-The third issue of the Research Project of Lifelong Learning for All (Chapter 2)
At the beginning of June, the long-awaited "third phase" seminar for class teachers in China finally started. But I haven't studied for a long time, and my inner emptiness is self-evident. It is no exaggeration to describe confusion in panic. Time passed quietly, and the inner pallor and loneliness became more and more profound. I don't know what to look at and what to look at, as if I wanted to pick up the precious things that I accidentally lost, but I was so helpless and uneasy inside. Not long ago, I read "Re-imagine our future together: creating a new social contract for education", which I still don't quite understand. I accidentally read "Revealing the Growth History of Gemini in Shenzhen Education" these days, and a voice echoed in my ear: What kind of educational life do I want and what kind of future education do we want?
In the process of reading "Revealing the Growth History of Shenzhen Education Gemini", I sorted out the following information:
Common ground 1: Reading is regarded as an important thing in life.
Cheng Hongbing: When the material is scarce, the spirit cannot be impoverished. When you were young, you tried your best to change books. Students should be scholars from an early age, not problem solvers. Literary works can arouse children's yearning for the future world, arouse children's imagination and exploration spirit, and are still a great romantic spirit.
Guo Qijun: I started late, and I've been catching up, strolling in the university library and having a conversation with the classics. I started a journey of thinking about philosophy and life through reading. With the accumulation of life experience and teaching experience, he became more and more convinced that people should pursue freedom and happiness in life. Without happy teachers, there will be no happy students; Without happy students, there will be no happy education and future.
Common ground 2: Promoting teaching with innovative consciousness.
Cheng Hongbing: It is a "trick" to let students get high marks. He thinks that a good classroom should give students "active wisdom". This also reveals the national policy orientation of "double reduction", returning to the classroom and improving classroom efficiency; Pay attention to after class and improve the level of homework design. A good classroom can be divided into at least three levels: standardized classroom, efficient classroom and intelligent classroom. There are three degrees of "appropriateness" in "standardizing the classroom": appropriate goals, appropriate contents and appropriate methods. The proper teaching goal is to pay attention to students' behavior and create a classroom suitable for students' growth; Appropriate teaching content means that the teaching content must be scientific and correct; Appropriate teaching methods mean that teachers should be natural and decent in class, not artificial, and try to get closer to students. "Efficient classroom" has three degrees of "accuracy": accurate goal, accurate content and accurate method. Accurate teaching objectives, level requirements, quantitative concepts, quality requirements and time concepts; Teaching content should be accurate, teaching should be tailored to students and people-oriented; Whether the teaching method is accurate or not depends on the differences of each student. "Smart classroom" has three degrees of "more": higher level of thinking, wider scope of opening up and stronger cultural significance. A higher level of thinking is to put students in a situation where they must think, promote thinking and test thinking; The degree of openness is wider, that is, opening the classroom and opening students' thinking; Cultural significance is stronger, that is, in classroom teaching, teachers should have their own value judgments and values. Teachers should not pursue "lively lectures" in smart classrooms, but "listening to each other".
Guo Qijun: He not only helped students get through the "Ren Du Er pulse" of learning mathematics, but also brought the concept of "interdisciplinary learning" into the classroom 30 years ago. Thirty years ago, before the concept of "interdisciplinary learning" came into public view, he often used literary knowledge in mathematics teaching to add a romantic literary color to the abstract logical world. For example, one spring, Guo Qijun explained the cycle of exercise to students in class. Instead of giving a dry concept in a hurry, he slowly recited a poem by Cui Hu in the Tang Dynasty: "On this day last year, in this door, peach blossoms set each other off. People don't know where to go, and peach blossoms are still smiling in the spring breeze. " People flow, spring flowers remain the same, and philosophy of science is among them. Students have learned knowledge, realized life, and realized the "double cultivation" of subject knowledge and humanistic quality. He is a philosopher among math teachers, a writer among philosophers and a mathematician among writers. A good educator should do this: pass on the breath of life. Guo Qijun gave the students an open math class.
