First, innovative teaching and practical ability mechanism
Practical activities are of decisive significance to human development, but not all activities are of value and development significance to students. So how do practical activities play a role in the development of students? What kind of activities are most valuable for students' development and quality generation? In order to achieve the goal of promoting development through activities, activity teaching must first investigate and analyze various internal and external factors that affect people's development, understand the occurrence mechanism of activity teaching, and thus establish effective teaching strategies.
The influence of practical activities on human development depends on the following variables: activity subject factor and activity object factor. Specifically, subjective factors include the level of the subject's physical and mental development, the degree of the subject's independent participation in activities, and the subject's sense of self-efficacy. The factors of activity object include the appropriateness of activity goal, whether the activity is effective, the choice of activity mode, the determination of activity object and scope, the provision of activity conditions and so on. These factors interact and jointly affect the development process of students.
Second, the concept of practical activities
1. Adhere to the guiding ideology of "promoting development through activities"
The concept of "promoting development through practical activities" is the theoretical basis and practical breakthrough point of activity teaching and the soul of activity teaching. It attaches importance to the unique value of activities, emphasizes the role of activities in human development, and advocates that activities are the only way to achieve development. Human development is realized in the interaction between the subject and the external environment, and the intermediary of this interaction is the activity of the subject, and it is the active activity of the subject that promotes the development of the subject. As far as students' development is concerned, students' subjective activities are the basis of students' cognitive, emotional and behavioral development. No matter the development of students' thinking and wisdom, or the formation of students' emotions, attitudes and values, it must be realized through students' conscious participation and dedication. Only activities can provide the best way and means for students' development; Only activities can realize the transformation from various potential development possibilities to the certainty of realistic development, and development can only be realized in a series of activities. Therefore, the key to education and teaching is to create students' real activities, so that students can take activities as the main body, complete the two-way construction of learning objects and self in activities, and finally realize active development. 2. Highlight the methodology system of learner-centered, active learning and subject practice.
2. Activity teaching attaches importance to the unique value of activities in development, and is bound to pay attention to learners' "learning" activities. Activity teaching believes that students' learning process is the active exploration of learning objects by learning subjects. The process of continuous innovation, so as to constantly discover the new quality of the object, constantly improve the existing knowledge and experience, and build their own cognitive structure, rather than the process of accepting the conclusion of ready-made knowledge through listening and watching. Therefore, the educational value of active learning and subjective practice is particularly emphasized, and students' subjective status is fully exerted. Through students' personal activities and practice, passive learning is changed into active and innovative learning, and learning becomes students' independent activities. This active learning mode is mainly manifested in students' active exploration, discovery and solution of learning problems, including inquiry learning, problem-solving learning, communicative learning, cooperative learning, experiential learning and meaningful acceptance learning. It is realized and completed by learners' active operation, personal experience, exploration, processing, transformation and creation of learning objects. In short, this learning process not only emphasizes thinking with the brain, but also emphasizes hands-on operation, personal experience, multi-sensory participation and the input of various psychological abilities. In active learning, learning by doing, active learning and creative learning.
Thirdly, the practical effect of activity teaching.
Activity teaching, whether as the embodiment of educational ideas or as a specific teaching form, will inevitably change the teaching practice in classroom teaching. Different teaching methods make students' main body reflect different degrees of independent participation, be in different learning and activity States, and produce different emotional experiences. Therefore, investigating students' activities and activities in classroom life is an important and effective indicator to distinguish activity teaching from other teaching. Accordingly, the classroom effect of activity teaching can be described by the following comparison.
Teaching at the memory level-students are in a passive state. Students receive and memorize a lot of knowledge through listening, watching and thinking, and are in a passive position, lacking opportunities for active participation and hands-on. The teaching atmosphere is lifeless, and students are prone to experience negative emotions such as anxiety, boredom, disgust and indifference.
The adaptive level of teaching-students are in a conscious adaptive state. Although there is active thinking participation from time to time, this kind of thinking is controlled and contained by teachers, and it is only the reproduction and confirmation of teachers' thinking. Teachers are enslaved by their own teaching plans and ideas and can't let go of the originality of students' thinking. Students' emotional experience is sometimes full of passion and desire, and sometimes it seems cold and indifferent.
The innovative level of teaching-students are in the state of active creation. Teachers show great creativity and are no longer influenced by pre-designed teaching plans. For unexpected problems and emergencies beyond the scope of preparing lessons, they can take advantage of the situation and lead the teaching to a deeper level. Teachers give students a space to think by creating suitable objective activity situations, and students are always exploring independently without limiting their thinking to the set teaching plan framework. Actively build their own cognitive structure, develop the state of creative thinking ability, and show positive emotional experiences such as enthusiasm, activity, enthusiasm and concern.
Activity teaching pursues innovative teaching.
Fourthly, the implementation measures of innovative educational practice activities.
Experimental goal
1. Teaching practice objectives
(1) Get rid of the teacher-centered education concept and establish a learner-centered education under the guidance of educational democratization. The teaching process of combining students' autonomous learning with teachers' effective guidance. The traditional authoritative relationship between teachers and students gave way to equality. Students' personality and rights are fully protected by mutual respect and mutual responsibility.
