Any kind of research can't be separated from the support of theory, and Professor Zhong Qiquan's Reading Class is the best help for our research. This is a book that I can't read a word, and I want to read it again after reading it. This book is the theoretical support when we have good ideas in teaching but don't know why we should do it well. He mentioned that the core of school reform is curriculum reform, the core of curriculum reform is classroom reform, and the core of classroom reform is teachers' professional development-this is the connotation of connotation development. Further, it can be said that the policy orientation of connotation development is to improve each student's academic ability and personality cultivation, which leads to the topic of "core literacy": how to describe the image of new talents in the new era and how to interpret the academic ability and knowledge expected by the new era.
The word "core literacy" is believed to be familiar to every teacher. It refers to the necessary character and key ability that students should have to adapt to lifelong development and social development. It is the basis of curriculum design, leading teachers' professional growth, helping students to define the future development direction and evaluating the quality of education. The relationship between core literacy and our Chinese teaching is like "a new word and a glass of wine", which is the core literacy and the Chinese teaching that we have been painstakingly managing. Therefore, it is necessary to understand the relationship between core literacy and subject literacy. Core literacy is the "blueprint" outlined by the image of new people expected in the new era, so discipline is the "component" to support this blueprint. Each discipline has its own inherent basic concepts and skills, and has its own cognitive way, thinking way and expression way. Core literacy has the characteristics of uniqueness, permeability, integration, individuality and diversity of subject literacy. The relationship between them is the relationship between the whole and the individual, abstract and concrete.
The relationship between the two is clear, and we still have a chain to understand, which is the curriculum development chain: core literacy-curriculum standards-unit design-learning evaluation. Any curriculum development or front-line teachers should focus on the core literacy in this series of interlocking links, and then the most crucial thing is to do a good job of "unit design". The "unit design" teacher in teaching is to design modules and units for teaching materials and management according to certain goals and themes. The basis of curriculum development lies in unit design.
As a Chinese teacher, Chinese subject literacy means that primary and secondary school students have relatively stable and basic listening, speaking, reading and writing abilities that meet the development requirements of an era, as well as knowledge and personality cultivation of Chinese. Today, Chinese has four qualities: language construction and application, thinking development and promotion, aesthetics and creation, and cultural inheritance and understanding.
Curriculum construction of "Sansheng Chinese"
Our "Sansheng Chinese" is based on cultivating students' Chinese literacy. Therefore, we put forward the curriculum construction of "Sansheng Chinese". Sansheng refers to life, generation and growth. "Sansheng Chinese" refers to a comprehensive Chinese course that respects students' metacognitive learning level, activates students' cognitive conflicts and thinking with the help of the integration of learning content and collaborative learning between teachers and students, and realizes the improvement of internal self-value through their own subjective strength. This concept respects the educational concept of students starting from life and returning to life. As far as learning content is concerned, it is rich horizontally and relevant vertically; From the perspective of students' learning, students' free growth and cooperative development have been realized.
According to the school's training goal-Chinese soul, international vision and the school's curriculum system-Dexin Zhirun course, we put forward the curriculum goal of "Sansheng Chinese": being able to read and write, being good at pragmatics, being diligent in thinking and shaping character. According to the goal, our curriculum system includes two branches-multidimensional reading course and diversified expression course.
Multidimensional reading course
The so-called multidimensional reading course has realized the trinity of teachers, students and textbooks as far as the teaching object is concerned; As far as the teaching content is concerned, it has realized the all-round and three-dimensional reading teaching research from single intensive reading to group reading and then to the whole book reading; As far as teaching evaluation is concerned, it pays attention to the combination of process evaluation and stage evaluation, and tests the effect of reading class through a series of results display.
How to carry out the teaching research of multidimensional reading course? 1. Do a good job in the "unit design" of the textbook text and realize the school-based national curriculum. 2. Do a good job in the whole book reading teaching design and realize the internalization of extracurricular reading class. 3. With the help of classroom observation scale, the classroom of undergraduate colleges is established. 4. Promote school-based research with the help of hierarchy to promote teachers' professional growth.