Common ground three: connecting future education with pioneering spirit.
Guo Qijun: Establishing "Think Tank" to Lead the Development of Regional Education. Liu Qingsheng, then secretary of Futian District Committee of Shenzhen, put forward that "the happiest education, the wisest education, affects the future education", but it touched, resonated and echoed in his heart. You know, Guo Qijun's educational proposition formed from his youth is to pursue freedom and happiness in life. Personal pursuit coincides with the regional mission, which is Guo Qijun's unparalleled luck and encouragement. Looking back on the past few decades, Guo Qijun summed up three stages of his career in one sentence: growing up in Nantong and cultivating cultural self-confidence; Mature in Nanjing, know how to educate people with culture; Achievements in Shenzhen, learned the reform and innovation.
Cheng Hongbing: Building a "Future" School to Refresh World Cognition. His reform in Mingde is obvious to all: "Shenzhen Mingde" has become the "forerunner" of curriculum reform and the first public school in China to implement the "principal responsibility system". On the basis of retaining the public nature, the school has full autonomy in running a school, and has explored a "third way" between public and private-Mingde model, including the comprehensive implementation of "shift system, course selection system and special needs system", which not only pays attention to the academic ability, but also pays attention to the improvement of comprehensive literacy; We should not only pay attention to the knowledge system, but also see the social system; Not only for the study of scores, but also for future study. "
Cheng Hongbing: Take students as the center, reconstruct the curriculum system, and strive to organically combine unified normative requirements with diversified classroom teaching. The first thing Cheng Hongbing did in Mingde was the curriculum reform. He designed a three-dimensional reform from three aspects: the reconstruction of course content, the reconstruction of subject teaching and the reconstruction of classroom model.
In the course content reconstruction, Cheng Hongbing led the teachers to do rainbow mathematics and rainbow reading, that is, to diversify and systematize the teaching content. Taking rainbow reading as an example, the school adopts a time-sharing, classified and layered reading organization model according to the differences of students. It is named rainbow reading because the reading content and organization are diverse and colorful, just like a rainbow. The basic idea of Mingde Rainbow Reading Plan is that reading must be student-oriented and let students read books that suit them. From a vertical perspective, according to the age characteristics of students' cognitive laws, set reading goals and provide reading materials; From a horizontal perspective, grasp the students' personality characteristics and formulate specific implementation plans.
In the reorganization of subject teaching, Mingde opened the "Mangrove Theme Course" in the first and second grades of primary school. Mingde Experimental School regroups the four subjects of Chinese, Mathematics, English and Ideology and Morality in Grade One and Grade Two, and classifies them by subject. In content selection, the course should focus on students' interests, needs and abilities.
In the reconstruction of classroom model, Cheng Hongbing thinks that the most essential feature of classroom is the free action of rules. The "model" of classroom teaching often refers to the "program construction" of classroom teaching, with emphasis on the "program steps" of classroom teaching. Cheng Hongbing's "model" of classroom teaching refers to "factor extraction" and "factor combination" of classroom teaching, which is a model group composed of a series of classroom teaching models. It was the difficulty and focus of Mingde's reform at that time to organically combine the two contradictions of unified normative requirements and diversified classroom teaching.
Of course, curriculum reform is only the tip of the iceberg of Mingde reform. Mingde experimental school first realized the change of system structure, from the internal circulation of education to the circulation of education and society, and from the homogeneous combination of educators to the heterogeneous combination of educators and business people. ...
Guo Qijun: Find a good principal, write a good principal and set an example. It is better to teach people to fish than to teach them to fish. As for how to realize the coordinated, high-quality and balanced development of regional education, Guo Qijun believes that training principals is one of the most important breakthrough points, because only when principals change can schools change. Create the cradle of excellent "future principals". Guo Qijun hopes to cultivate talents for the education reform in Futian, Shenzhen and even Greater Bay Area by improving the ability of principals to find and face practical problems in school development. Guo Qijun also pioneered the compilation of "Famous Principals" series by domestic educators. Most of these principals written by Guo Qijun are pioneers of education in China, which Guo Qijun called "China Education Brave" series.
