Introduction: The introduction of classroom learning community teaching mode into the public courses of education subjects in normal universities has greatly enhanced students' subjectivity, initiative and participation. Classroom learning community? The construction of teaching mode, welcome to read!
The new round of basic curriculum teaching reform is in full swing, which requires changing the current situation that the curriculum pays too much attention to knowledge transmission and the curriculum implementation pays too much attention to learning, which undoubtedly poses new challenges to primary and secondary school teachers. Teachers' colleges, which take the training of primary and secondary school teachers as their responsibility, must also make corresponding changes. First of all, the talents they cultivate should have a proactive learning attitude, learn to learn, be willing to explore, be diligent in hands-on, and have the ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Secondly, the talents they cultivate should have a strong sense of normal education, be familiar with the laws of education and teaching and the laws of individual physical and mental development, and have good educational and teaching practice ability and stable psychological quality. It is an attempt to cultivate such excellent primary and secondary school teachers to study the construction of classroom learning community model of public courses (including public pedagogy and public psychology courses) in normal universities.
Definition of classroom learning community
The word community was first put forward by German scholar Tonnis. At the beginning of the 20th century, it was translated into English by American sociologists and soon became a fashionable concept in American sociology. Tonnis thinks that communities are people or groups with common history, common characteristics, common interests and common interests, and puts forward three kinds of communities: blood community, geographical community and spiritual community. Among them, spiritual community refers to a spiritual community, whose members are bound by a spiritual bond, work hard for the common cause, and have the nature of mind [1]. The concept of spiritual community is closer to the connotation of community studied by scholars at present. With the prevalence of community research, scholars began to try to introduce the concept of community into education. The study of learning community in the field of education can be traced back to Dewey's view that school is social education is life. 1995, Boier, the president of Carnegie Foundation for Education Promotion, used the concept of learning community for the first time in his book "Basic Schools: Learning Community". He believed that learning community is an organization where all people learn together towards a common vision because of a common mission, and members of the community share their interest in learning, seek a journey of knowledge and understand the way the world works together [2].
At present, the research on the connotation of learning community in China is diversified. China scholar Zhang Jianwei's definition of learning community is widely quoted. In his view, learning community refers to a group composed of learners and learners (including teachers, experts, tutors and peers). They often communicate with each other in the process of learning, share various learning resources, and jointly complete learning tasks, thus forming interpersonal relationships that influence and promote each other among members [3]. Of course, in addition to deepening the theoretical research of learning community, scholars have also studied and excavated the basic theory of learning community from the perspectives of social construction, learning practice, epistemology, post-modern philosophy and ecological philosophy. In addition, scholars such as Zhong Qiquan, Lu Wang and Shi Changjiang also promoted the diversification of practical forms of learning communities, such as classroom learning communities, online learning communities, school learning communities and professional learning communities.
This paper focuses on the study of classroom learning community, so combining the reasonable components of existing concepts, it defines classroom learning community as a basic learning organization. In the classroom learning community, community organizers (including teachers, teaching assistants, seniors, etc. ) Guide and help the members of the community to learn independently, actively participate in and actively explore, and exchange, cooperate, share and criticize each other around the common learning goals and common beliefs, so as to achieve members and members, members and members.
Secondly, the significance of introducing the classroom learning community teaching model into the public curriculum of education in normal universities.
(A) help to optimize teaching methods and cultivate students' awareness of autonomous learning.
The introduction of classroom learning community teaching mode in public courses of higher education is helpful to change teachers' traditional teaching mode, cultivate students' autonomous learning consciousness and ability, give full play to students' subjective initiative and improve learning efficiency. First of all, the classroom learning community highlights the students' dominant position. The classroom in university should not be a solid-state teaching in which teachers talk and students listen. The introduction of classroom learning community model has transformed the subject-object relationship between teachers and students into the relationship between subject and subject. By highlighting students' dominant position and emphasizing students' common exploration, mutual cooperation, information sharing, emotional resonance and inspiration, students' cognition of learning can be changed, so that students are willing to learn and learn spontaneously. Secondly, classroom learning community strengthens students' participation in learning. Manabu Sato pointed out that the responsibility of teachers is not to give good lessons, but to help each student realize the right to study. In the classroom learning community, teachers and students actively talk, communicate, cooperate, explore and share, and jointly complete learning tasks, which strengthens students' participation in learning, in completing learning tasks, in thinking and solving problems, and then completes the assimilation and adaptation of knowledge in the alternating process of output, input and feedback, and obtains their own development. Finally, the classroom learning community emphasizes autonomous learning. We often say that teaching without learning, learning without teaching, teaching is an artificial and organized design, learning can happen naturally under certain conditions, and teaching is just one of many conditions for learning. The design of classroom learning community is not to make the teaching design the most exquisite and perfect, but to take into account the spontaneous mechanism of learning itself, create conditions for spontaneous learning while teachers teach, and highlight the role of students' independent learning, inquiry and thinking.