(A) the textbook "Unit Design"
Each preparation group reorganized the teaching unit of the current textbook and designed a "teaching unit" that is more suitable for teachers and students in our school. Each "teaching unit" is a course. According to the four elements of the curriculum, the "teaching unit" is studied in detail from four aspects: curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation. For example, the sixth grade (abbreviated)
Redesigning the "teaching unit" fully embodies the students' dominant position in the classroom, and the consciousness of subjective learning and cooperation is obviously enhanced, and the coordinated development of teachers and students has obviously improved the classroom efficiency. Unit design is a fulcrum to incite classroom reform.
(B) the whole book reading teaching design
It is our consistent educational pursuit to bring the whole book reading into classroom teaching. In the multi-dimensional reading course, we have done a good job in the "unit design" of the textbook text, and each grade has enough classroom time to make a reading plan for the whole book. According to the characteristics of children of different ages, we have different reading plans for the whole book. In the lower grades, three reading classes a week are used to introduce picture books, poems and fairy tales into classroom reading; In the middle school, the method of concentrated reading is adopted, and one or two weeks are taken out to read story books during the semester and at the end of the semester; The third year of senior high school adopts the reading mode of focusing on the textbook first and then reading the whole book, concentrating on completing the teaching content, and then starting the novel reading journey. This teaching design is more conducive to the teaching and research of the same preparation group, and also ensures the reading time of students at school.
(3) Polishing the classroom observation scale.
"Observe other people's classes and realize self-study", which is the most authentic content we feel when we polish our classes twice a month. The biggest advantage of using scientific scale to attend classes is that teachers participate in class evaluation purposefully. Five latitudes, five observation points, teachers take the task to participate in the classroom, no longer follow one's inclinations, but devote themselves to the classroom, enter the classroom with the help of observation perspective, and listen to the voice of the classroom.
A school year provides 10 grinding class, including intensive reading, group reading, whole book reading and homework expression. Time and again, we have made a systematic study on the setting of teaching objectives, teaching links and time allocation, and students' classroom performance, which laid the foundation for our undergraduate college classroom.
Promote school-based research at different levels
The school-based research of Chinese subject is carried out at different levels. The highest position is to prepare lessons and organize meetings every week. We think this is a high-end meeting of our language group, and a lot of wisdom, decisions and ideas were born at this six-person meeting. This is a unity and guidance of thought, and it is also the core force of action. We also have school-based teaching and research twice a month, collective lesson preparation twice a week, and daily lesson preparation group exchange. The development of a team must be the common progress of everyone, not a few people stand out from the crowd.
Multidimensional reading course is a dialogue study between teachers and texts, students and texts, and teachers and students. It is the concrete practice of Manabu Sato's planned curriculum, which creates an active, cooperative and efficient classroom, helps students to build a complete reading perspective, permeates the multi-dimensional reading concept, makes education live, benefits students, and teachers have advantages.
Diversified expression course
Diversified expression course is a practical course to express students' knowledge, ability and comprehensive quality in a diversified way according to the training objectives, course nature and teaching requirements, bearing in mind the needs of students' personality development. This course is divided into three parts: text theme expression course, project research expression course and drama education expression course. The former belongs to the category of "textbook curriculum" and the latter two belong to the category of "activity curriculum".
(A) the theme of the text expression class
This semester, we have combed all the contents related to expression that appeared in the textbooks of grades one to six. According to the genre, we have made several important discoveries: the training of practical writing and imaginary writing in the whole primary school stage is scattered in six grades; The expression training of writing people, things, things and scenery is interspersed, with faults; From grade three to grade six, expository writing is taught, but there is only one related expression training. With such a teaching arrangement, it is difficult for students to improve their expressive ability in a disorderly, chaotic and broken learning.
According to the idea of "text theme", we have reorganized and planned the expression training of grade six. Eight topics, each training point carries on the expression teaching according to the grade gradient. For example, "Little Observer" expresses the theme, and each grade divides the content according to the children's cognitive characteristics and curriculum standards, and implements the goals. (omitted) observation of hair in the fifth grade, we started with fun hair and joy, and let the children experience the process of doing hair at home. It is both hands-on and observation, and the parent-child experience is endless, making the child's hairy face the most beautiful in the world. Before coming to the students, we asked them to make dough separately and have fun. The teacher instructed the students how to describe the process of making dough in detail and finished my story of making dough.