Cheng Hongbing: Deconstruct the concept, redefine it, and build a "future school" with innovative and transformative genes. Combining his 40 years of knowledge accumulation, educational experience and thinking practice, Cheng Hongbing once again came out of the mountain and determined the school philosophy of Jinmao School: "Dialogue with the world and connect with the future." He wants to make every effort to build a "future school" with innovative and transformative genes. What he wants is to uphold the basic concept of open school, talk to the world and connect with the future, and build an educational space-time environment with the most humanistic spirit and futuristic feeling. As the founding president of Jinmao School, he first determined the core statement of Jinmao School: "Jinmao (in) China, a new student (in) the future." Linking "China" with "the world", "today" with "the future", "school" with "students", "ideal" with "mission" has produced great ideological tension. The so-called future school means that the school should build an open, interconnected, interoperable and intelligent world, as well as an open, inclusive, atmospheric and civilized cultural world. The motto of Jinmao School is: "Justice, seeking justice; Language, street. " The first half of the school motto is about ethics, which is the foundation and the underlying logic; The second half sentence is the externalization of action and practice.
Guo Qijun: Follow closely the New Deal, be realistic and pragmatic, and provide new ideas for regional teaching and research with rich educational wisdom. At the beginning of 2022, the sudden epidemic in Shenzhen made Shenzhen open online teaching again. "How to guide the online teaching work of schools in the whole district through top-level design to better improve quality and efficiency? How to better serve the healthy growth and quality improvement of students? How to make students enjoy colorful after-school life while reducing their burdens? " Guo Qijun immediately realized that the District Academy of Education should focus on "five educations", base itself on literacy orientation, highlight ability and conception, closely focus on the improvement of classroom quality under "double reduction", and guide schools to do a good job in online teaching. A large number of online education achievements and experiences of schools, departments, disciplines, principals and teachers in Futian District are displayed through the "teaching briefing", which not only improves the effectiveness of online teaching, exchanges online teaching experience in time, shares online teaching wisdom, but also builds online teaching models and promotes online teaching research.
Cheng Hongbing: In the future, the school will personally lead the "soldiers" and realize all-round innovation with a heterogeneous team of teachers. Jinmao School is not a traditional public school, but it is not a traditional international school. The school will realize all-round innovation and practice brand-new theoretical basis, proposition and practice in all aspects of education through all-round changes in educational concepts, curriculum system, teaching paradigm and school culture. In Cheng Hongbing's eyes, the real "future school" should give people a brand-new cognition at the ideological level, such as redefining the concepts of knowledge, learning, education and training objectives. Because this heterogeneous team has different cultural background, knowledge background, different thinking mode and different work experience, it will spark different sparks. What Cheng Hongbing needs is such a group of teachers who change the classroom model. He will take the teachers to grind the lessons repeatedly, and through constant running-in, let each teacher improve the overall classroom control ability and the concept is more advanced, thus creating the school teaching mode he designed and realizing the original vision.
Looking for the image of "future education" from two educational reformers seems to be closely related to reading, innovation, change, interdisciplinary learning and heterogeneous teachers. When we combine "Re-imagine our future together: create a new social contract for education", it seems that the image is clearer.
Looking forward to 2050, we should ask three fundamental questions about education: What should we continue at present? What should be discarded? What else needs creative transformation? Between the promise of the past and the uncertain future, such as: the earth is in danger, democratic governance has regressed in the past decade, digital technology has great potential for change, and creating people-oriented decent jobs has become a challenge. Some of the difficulties we face stem from our educational methods. The new social contract for education should enable us to think about learning and the relationship among students, teachers, knowledge and the world in different ways.
On the construction of innovative education: teaching methods should be organized around the principles of cooperation, collaboration and unity. It should cultivate students' intelligence, social communication ability and moral behavior ability, so that they can create the world together on the basis of empathy and compassion. Teaching evaluation should reflect the teaching objectives that can promote the effective growth and meaningful learning of all students.
