1, change the view of curriculum knowledge
Knowledge, like truth, lies in exploring and revealing the world, not covering it up. The essence of curriculum knowledge is to help students explore and reveal the world, so as to constantly generate and develop their own thoughts or understandings. Curriculum knowledge should be reconstructed based on the requirements of core literacy.
First of all, the course content is not composed of scattered "knowledge points" or isolated facts, but of core concepts. Every subject should follow the principle of "fewer but better", choose the most valuable subject knowledge, and move from scattered "knowledge points" to internally related subject core concepts. The core concept of discipline is the most critical concept, principle, thought and attitude of discipline that embodies the essential characteristics and educational value of discipline.
Secondly, topic inquiry and practice are an integral part of the course content. The so-called "subject inquiry and practice" refers to the typical inquiry methods and practices of subject experts (humanities scientists, social scientists, natural scientists, engineers, etc.). ) to explore the world, solve problems and create subject knowledge.
The personal knowledge of teachers and students is an organic part of the course content. The transformation of subject content into subject teaching knowledge is based on teachers' personal knowledge. It is based on their personal knowledge that students explore the concept of discipline and develop their core literacy. The process of dialogue and interaction between students' personal knowledge and subject knowledge is the generation process of students' core literacy.
2. Turn the process of knowledge creation into a process of teaching and learning.
At present, if the classroom teaching reform in China does not turn teaching into real knowledge creation, and the new teaching methods with "problem-solving teaching" and "collaborative teaching" as the core become the main body of classroom teaching in China, it will be difficult to develop students' core literacy.
3. Turn the advantages of "double basics" into the advantages of core literacy.
The "double basics" level of China students is not a defect in itself, but a fatal defect is to realize "double basics" at the expense of core literacy development by depriving students of their individual freedom and creativity.
To transform the "double-base" advantage of China's basic education into the advantage of core literacy, we need to fundamentally change education: develop students' core literacy by letting them experience real exploration, creation, cooperation and problem solving; In this process, all the basic knowledge and skills become the objects and tools for students to explore, with the aim of generating students' own thoughts and understanding.