(B) Project Research Expression Course
This semester, we conducted a research on the project "Family Culture". The purpose of this study is to carry out a root-seeking journey for students of different ages with the help of multi-angle and diversified research activities on "home", and to improve students' language expression ability, creative thinking ability and cultural and ideological consciousness through reading, interviews, surveys and speeches. In the whole research process, we strive to seek the authenticity of students' learning situation; Try to return the inquiry process to the children; Strive to create a thinking culture in the classroom; Strive to realize the transformation from "teacher-centered" to "learner-centered"; Finally, active, cooperative and reflective teaching will be realized.
The specific contents of the "Home Culture" project are as follows:
Common research content
I tell the story of three generations.
Segmented research content
low-grade
Discover the beauty of home in fairy tales and nursery rhymes
middle rank
Record my family story with a diary.
senior class
Grade five: a study of my surname and first name.
Sixth grade: studying the "home country" culture from a historical perspective.
As a joint research content, "I tell the stories of three generations of grandparents", we let each child talk to his parents and grandparents, learn about the lives of three generations by listening to their past stories, and record the stories of three generations by hand drawing. Children like this research very much, their life horizons have been opened, and their observation perspectives and understanding dimensions have also been broadened. Hand-painted stories We let children communicate in class, and the way they participate brings students into a brand-new era. Many children are busy recording pronouns of different ages on the blackboard.
Of course, we also have different grades of segmented research content. From reading fairy tales and nursery rhymes in junior grades, to recording family stories in life with diaries in middle grades, and then learning "family culture" from a historical perspective in senior grades, we have achieved stratification, thinking and in-depth research from fairy tale reading to life experience, and then to history and culture.
For example, the study of "family culture" in the fifth grade has four sections: stories of three generations of grandparents and grandchildren, letters from home, textual research on names and surnames. Letter from Home opens the emotional interaction between parents and children. Today, with the rapid transmission of information, writing letters as the best emotional communication link is almost forgotten. As a result, when children received letters from their parents, excitement, surprise and tears appeared. A letter from home is worth a ton of gold, and an answer is worth a thousand words. We use the classroom to let children write letters to their parents. Our teaching focuses on how to write clearly the moments that touched them, and how to write the truth from their own little secrets and suggestions and hopes for their parents. With such meticulous guidance, children have a clearer definition of the content of the letter. Many children have written themselves into tears. We also use the principle of geometric figures to fold letters with children. When parents found their children's letters under their pillows, they were equally excited beyond words. Of course, we also gave detailed guidance on the study of names. Children show the names of three generations through the network diagram. I am the origin of my name and the owner of it. Every child learns to discover, think and express in wonderful research.
As a project course, the unit compilation of Family Culture is designed by the way of "theme-inquiry-expression". This design allows learners to discuss topics together, collaborate and learn actively, and ensures that every learner can express and reflect on the experience of learning results. "Teachers, as senior researchers, support their dialogue from the side." (Zhong Qiquan) Therefore, teachers and students encourage, help and support each other in the whole research process.
As an "activity course" of diversified expression courses, "family culture" project research is an "experience unit" designed and organized as a module of learners' own experience activities, which is based on children's life experience and cultivated with the cooperation of teachers and students or by learners themselves. This kind of real learning is not only the demand of modern society, but also the demand of Danxia learners. It will also become the mainstream of curriculum development in the world. (Zhong Qiquan)
Drama education expression course
Drama education is by no means to let students work hard on performance skills, but to let students create reading in text learning, connect reading feelings with text characters, and present reading gains through expressions, body parts, language and dance. This is a comprehensive learning activity, an educational form that students are most interested in and willing to accept, and the best way to improve students' moral cognition and realize self-education.
Let drama illuminate every child, which is the theme of our drama festival. How to better carry out drama education research, we have made such a bold attempt and exploration.
1. Planning is the starting point of all teaching research.
The performance of the first drama festival was by no means achieved in the middle of our teaching, but the teaching goal determined after consulting with the head of the preparation class and all the Chinese teachers at the beginning of the semester. The "Sansheng Chinese" course in our school always adheres to the principle of letting students learn Chinese from life and learning Chinese from life, and realizes the improvement of students' Chinese subject quality with the help of two research projects: multi-latitude reading and diversified expression. The research of drama teaching combines reading and expression perfectly. With the help of the texts and books read by students, through the creation of scripts and participation in performances, learning can be combined with movement, association between individuals and groups, and integration of reading and expression, so that learning is no longer boring and monotonous.