Courses should focus on ecology, cross-cultural and interdisciplinary learning to help students acquire creative knowledge; At the same time, to cultivate their ability to criticize and apply knowledge, the content of the course must include understanding human beings from an ecological perspective and rebalancing our relationship with the earth. We should popularize scientific literacy, mathematical literacy and humanistic literacy, and cultivate the ability to distinguish between true and false. The contents, methods and policies of education should promote active civic awareness and democratic participation.
Cooperation and team spirit should be the characteristics of teachers' work. Reflection, research, creation and new teaching practice of knowledge should become an indispensable part of teaching. This means that teachers must be supported to enjoy autonomy and freedom, and they must fully participate in public debates and dialogues on the future of education.
Schools bear the responsibility of supporting tolerance, fairness and individual and collective health, and should be protected educational places. At the same time, schools should be re-planned to better promote the transformation of the world to a more just, equitable and sustainable future. A school should be a place where all kinds of people gather and let them experience challenges and possibilities that they can't get in touch with elsewhere. In order to encourage and promote individual cooperation, school buildings, space, time, courses and student groups should pay attention to planning and design. Digital technology should be aimed at supporting schools, not replacing them. Schools should become a model of protecting human rights, sustainable development and "carbon neutrality", thus shaping the future we yearn for.
We should enjoy and expand the opportunities of receiving education in different cultural and social life spaces. At all stages of life, people should really enjoy the opportunity of meaningful quality education. We should integrate all kinds of natural, artificial and virtual learning places and carefully explore the best potential of each place. The right to education should extend to life and cover the right to information, culture, science and connection.
What can I do to promote the new social contract of education? What can we do?
1. In terms of "paying attention to ecology, cross-cultural and interdisciplinary learning and helping students acquire creative knowledge", we should broaden our cognitive fields and learning horizons, take "ecological reconstruction", "cultural integration" and "subject integration" as the extension of school education with an open mind and a welcome attitude, and regard "everyone can learn, learn all the time, learn everywhere and learn everything"
2. In terms of "expanding the opportunities of receiving education in different cultural and social spaces", we should break through the barriers of family, school and society, make use of various natural, artificial and virtual learning places, and carefully explore the best potential of each place. Integrate educational resources, broaden educational channels, and build a three-dimensional interwoven model of building classes and educating people inside and outside classes, inside and outside schools, and online and offline. Through the educational ways and methods of "curriculum education, cultural education, practical education, activity education, management education and collaborative education", we will create a new pattern of "future education" with "full staff, whole process, all-round and three-dimensional"
3. In terms of "the teaching goal of effective growth and meaningful learning", with the implementation of the national "burden reduction" policy, students are faced with the problem of how to manage their spare time, parents are faced with the problem of how to conduct parenting education guidance, and schools are faced with the problem of how to effectively improve their quality and increase their efficiency. To answer the above three questions, the fundamental question is "What kind of learning is meaningful and valuable? What kind of growth is the growth that conforms to the laws of nature? What kind of education is the education that meets the needs of life and society? " Gradually clarify the new direction of "future growth" of "all for life, all for life, all for life".
4. In terms of "educational principles of cooperation and teamwork", the cooperation between teachers and students, students and students has been extended to home-school cooperation and community cooperation. With the continuous expansion of the field of study and life, students can communicate unilaterally and multilaterally with different objects on different occasions, learn rich and complex information from them, rebuild interpersonal relationships and cognitive structures, find problems, analyze problems and solve problems in new unknown fields, and improve themselves in uncertain environments. This may be a new vision of "future development".
To sum up, "Re-conceive our future together: create a new social contract for education" opens a window on the future of education, from which we can see the direction and possibility of "future education". As a grass-roots educator, we should construct our future education by means of "communication", "dialogue" and "imagination", and carry out practical research by means of participating in reform, so as to promote the life growth of students and the future development of society.