(2) Change the educational concept based on knowledge, and establish the educational thought with human development as the goal. Pay attention to students' personal experience and life experience, and widely use inquiry learning in teaching. Experiential learning and other activities can meet the development needs of students in many ways.
2. Theoretical research objectives
(1) Discuss the general theory of activity teaching, including the ideological origin and methodology of activity teaching. The relationship between activity teaching and students' quality development. The connotation, types, characteristics and functions of activity teaching.
(2) Explore the operating principles and teaching strategies of activity teaching, including the basic methods and requirements for designing, organizing and implementing various activities in different disciplines.
In the teaching of practical activities, we should not only grasp the main practical activities of students, but also examine the significance of the activities themselves, that is, what kind of activities students actively participate in, which must be of educational and learning significance to students, that is, it must promote their development. Therefore, those activities with high student participation and great significance in education and learning are the living labor pursued by activity teaching.
The following measures can be taken to improve the intrinsic value of practical activities:
(1) Locate the activity level of students' recent development area.
Only when the activity level is located in the area where students are forming, just maturing and just developing (that is, the nearest development area advocated by Vygotsky) can it have educational value.
Therefore, when designing students' main practice activities, teachers need to deeply understand students' current development level and make accurate judgments on students' recent development fields.
2) Ask students challenging and enlightening questions.
The motive force of students' development is internal contradictions and conflicts. If the questions raised in activity teaching are not novel and challenging, and can not effectively stimulate students' thinking, it is impossible to arouse students' interest and curiosity, and it is impossible to trigger students' real learning activities. Therefore, when designing students' main practice activities, teachers need to make great efforts to study how to ask questions and what kind of questions to ask, keep the learning activities appropriately difficult, and constantly point out the controversial parts of the discussion to students, so as to stimulate students' creativity and cultivate students' learning ability.
3, the use of existing resources to adjust, supplement and transform existing courses and teaching materials.
At present, the textbooks used in primary and secondary schools in China are compiled to meet the general requirements of the vast areas of the country, which is far from the needs of activity teaching experiments. This contradiction will inevitably affect the experiment. The teaching materials of activity teaching should be non-disciplinary, characterized by the two-way expansion of science education and humanities education, and present and synthesize various development goals such as cognition, emotion and behavior in the form of activities.
Activity course is an important part of activity teaching structure. Activity classes in activity teaching practice will be conducted in the form of comprehensive activity classes, which will promote the development of students from different angles of subject activity teaching. The comprehensive activity class focuses on interdisciplinary theme learning, which promotes students to form the ability of comprehensive application of knowledge and coordinated development of all aspects of quality. It will highlight students' social learning and experiential learning, organically integrate with subject teaching content, and become an important field of activity teaching research.
4. Create a new teaching environment suitable for students' active participation and learning.
In order to make students become active subjects in the teaching process, it is necessary to create a certain environment and atmosphere for activity teaching.
We believe that feeling respect, understanding and enjoying rights should be the main characteristics of the humanistic environment of activity teaching. This environment needs to be built from the following aspects.
(1) Establish a new teaching system
The school's teaching system is the sum of teaching rules, norms, codes of conduct and organizational structure, and it is the reflection of the institutionalization of school-running guiding ideology and teaching concept. In the experimental process of activity teaching, it is necessary to re-examine the teaching system of the school. For example, the relevant classroom regulations that restrict students' autonomy should be revised; Reform the unified requirement of restraining students' personality development; Improve the management methods that are not conducive to the formation of students' healthy psychology. Schools must have corresponding systems to ensure that students have the opportunity to reflect their opinions and safeguard their legitimate rights.
(2) form equal interpersonal relationships
In activity teaching, the relationship between teachers and students should fully reflect equality and harmony. Teachers are the guides and promoters of activities and the collaborators of students' learning activities. Every student should feel the teacher's respect for his dignity, rights, inspiration and enthusiasm. With the advent of the information age, students are exposed to a lot of information through the media, which often exceeds teachers' knowledge reserves to some extent and puts forward questions that teachers can't answer. Teachers should regard teaching activities as a process of constantly facing new problems, a process of expanding knowledge and a process of learning together with students. We should consult materials and seek answers with students in a completely equal attitude. Similarly, to cultivate students' autonomous learning ability and innovative ability, teachers should first cultivate their own autonomous learning ability and inquiry ability, and truly realize teaching and learning in the classroom.
(3) Purify the language environment
The important means of school education is language, which can not only inspire students to make progress, but also destroy their self-confidence and dignity. Activity teaching requires that teachers' language must conform to the norms in teaching, and it is forbidden to use any language that harms students' self-esteem and personality. Words that are not conducive to students' autonomous learning activities advocate the use of mathematical terms that embody democracy, equality, care and friendship.
5. Implement teaching evaluation with the goal of promoting students' development.
The educational thought of "promoting development through activities" requires that the teaching evaluation of activity teaching should incorporate new ideas and methods and open up new ideas.