Every grade is also painstaking in planning plays. The lower grades emphasize children's interests, and a large number of texts in the textbook are related to animals, which is a fairy tale. Therefore, when planning a drama, teachers should consider children's cognitive characteristics and develop drama content with the help of teaching materials. By the middle school stage, stories were emphasized, and reading teaching began to extend from textbook reading to whole book reading. Teachers actively recommend the internalized extracurricular reading class of world classic children's literature suitable for children, so that children can fall in love with reading and classics under the nourishment of classic children's literature; Senior three students attach importance to culture, and the masterpieces of ancient and modern China and foreign countries are the treasures that children use to cultivate their self-cultivation. The understanding and inheritance of culture makes children's reading thoughtful, warm and powerful.
With this kind of thinking, our drama planning will naturally follow. On the theme of "Animals in the Forest" in the first grade, each class independently chooses the small animals appearing in the text for drama creation; In the second grade, the theme is "Happy Fairy Tale Kingdom", and each class puts different classic fairy tales on the stage; Alice in Wonderland in the third grade and Charlotte's Web in the fourth grade are the reading presentations of the whole book. Read a book in each grade, choose several chapters in each class to create a script, and the content of a book is interpreted by one grade. Harry Potter in the fifth grade and Romance of the Three Kingdoms in the sixth grade introduced the reading of famous books into the classroom. Fans of Harry Potter and the Three Kingdoms, based on their own reading comprehension, create scripts in groups and select the most suitable plays for class performance for drama display.
These readings are all the teaching discussions we had at the beginning of the semester, and the planned teaching will be orderly. Teachers and students have become clear-minded people. Setting goals, learning from each other and helping each other all the way should be a harmonious and warm teaching project.
2. Long reading and expression make teaching and research comprehensive and three-dimensional.
The biggest feature of drama education is long-term participation. Long-term participation here is by no means a long-term rehearsal for performance, but through a period of extensive reading and learning, students can internalize their reading content into their own emotional identity, and through reading, dialogue, evaluation and discussion, participatory reading and in-depth reading can be realized.
For example, Harry Potter, which I read in the fifth grade, is a set of magic books that are popular all over the world. Children all over the world will be proud to be "Harry Potter fans" at the right age, so we introduce this set of books into the fifth grade Chinese curriculum. Since the beginning of school, every class has mobilized children to read Harry Potter. The charm of this set of books needs no reading instruction. We only tell the children that our classroom will become a magical classroom because of your reading (as it is). Children have such reading expectations when they start school, and all reading guides are mysterious. We use the method of "reading for 100 days" to print books on WeChat. Parents give their children a reading list and reading time every day. From the first 30 minutes of reading to the later 120 minutes of reading, children's reading obsession can be seen. In the feedback from parents, we have seen the reading situation: my child has never been so obsessed with reading a book as Harry Potter; Now children take Harry Potter with them everywhere, even at friends' parties. My children are crazy about Harry Potter and now they don't read any books. What should I do? I also read when my children read. No wonder children like it, and I like it very much. My child borrowed an English lesson "Harry Potter" from the teacher, but chose to copy it page by page because he didn't know it ... This evaluation shows that "Harry Potter is popular all over the world" is by no means grandiose.
The way we choose to read is to let children read completely freely. Because the magic of this book is to make children obsessed with freedom. If the fifth-grade children can be obsessed with reading, they will go all out in the future reading meeting. After all, this is the best start for children to experience continuous reading.
With this interest in reading, long-term reading not only ensures students' reading time, but also makes great efforts in the quality of reading thinking.
We will use the class time to let the children speak freely. Sometimes we choose wonderful fragments of the text to read and appreciate, sometimes we choose several main characters to evaluate, and sometimes the whole class plays a series of stories to let the students sort out the plot of the novel. After all, there are seven novels, and combing the plots from time to time is to clear the reading obstacles for students. Sometimes we also carry out activities for students to join the school of magic, so that students can analyze and choose in reading. What we seldom do is to let students take reading notes. Even if "no pen and ink, no reading" is an excellent reading habit, I will defend the children here. Take notes when you study, just like writing an article when you travel. I think many children don't want to study. The novel itself needs a lot of time to read for a long time, and reading should be an individual behavior, free and unconstrained. If the teacher asked the children to write notes to limit reading, how many children would read from it? Therefore, students' reading thinking will be more comprehensive and three-dimensional, changing mechanical writing into flexible speech, monotonous abstraction into diverse appreciation, and boring comments into pleasant activities.
