First, the premise of the transformation of core literacy teaching

Students' core literacy must pay attention to these six issues:

1. Construct, study and improve the core literacy of principals and teachers;

2. Make a systematic study of regions, schools and study sections, and make clear which of the 18 points of the six qualities are well implemented, which are the qualities that students lack most and which are the most challenging qualities for schools to implement, and then make strategic layout and planning;

3. Explore the school-based expression and implementation of core literacy;

4. Correctly handle the relationship, expansion and renewal between the educational concept, school culture, school spirit, school-running concept and core literacy school-based curriculum framework system;

5. Study and implement the transformation of core literacy teaching, and firmly grasp the core literacy of the main battlefield.

6. The revision of curriculum standards, teaching materials and evaluation standards is the baton of core literacy.

Second, the macro strategy of core literacy teaching transformation

The three paths and six strategies put forward by Yu Xiansheng are very instructive.

1. As far as the course content is concerned, the integrated teaching strategy based on course consciousness and subject essence is1; (2) Situational strategies; (3) Deepening the strategy.

2. As far as the teaching subject is concerned, student-learning teaching (1) is an active strategy: project learning, learning by doing; (2) Autonomous strategy.

3. Teaching direction, based on Lide Shu Ren's teaching strategy.

Third, the middle level of discipline core literacy teaching transformation strategy

1. Implement the comprehensive reform of classroom teaching and build a new classroom ecology.

The specific performance is: 1, rebuilding the environmental collaborative system of classroom reform. The integration of curriculum reform and curriculum reform is a powerful starting point for rebuilding the collaborative system of curriculum reform. The class structure and management have changed from class cadre system to ministerial system; Construct a new class organization form: class teaching and research group and team group, and enlarge the function of class teaching and research group; Create students and enlarge the self-organization and self-education functions of the class.

2. Reconstruct the space-time system of classroom reform. New design of classroom duration: breaking the fixed duration, implementing continuous arrangement, class length, etc. New combination of classroom space: according to the learning style, self-study is divided into autonomous learning area, cooperative discussion area and teacher-assisted teaching practice area. Constructing a new learning community-mixed-age growth ecological group: there are two forms of learning community, one is that different classes form a mixed-age learning community, and the other is that the same subject group forms a community?

3. Implement comprehensive classroom reform.

(1) Why change it? Change learning emotions one by one and make a fuss about "desire and education";

(2) Change what? Change learning contents, learning methods and learning objectives;

(3) how to change it? Reform teaching (guidance), learning and learning. From teaching plan to learning plan, from learning plan to learning guide card, question inquiry card, learning achievement sharing report and learning plan; Over-guidance and under-guidance are two extremes, and it's time to take action. Pay attention to students' personalized chemistry curriculum design, guide students to optimize their learning paths, and provide students with tools, models and scaffolding. Enlarge research, research and make up for the lack of research.

(4) On what platform? Change teaching techniques and learning tools. By what means to help reform? 1 1. Research, reform and evaluation.

Fourthly, the micro-strategy of core literacy teaching transformation.

Six key points of classroom design and classroom evaluation

1, the implementation of teaching evaluation integration flip, classroom design.

On the basis of decomposing and defining the goal, first set the indicators, methods and ways to achieve the goal, and then consider what to learn, what learning resources to provide, and what scaffolding to build. Specifically: check the curriculum standards, clarify the priority of learning content, set the teaching objectives and expected results of the course; Collect evaluation evidence of observation and dialogue, tests and examinations, and students' self-evaluation; Design learning experience and teaching around the following aspects: What activities can enable students to acquire the skills and knowledge they need? According to the achievement goal, what do we need to teach, what do we guide students to do, and how to teach in the most appropriate way? What materials and resources are most suitable for achieving these goals? On this basis, make a good choice of teaching methods, teaching sequence, resources and teaching materials.

2. Target upgrading, target chain construction and target customization.

Pay attention to the coordination of learning and training goals and comprehensive literacy goals, and pay attention to the construction of goal chain. On the basis of the original three-dimensional goal, pay attention to the core knowledge structure of the subject and the creative knowledge of teachers and students in the classroom; On the basis of attaching importance to cognitive skills, we should explore and master non-cognitive skills such as social emotion, teamwork and transferable skills. Knowledge learning should not stop at the study of symbolic knowledge (surface structure), but should go deep into the connotation (deep structure), value and significance of knowledge. Pay attention to teachers' emotions, attitudes and values in the classroom; Pay attention to the emotions, attitudes and values that accompany the learning process. We want us to pay attention to the emotion, attitude and values of the text itself, and now pay more attention to the integration and unity of students' quality and attitude in project learning and the real situation in completing knowledge learning, method perception and things.