(B) is conducive to improving students' comprehensive ability and strengthening classroom management.
The introduction of classroom learning community teaching mode into the public courses of education in normal universities greatly enhances students' subjectivity, initiative and participation, which is helpful to improve students' comprehensive ability and strengthen classroom management. First of all, in the classroom learning community, learners can explore independently, study independently, cooperate and talk with others, express their thoughts in public, absorb and share in listening, cooperate with each other, and seek consensus when differences arise, which will not only help to update their knowledge system, but also help to cultivate their language expression ability, thinking logic ability, and develop good psychological quality and personality cultivation. These are the basic abilities and requirements for teaching in the future. Secondly, classroom learning community helps to strengthen classroom management. Each classroom learning community can be divided into more than a dozen learning groups according to the number of students. Every group member is an equal subject, unique and valuable, and should make efforts for the group and themselves, which will make members study the course more seriously, think more diligently and feel like heroes. At the same time, there is competition among learning groups, and the introduction of competition mechanism will strengthen the cohesion and sense of responsibility among group members. Just like a band ensemble, everyone needs to concentrate and coordinate in order to play a beautiful movement together. In addition, each study group has a leader, who is responsible for managing the attendance and classroom activities of members, and is responsible for understanding the interests and specialties of members, giving appropriate learning tasks and promoting the full play of the talents of group members, which will inevitably strengthen the learning autonomy of members and strive to maintain a good classroom atmosphere.
(two) is conducive to the reform of the traditional assessment methods, and promote the fairness and justice of the assessment.
Classroom learning community activities emphasize process evaluation and comprehensive ability evaluation, which is a dynamic, comprehensive and controllable evaluation method. First of all, evaluation runs through the whole learning activity, which is different from the static evaluation method that only focuses on results and scores. Pay attention to the observation of students' usual performance, tap the advantages of students' ability and grasp the development trend of students. It is objective and fair based on students' academic records. Secondly, evaluation is a process of comprehensive analysis and evaluation. It not only attaches importance to the examination of examination papers, but also attaches importance to the examination of practical ability, not only attaches importance to the mastery of students' basic knowledge, but also attaches importance to the display of students' comprehensive ability. There are both vertical and horizontal comparisons. The stronger the students' comprehensive ability, the more efforts they make and the higher their academic performance. Finally, evaluation is a well-designed controllable process. Teachers carefully design evaluation indicators, and the leaders of clubs record the members' learning performance in detail, which is scientific and targeted for evaluation and is an effective constraint for every learner. Compared with the closed-book examination which lacks practical operation, the examination results can better reflect students' practical ability and effectively promote the fairness and justice of the examination results.
Thirdly, the construction of classroom learning community model of public education courses in normal universities.
At present, scholars have not put forward a scientific and feasible teaching reform plan for public education courses. This study focuses on the construction of this kind of public class classroom learning community teaching mode, emphasizing its guidance and practicality. Classroom learning community teaching mode means that teachers and students form a large learning community in classroom learning of each course. Teachers introduce the core content of the course to students around the specific teaching objectives and contents, and carefully design a number of theme activities (in the form of cases, sitcoms, new research results, comments from an authority/expert, a chapter in the textbook, etc. ) to guide each study group (or small learning community) to focus on the theme activities. Specific operation steps and precautions are as follows.
(A) the basic preparation for the construction of classroom learning community of public education courses in normal universities
1 Divide study groups
Learning group is the basic carrier and important form of classroom learning community. We plan to take the form of heterogeneous grouping and stratification within the group, and cooperate with 5 ~ 6 people in one class. Due to the large number of public classes and the long rows of desks and chairs of students in the ladder classroom, it is difficult to change the order. Group activities can be arranged before and after 5 ~ 6 people. Each group takes the class committee and student union cadres as the core members or group leaders, and independently sets up its own study group as required. At the same time, teachers arrange 2 ~ 3 senior students as teaching assistants in each class to solve learning problems for the group, supervise the whole process of group cooperation, assist teachers in their work, and complete community activities through consultation.
2 Training teaching assistants and team leaders
Teaching assistants are an important supporting force to help teachers complete teaching tasks, while group leaders are the core force of group cooperative learning and the leaders and organizers of group activities. The quality of teaching assistants and group leaders determines the success or failure of community learning to a certain extent. Therefore, training teaching assistants and team leaders is an important task of this course. The training content is mainly to clarify the responsibilities of teaching assistants and group leaders, and to formulate the norms, requirements and precautions for community learning. Teaching assistant training should run through the whole course. Before each class, teachers should consult teaching assistants about the learning content, teaching objectives and activity themes of the course to remind them to make good preparations before class. After each class, teaching assistants should give feedback to teachers and put forward suggestions for improvement. Team leader training is mainly carried out before the class starts, and then the teaching assistants mainly complete the training tasks, including negotiating learning objectives and summarizing evaluation activities. When necessary, the teacher will call the team leader for key training to ensure the quality of learning and the smooth completion of teaching tasks.