3. Drama creation makes education return to its true nature, and everyone is the protagonist in education.
The ultimate goal of education is to realize people's self-growth. People here refer not only to students, but also to teachers. Teaching itself is a cool thing. In the dialogue between people, always try to be the best of yourself. Therefore, when we are still discussing the subject or dominant position, we might as well think about whether such discussions are based on mutual respect, trust and mutual needs. In fact, the protagonist of education is everyone involved-teachers and students. Achieving others is also lighting yourself up. The reason why I feel this way is because I am fully engaged in drama creation.
Thirty-six Chinese teachers and more than 2,000 students participated in the creation of the whole drama and experienced a wonderful life experience together. Determine the performance content, create scripts, role selection and pk, prop courseware making, full-time photography, clothing determination, etc. Each item was completed through negotiation. No one has the final say in this process, but more is how to become better. For example, when students in grade five or six create scripts, many children with creative desire freely combine and revise them repeatedly, forming more than 20 excellent scripts. Students are the protagonists in this process. They almost put the teacher aside and discussed with their classmates. They are real doers, and their hobbies make them stop thinking about what is difficult and what is impossible. When the script is conceived, they will sincerely listen to the teacher's opinions and make changes as needed. Respect and trust flow naturally here.
Let's talk about the choice of roles and pk first. The most attractive thing about drama education is that it can play a role. In children's eyes, the role has no size, even if it is a silent mushroom, children will be proud of it. Every class has an unwritten rule in drama creation: every child must choose a role, and if the role is repeated, pk is required. The children's world is wonderful. The more so, the higher the child's interest point. It doesn't seem to matter whether they can finally go on stage. It seems more interesting for several people to play a role at the same time. Therefore, a lot of our preparation time is spent on the role of pk. If the game fails, they will choose another role to participate in tomorrow's pk, and so on. If you all lose, join the prop group, courseware group, photography group, clothing group and so on. Therefore, full participation does not mean that everyone is on the stage, but that everyone is involved in the creative process of the drama. Now that I think about it, it should be these children who have been defeated repeatedly.
After talking about children, let's talk about teachers. In the process of drama creation, what is the protagonist of the teacher? 1. The first person to read should be the teacher. If the teacher doesn't read and doesn't know the content of the whole book, he will be moved and depressed because of his lack of self-confidence. Therefore, both Alice in Wonderland and Romance of the Three Kingdoms are must-read works that have been read many times. 2. Teachers should mobilize and coordinate the participation of all staff, pay attention to the participation of every child at any time, and ensure that no child is left behind in the process of drama creation. For example, although Harry Potter fascinates many children, it is undeniable that there will still be children who don't like watching it. What do we do? Teachers encourage children to read other books after understanding the situation, but in the process of drama creation, they can provide logistics services according to the needs of students, such as photography, props, extras and so on. Only when he is with his classmates are they not lonely. 3. Teachers should not be careless in discipline, safety, cooperation, choice and manners. Everything is ready for a performance, and teachers should pay more attention to drama creation from moral education. No wonder many teachers have this experience. It is obvious to all that organizing an activity will kill you for half your life. However, in this drama performance, we saw the other side of the teacher-willingness. "I hope there will be more such activities in the future and give children more opportunities. Children's learning is not only in the classroom and textbooks. " This is a teacher's impression after a drama performance. It can be seen that everyone is very satisfied and happy with each other's help and efforts.
The brand-new educational form has brought us a brand-new understanding of education, and we have the courage to do such research in drama education. There is no professional guidance, no ready-made experience, and no instructions from superiors. Only a group of teachers who love Chinese teaching have created such beauty and miracle with all primary school students. Teachers of other subjects leave messages after reading it: After many years, perhaps children in primary schools don't remember what they have learned, but such a large-scale drama performance will be remembered forever. Yes, as Einstein said: education is what remains after a person forgets everything he learned in school. It is through drama education that we have accomplished this educational mission.
We should keep the drama course, study hard and do it with our heart every year.
General introduction
In the construction and implementation of Chinese curriculum based on core literacy, every teacher is a developer and practitioner. Education needs ideals, and ideals are feelings. Teachers in China should be idealists, and study every step in a down-to-earth manner. In the course construction and classroom implementation, cultivate students' language, thinking, aesthetic and cultural character, and strive to realize teachers' professional growth.