(1) Establish a new concept of serving the development of students.
For a long time, people have regarded teaching evaluation as a pure "objectivity" of teaching results. "Fair" description, so focus on the improvement of measurement technology and the establishment of evaluation standards. This cognitive limitation has caused many problems, such as over-reliance on quantification and neglect of qualitative evaluation, which makes teachers in an authoritative position in evaluation, while students are in a passive evaluation state. Evaluation can not effectively promote teaching and often dampen students' enthusiasm for learning. The solution of the above problems needs to form a comprehensive understanding of teaching evaluation activities. We think it is very important to establish a new evaluation concept that serves the development of students. The main idea of this concept is:
① Take evaluation as a part of teaching activities.
Evaluation is not an activity of passively measuring and describing teaching results, but should actively promote the teaching process and educate students. An important means to deepen the understanding of the actual teaching process and improve the teaching work. Therefore, teaching evaluation should pay attention to the teaching process, so that evaluation is no longer a frightening "paper" in the eyes of students, nor is it a "supervised labor" under the harsh eyes of teachers, but a process of students' activities, learning and correct understanding of themselves, and a process of improving understanding between teachers and students. The process of reflecting on teaching experience together, forming a consensus on teaching strategies and effects, and jointly seeking the direction of improvement.
② Let students become the main body of evaluation.
We must change the teacher-centered tendency in traditional teaching evaluation, so that evaluation can promote the formation of students' subjective consciousness. The improvement of autonomous learning ability leads to the self-improvement of the system. Make students learn to take the initiative to be responsible for their own learning in the evaluation, and make positive efforts to improve their learning. Therefore, teaching evaluation should be a process in which students participate extensively. We should attach importance to students' self-evaluation and evaluate students individually. We should not only pay attention to what knowledge they have learned, but also pay attention to their ability and methods of acquiring knowledge.
③ Pay attention to the diversity of educational value.
As a student's development goal, the structure of each content is different, the generation mechanism is different, and the results are different, so it can't be evaluated by a single test paper method. Because of different values and different perspectives, people will draw different conclusions about a certain teaching process or a certain behavior of students. Therefore, teaching evaluation aimed at promoting students' development advocates adopting different evaluation methods for different teaching objectives, combining quantitative and qualitative methods, teachers evaluating students, students' self-evaluation, mutual evaluation, students' evaluation of teachers and teachers' self-evaluation.
(2) Determine the evaluation content from the perspective of development.
The goal of activity teaching is to promote students' development, so we should have new thoughts on the content of evaluation. In our opinion, from the perspective of evaluation object, teaching evaluation should include classroom teaching evaluation. Judging from the evaluation function, teacher evaluation and student evaluation should include formative evaluation and summative evaluation. All kinds of evaluation have different emphases and operation methods, but the content should reflect the all-round development of students' quality and answer the most urgent questions in teaching and the "questions" put forward by activity teaching experiments. In this respect, we don't pursue everything, but try to grasp the core quality of students as a complete person and the main purpose of the experiment.
① The main contents of student evaluation
It mainly includes: a. Basic attitudes and methods of learning; B. basic learning ability; C has reached the level of cognitive, emotional and behavioral development. Among them, we should pay attention to autonomy, creativity, interest and motivation. Comprehension, language expression ability, activity skills, cooperation spirit, thinking quality and so on. The evaluation should also consider the following contents: performance in group activities, hobbies, personality characteristics, physical development and aspects that need special guidance.
② The main content of teacher evaluation.
The ability to design activities, the ability to guide activities, the ability to control the classroom, the attitude towards students, and the mental state in the teaching process.
③ The main contents of classroom teaching evaluation
The degree of students' participation, the setting of teaching objectives, the choice of teaching content, the adoption of activities, the actual situation of activities (such as classroom atmosphere, the use of time and space, the grasp of rhythm, the use of learning AIDS), the actual effect of activities (the embodiment of significance and value) and the behavior of teachers.
(3) Adopting diversified evaluation methods.
We actively advocate that experimental schools create their own evaluation methods according to the actual situation of their own schools. In the evaluation, we should pay attention to making a good evaluation plan and focus on solving the problems of data collection and analysis. Actively adopt qualitative evaluation methods such as students' self-report (questionnaire survey, evaluation and peer evaluation) and action observation (classroom language analysis, anecdote recording and role playing). It is necessary to make arrangements for on-site observation, and fully discuss and analyze the observed phenomena and the significance of collected data. We should carry forward the spirit of democratic evaluation. Eliminate the privilege of teachers in evaluation, and carefully study the presentation of evaluation reports and the feelings they will bring to students.
The teaching experiment of innovative education practice activities is an exploratory experiment, and we must always adhere to the close combination of theory and practice. Promote each other and develop together. We emphasize the leading role of theory, but we also attach great importance to all kinds of problems raised in the reform practice and the creation from front-line experimental teachers. Let's carry out and deepen the experiment under the joint promotion of theory and practice, so as to make new progress in the experiment.