Overall planning, construction of learning unit target chain. The general goal, level goal, unit goal, class goal, class goal and link goal of the subject curriculum standard; The first is the goal of learning, interdisciplinary cooperation and literacy. In particular, it is necessary to decompose and interpret the goals of subject literacy and comprehensive literacy.

Personalized setting and realization of learning goals. From the unified, unified and public goals set by teachers, to the joint-stock goals set by teachers and students, and even to the personalized and private ownership goals tailored by students. Pay attention to the scientificity, appropriateness, concreteness, measurability, hierarchy and operability of the goal.

3. Prepare lesson hours and course design cases that highlight "learning"

From fragmented class goal design to integrated and systematic curriculum design based on a learning unit (theme, text or unit). The basic framework of the curriculum design scheme is: learning and training objectives, cooperation objectives, attention to essential qualities and core competence; Learning course navigation chart: the content range of class hours, defining the position and function of related content, pointing out the learning path, introducing the key and difficult points and their breakthrough strategies, and explaining the evaluation criteria. The learning process is presented in the form of tables: thinking activities, link guidance questions, learning resources and suggestions on learning methods. Select the evaluation questions that conform to the core literacy evaluation concept, and also indicate the relationship between each question and the target design.

4. Add the link of problem raising and problem classification optimization.

Under the background that students only focus on solving problems, it is of practical significance to emphasize that it is more important to ask questions than to solve them. It is an important carrier to develop students' core literacy to let students experience real project learning with effective information extraction and abstract modeling. At the same time, the problems in the classroom should gradually reduce the problems preset by teachers and consciously increase the questions that students are interested in and ask themselves; In the classroom, we should reduce closed and fixed answers and increase open and multiple answers; In the classroom, we should reduce too many fragmented "thin" questions and integrate or design systematic and trunk "fat" questions; Pay more attention to the problems in real life and real situations; More attention should be paid to abstraction, induction and modeling before solving problems.

Attach importance to the design of major problems. The main problem is the core problem of locking the teaching emphasis and difficulty, and it is the tipping point of classroom deep thinking. In-depth analysis of the key points and difficulties in teaching, design fuzzy problems that hide thinking traps or knowledge mixing points, and train students' rigorous quality of thinking; Design can trigger the open problem of different thinking results or different thinking methods from one point, and train the divergent quality of students' thinking; Designing unreasonable problems with cognitive conflict or logical contradiction aims at cultivating students' critical quality of thinking; Design a series of interlocking and progressive questions on logical clues, aiming at deep quality training of students' thinking.

5. Expand the feedback link (communication) of on-site generation, discussion and contention after the exhibition.

Let students expose their own thinking process; Learn to observe, analyze, abstract and summarize; Learn to think. The purpose of showing the center of gravity is to cultivate students' well-founded words with individual views and words with strict logical reasoning and reflecting thinking quality. The purpose of the exhibition ranges from reaching consensus to finding differences; From showing answers to sharing questions and thinking; From paying attention to the student union (knowing correctly) to paying attention to the student union (not knowing mistakes). From paying attention to learning to asking questions, from paying attention to expressing to paying attention to listening. The theme of the exhibition should have the tension of inquiry. The exhibition is not talking to oneself, or taking turns to say what is prepared in advance. The exhibition is a collision between brainstorming and thinking, focusing on inspiration and thinking sparks. The exhibition is related, generated on the spot, based on other people's speeches, with doubts, feelings, thoughts, feelings and innovations.

6. Five major changes in the classroom process

1). Presentation of learning objectives: The learning objectives need not be presented at the beginning of the course, and the preset objectives are not fixed. They can be presented step by step, and can be dynamically selected, adjusted and generated. More importantly, at the end of the course, let the students go back and check the realization of their learning goals.

2) Selection of learning content We should devote ourselves to presenting learning content and tasks with challenging real task situations (in form, it is more a simulation of real life), and restore the symbolic form of "de-contextualization" to a certain extent as a scene for the occurrence and development of knowledge to avoid oversimplification and formalization.

Pay attention to the comprehensive discipline practice activities based on disciplines and themes, let students experience the typical discipline practice process, enhance the awareness of procedures and patterns, and form the corresponding thinking mode, practical ability and sense of responsibility.

