and not on the results. Of course, such an attempt will certainly not succeed.
Constantly learn, practice, reflect and adjust, and slowly coordinate the degree of integration between process and result. Now in my classroom, I not only pay attention to the explicit goals such as the improvement of knowledge and skills and the change of mood, but also pay attention to the process of students finding, asking and solving problems, and pay attention to the growth of students' thinking and the improvement of their quality. At the same time, we should jump out of the limitation of single class hour and focus on the unit, year, and even the necessary character and key ability for children's life development to build a larger curriculum system.
Yes, we should not only pay attention to the classroom, but also need the construction of new courses. The first set of syllabus is the school-based implementation of the national curriculum. We should try our best to provide children with the second set of syllabus so that they can have rich background knowledge. As Teacher Wang Xiaolong said, "We don't need to tell our children about the 18 methods of potatoes repeatedly, but we should provide rich dishes for children to combine freely and make more dishes, and the ability to make potatoes will naturally improve in such a combination."
In addition, after listening to Teacher Wang Xiaolong's third lecture, I have a clearer understanding of modernism, Taylor's scientific management and Taylor's curriculum principles. Compared with the lecturer's explanation and the team leader's demonstration work, I found that I still have a lot of room for improvement in the combination of theory and practice. Especially after designing a set of courses that can really be implemented, how to interpret the design principles of this set of courses with Taylor's curriculum principles needs further study. Research consciousness, scientific thinking and extensive reading are the problems that I need to solve urgently at present.