The previous idea was only the understanding of school leaders and teachers. After more than half a year's practice and efforts, I found that principals and teachers also have their own difficulties, and the influence of society and parents is greater and more difficult to change. However, after a semester of hard work, some methods and breakthroughs have been found. The study and practice of this semester are summarized as follows:
2002165438+On 4 -5 February, 30 people at the 8th annual meeting of China Education Forum raised their fists again. Famous educators, entrepreneurs, and grass-roots education administrators have cross-border discussions, focusing on the "Great Education Reform in China" to discuss the great education reform in China.
Zhu Yongxin, What Should We Learn in the Age of Artificial Intelligence.
The practice of education is mainly related to teaching and learning. Teaching involves what to teach and how to teach, and learning involves what to learn and how to learn. The former refers to the contents of teaching materials and teaching methods, while the latter refers to the contents of courses and learning methods. This leads to a series of problems such as who will teach, who will learn, how to teach, how to learn, why to teach and why to learn. What to teach and learn, that is, courses and textbooks, are the basis and key issues of education. The richness and Excellence of learning content determines the richness and Excellence of life.
Professor Zhu Yongxin said that future students should learn new life courses for the length, width and height of life. In order to learn new knowledge courses, and for the insight of thinking, arts and sciences were divided prematurely, and he put forward the concepts of new science education and new humanities education. It also mentioned the new moral education curriculum. For the sustainable development of mankind, mock trials, mock CPPCC and the United Nations should cultivate students' spirit of cooperation and educational leadership.
The era of artificial intelligence has the characteristics of social informatization, ubiquitous resources, professional mobility, technical empowerment, lifelong learning and personalized education. Education pays more and more attention to people's individualized and diversified needs. Education is not completed at one time, and learning runs through life. A person may change careers many times in his life, and school is no longer the only place to acquire knowledge.
The fourth point mentioned by Professor Zhu Yongxin is the new fine arts curriculum. The creativity of the mind stems from the free play of children's nature, and pays attention to the cultivation of artistic appreciation and artistic feeling, artistic spirit, artistic thinking and artistic quality. Students should study special courses. In order to publicize their own personality, the characteristic courses of the new education experiment hope to take the characteristics of people and things as the starting point and run through life, intelligence, moral education, art and other courses to stimulate everyone's potential, so as to make a person a better person and a school, a classroom and a family a better school, classroom and a family.
Professor Zhu Yongxin said that to change learning, we should move from school to learning center (the change of educational space), from fixed academic system to flexible learning (the change of learning time gets rid of the misunderstanding of learning years), and from learning to learning (the change of evaluation standards gets rid of the misunderstanding of diplomas).
In fact, quality education has been advocated since 2003, but today it is becoming more and more biased, so that the state has to restrict or even prohibit off-campus training. Hard and fast rule: double reduction is implemented, but at present, many schools have moved the make-up lessons outside the school to the school.
Every class in our school only arranges a half-hour "sports activity" class when there is no physical education class on that day. The rest of the time in the classroom, every day 1 hour of homework time. When I discuss the goal and significance of double reduction in the communication with the leading teacher. They said that some parents here also said that they should study more after playing at school for a long time. ...
Of course, learning is still very rewarding.
We can't change the big environment, so let's start with what we can do.
For example, by studying the difficulty of home-school cooperation, I formed a team for students and a small "home", which achieved certain results.
First of all, group cooperative learning can highlight students' dominant position, cultivate the consciousness of active participation and stimulate students' creative potential.
Group cooperative learning is more conducive to students' independent thinking. The cooperative team is based on the voluntary combination of students, and then it is adjusted according to the huge difference in learning level between teams, so that each team can achieve a basic balance in the allocation of human resources. After learning the assignment, they will work together according to their respective abilities and expertise.
Secondly, group cooperative learning strengthens students' sense of responsibility for their own learning and their concern for their peers' learning progress.
In the traditional classroom, the teacher-student relationship is too rigid and the teaching atmosphere is too dull, which is easy for students to have unnecessary tension and excessive anxiety, which is not conducive to learning. In cooperative teaching, teachers usually shuttle between groups to listen (observe), guide, help or correct after assigning tasks. This kind of learning atmosphere is relaxed, lively and United, which is conducive to students successfully completing the tasks assigned by teachers, effective communication between teachers and students, mutual understanding, mutual help, mutual support and mutual encouragement among students, thus helping to establish their intimate and harmonious interpersonal relationships. Then cultivate cooperation ability and team spirit.
Third, group cooperative learning can provide students with a more relaxed and non-threatening environment, and students need not worry about making mistakes.
I am curious: since there are so many benefits, why did the group cooperation that was once vigorously promoted stop?
These years of study have made me feel that group cooperation is more suitable for students.
After going to a mountain school to communicate with boarding students last semester, I am now trying to apply team building to group cooperative learning.
It was a group activity at first, but it was ok once or twice. Later, I didn't want to do it, because some students hated other students and took part, or some students didn't want to take part, which would have some negative effects. Later, I thought of the needs of team building. That is to lead students to learn team building and communication among team members. Including the way the group leader leads the group and how to mobilize students who are not actively involved.
After more than two months of exploration, I have found some doorways: using tools, paying attention to everyone, and making full use of leading students (last time, one person didn't want to participate, and was automatically assigned as soon as he was grouped. I deliberately asked you not to attend? He said XX had to let him participate.
So sometimes students have more ways than teachers to fully mobilize the enthusiasm of students, which can not only reduce the burden on teachers, but also solve some difficult problems.
In addition, I also actively exchanged what I learned with some parents who agreed with the importance of "home-school co-construction", which also led some parents to embark on the road of learning family education. And has achieved certain results, and plans to use their examples to expand the influence next semester, and strive to suggest "home-school committees" in schools.