(2) The implementation process of the community teaching mode of public courses in normal universities.
The construction and implementation of classroom learning community mainly includes establishing goals, defining division of labor, independent inquiry, cooperative inquiry, listening and sharing, and summarizing and evaluating.
1 Set goals
Setting goals is the primary task of classroom community activities, which should be based on subject characteristics, teaching materials, chapter teaching requirements and students' professional characteristics. Each learning activity should have specific learning objectives, which should be formulated by teachers, teaching assistants and group leaders through consultation before class, and ensure that the learning contents and learning objectives of the course are distributed to each group in advance.
2. Clear division of labor, independent exploration
Teachers should set up theme activities according to the specific requirements of learning objectives, and each group should arrange the specific division of labor in the process of activities to ensure that each group and member clearly define their learning tasks and complete them on time and with good quality. This requires each member to actively collect information before class, consult relevant knowledge and reference materials online, read and think carefully in class, study independently, explore independently and criticize independently, so as to sort out, summarize and complete their learning tasks and improve their ability of independent research.
3 Cooperation, exploration, exhibition and communication
After the independent exploration, each group should carry out cooperative discussion activities, and each member should exchange and discuss the achievements, feelings and problems of independent exploration in the group to form a group study report. After the communication within each group, an inter-group communication report needs to be made. Each group can display the group study report by reading aloud, explaining, asking questions, role-playing, sketching, courseware demonstration and other ways, so as to achieve the goal of all teachers and students learning together.
4 Listen and share
When the group reports, other group members should listen carefully, feel the experience and record their thoughts in time. After the group report, other groups can ask questions and supplement. In addition, there should be dialogues and exchanges between groups and members, asking questions, arguing with each other, supplementing each other and improving each other, so as to update their knowledge system and improve their abilities.
5 summary evaluation
After chapter learning, teachers need to summarize, refine, sort out and summarize all kinds of achievements around the learning objectives, and revise and partially supplement unreasonable contents in order to complete the teaching task. Teachers and teaching assistants should also summarize and give feedback on the whole learning process, the learning situation of each group, the display effect, the exchange and discussion, praise those who have performed well, and put forward suggestions for further improvement on the existing problems. Therefore, the finishing touch at this stage is particularly important.
(three) notice on the implementation of classroom learning community teaching mode in public pedagogy courses in normal universities.
1 Design warm-up activities to enliven the classroom atmosphere.
After the classroom learning community is built, a warm-up game (such as taking a bus, grabbing fingers, comparing watermelons, passing numbers, etc. ) it is usually done after each class, and teachers and teaching assistants need to design it in advance. These games often help to stimulate students' interest in learning, enhance learners' sense of belonging and collectivity, create a relaxed and pleasant atmosphere, build a good platform for members of the community to exchange ideas in class, and improve teaching efficiency. In addition, if the learning task is not completed in the classroom, the activities of the classroom learning community need to continue outside the classroom, and the key to the effect depends on whether the classroom learning community has formed a strong cohesion and consciousness.
2 Reduce theoretical teaching hours and increase community practice hours.
Classroom learning community emphasizes participation, communication, exploration and sharing. Teachers should reduce the teaching time of content to less than 30% ~ 50% of the total class hours and increase the activity time of learning community. Learning community activities can run through the teaching of each class or just each chapter. This puts higher demands on teachers. First, teachers should have strategies in teaching, break the inherent system of teaching materials, enhance the theory, have deep and wide teaching content, and change the teaching content in combination with teaching majors to make teaching more targeted; Second, teachers can update their knowledge system in time, and summarize students' achievements incisively and make the finishing point, so as to draw lessons from students' teaching.
3 Carefully design the theme activities of the classroom learning community
First of all, we should choose some open, key, complex and challenging tasks based on Vygotsky's theory of the zone of proximal development and combined with educational practice. For example, in the overview of pedagogy, we can combine the concept of education to discuss the view that education should not be lost at the starting line and education is a marathon. For another example, in the chapter of mental memory, the difference between implicit memory and explicit memory can be discussed as a theme activity. Secondly, it is best to design the theme activities of learning societies according to the characteristics of each major. For example, English majors can form a small theme of how to remember English words quickly and well. Finally, the formulation of theme activities in learning community should follow the principle of big theme with small theme, that is, divide a big theme into several different small themes, and each small theme is set around the theme and is an integral part of the theme, so as to avoid repetition in the exploration stage as much as possible. For example, after discussing the laws of education with students, we can set the relationship between education and society. The relationship between education and people is two laws of education. Pan Maoyuan, a professor at Xiamen University, divided laws into internal laws and external laws, whether the relationship between education and social development is the external relationship of education, and whether the relationship between education and human development is the internal relationship of education, etc., for each group to choose and discuss. This kind of learning task not only helps to improve learners' enthusiasm for inquiry and learning, but also ensures that students can broaden their knowledge horizons, improve their wisdom level and increase the gold content of their learning results within limited classroom time.
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