Strengthen the key research in two aspects. At present, our classroom teaching reform pays more attention to the efficiency, benefit and effect reform of the first information conversion, and has achieved some results. But it ignores the deep processing of information in the process of information self-conversion, that is, deep learning and high-order thinking are not completed. The performance is as follows: the students' memory has not changed from temporary memory to permanent memory stored in the code; Fragmented knowledge does not realize the self-system construction after assimilation and adaptation, and it cannot be quickly extracted, decoded, reorganized and reconstructed. Therefore, from the focus of classroom reform, we should point to solving the main contradiction of "how to deeply process information" and make this either-or classroom link become a reality. The conditions, requirements and questions to be answered in the traditional test questions are very clear, but now the test questions only provide a paragraph for students to read. Students should first screen useful key information, and then model abstractly before they can answer. In other words, we should first read the text materials, screen out useful key information through modeling thinking, and turn it into questions with clear conditions and conclusions in traditional exams before answering them. This requires the initial problem-solving learning to the complete chain learning of construction and problem-solving.

3) Learning methods: actively explore classroom models such as project learning, interdisciplinary theme integration, and real situation practice activities. Explore a learning model that is conducive to the dual growth of thinking and literacy. Student thinking visualization: Reasonable expression → Presentation of thinking process → Presentation of thinking method → In-place thinking (thinking process method of speculating others' views) → Guiding questioning thinking → Initiating innovative thinking → Elaborating teachers' thinking views → Forming optimized group thinking → Achieving the final result of thinking growth. Classroom is not only to change thinking and achieve the explicit result of thinking, but also points to the ultimate goal of making thinking and literacy grow together.

4) Learning methods: autonomous learning based on individual learning courses, autonomous learning based on standards, and providing students with tools, models and scaffolding based on each student's learning path.

Classroom should take questions as the main axis, and realize the overall representation and multi-angle representation of knowledge with the help of multi-dialogue interaction, feedback and guiding evaluation; Let the assimilation strategy of knowledge, declarative knowledge, procedural knowledge, comprehensive application of strategic knowledge, application of problem-centered schema and epiphany become effective carriers of thinking growth.

Pay attention to subject reading, problem modeling, consolidate and find out what the problem to be solved is, so that students can experience a complete problem-solving chain. That is, lengthen the traditional teaching chain and move the center of gravity forward. Specifically: first, let students read the examination materials independently, and then read and circle the key information; Then let the students retell the relevant information in their own language combinations, then let the students model the relevant problems abstractly, and finally let the students analyze the problems and put forward ideas and methods to solve them.

Pay attention to the influence of reflective learning and mechanical practice on the quality and level of migration. Reduce and put an end to the unconscious and automatic transfer formed by a large number of repetitive exercises at the low end, and realize the conscious and thoughtful transfer with the help of deep reflective learning. Realize the energy level transition from low-end and internal correlation migration to high-end external expansion migration.

Self-study link, when reading the text, let students use mind map to sort out and refine the knowledge structure; Implant six thinking hats in the combination of learning and presentation to enhance the comprehensiveness and profundity of thinking; In the summary section, students can draw a mind map and summarize what they have learned in this section with Cornell note system, which is beneficial to system construction and deep memory.

5) Learning evaluation: from result evaluation to guided embedded process evaluation. From being driven by external evaluation to being driven by spirit and belief. From summative evaluation to goal-oriented evaluation. Goal-oriented evaluation is an evaluation that occurs at the same time as learning. If evaluation is integrated into the whole process of teaching, evaluation is no longer the end of learning, but the carrier of improving learning methods and improving learning ability.

According to the compilation of the structure chart of subject ability literacy, the test questions are sorted. According to the literacy goal of the subject examination, the two-way list of knowledge structure and ability structure is listed, the structure chart of subject ability literacy is compiled, and the ability function of each test question is located; When making a proposition, we should pay attention to the authenticity of material selection, closely link with the reality of social, economic and scientific development, and try our best to let students solve problems in real life scenes; Reasonably allocate the difficulty and time of the questions, reduce a large number of questions calculated and memorized, leave more room for students to think and encourage open and creative answers. We should pay attention to the solution of complex and uncertain subject problems from the habit of focusing on fragmentation and immobilization of subject knowledge; From paying attention to the understanding, reproduction and reaction of book knowledge to paying attention to the construction, interpretation and perception of personal knowledge; From focusing on what to learn to focusing on how to learn, learn to learn. It is necessary to dig deep into students' cognitive structure and problem-solving strategies hidden under scores; It is necessary to truly realize the transformation from knowledge quantity to ability literacy examination.