First of all, curriculum reform should not be at the expense of lowering the status of knowledge learning.
The Outline of Basic Education Curriculum Reform points out that the new curriculum "should make the process of acquiring basic knowledge and skills become the process of learning and forming correct values at the same time", and clearly stipulates: "Strengthen the connection between curriculum content and students' life, modern society and scientific and technological development, pay attention to students' learning interests and experiences, and select the basic knowledge and skills necessary for lifelong learning." These requirements and regulations are very clear. There are some phenomena in the function of the current curriculum, such as the content is divorced from students' reality, the update is not timely enough, and the knowledge structure is not reasonable enough. The transmission of knowledge often stays at the cognitive level, without really exerting the educational value of knowledge. I don't really realize the full educational value of knowledge transmission. But this cannot be a reason for us to lower our knowledge status and despise it. In today's era of knowledge economy, the status of knowledge is constantly improving, but is it declining? As we all know, the improvement of ability is inseparable from the accumulation of knowledge. Students learn to learn to learn on the basis of mastering knowledge. Only in the process of learning and mastering knowledge can they really learn to learn. Psychological research shows that cognition is the premise of emotional attitude, and values are the result of internalizing knowledge into belief. It is hard to imagine that a person who knows nothing or little about science, society and history will have a strong sense of social responsibility and a scientific world outlook and values.
The new curriculum advocates the connection between curriculum and students' life, and emphasizes paying attention to students' experience. However, when advocating attaching importance to students' experience and changing teaching methods and learning methods, we should prevent exaggerating the role of students' direct experience and simply change from accepting learning to exploring learning. History and experience tell us that the learning task of primary and secondary school students is based on the indirect experience of book knowledge, and the learning method is mainly to accept learning.
At the beginning of the 20th century, the rise of the "progressive" education movement in the United States and the spread of Dewey's educational thoughts had a great impact on American education, especially on primary and secondary education. They think it is unnecessary and impossible to carry out scientific knowledge education in primary and secondary schools, especially primary schools, and advocate replacing it with experience, common sense of life and activity skills, so that students can learn to live and adapt to society, which directly leads to the decline of education quality, and Americans wake up and fall behind in education. Since then, the backward situation of reforming basic education has become a national consensus. 1958, national defense education law passed; 1982 delivered an educational speech entitled "The country is in danger and education reform is imperative". 1989, then US President George H.W. Bush presided over the first education summit and put forward six indicators to improve the quality of primary and secondary education. 1996, the second education summit was held at IBM headquarters in new york. At that time, US President Bill Clinton and 4/kloc-0 governors were invited to attend, and the meeting adopted a resolution of "high standards and strict requirements". 200 1 president George W. bush put forward an education bill to improve the quality of basic education and strengthen the management of primary and secondary education, thus promoting the rise of the basic education reform movement marked by unified syllabus and unified examination in the United States.
Curriculum reform should pay attention to students' interest in learning. From Dole's post-modern curriculum "3S" (science, story and spirit) model to the concept of "5 1" (information, interest, inquiry, intuition and intelligence) (2) put forward by curriculum philosophy, it shows the importance of learning interest to learning. We emphasize interest and advocate easy study and happy study, but no one can change the reality that learning is hard.
In order to reduce the burden on students in Japan, since the implementation of "loose education" in schools in the mid-1980s, students' arithmetic scores have dropped 1 1 percentage point year after year. In February 2002, 1982, 1994, 12, the same entity test, the scores were 69%, 65% and 58% respectively, and the students' computing ability declined the most seriously. Professor Lifu Sawada, an expert in mathematics education at Tokyo University of Science, Japan, who is in charge of this survey, believes that "this practice is dangerous" in the face of the "loose education" reform implemented in Japan. It can be seen that knowledge learning is the "foundation" of basic education, and imparting knowledge to promote students' development is the "bounden duty" of teachers. Curriculum reform should not be at the expense of knowledge learning.
Second, the change of learning style cannot become a mere formality.
1. The change of learning style in the curriculum reform of rural basic education is basically a mere formality. The new curriculum reform should cultivate students to form a new learning style of autonomy, cooperation and inquiry. However, in specific teaching, many teachers do not distinguish between objects and conditions, but only perform in form, resulting in the exchange of activities for activities and inquiry for inquiry, which reduces the teaching quality. The reason is that teachers only imitate the form of new learning style and ignore its connotation, which leads to the generalization of activity teaching, discovery learning and cooperative learning, and makes the transformation of learning style fall into a formal dilemma of emphasizing "similarity" rather than "similarity" In addition, public classes and peacetime classes adopt two schemes and two teaching methods, and sometimes even borrow "good students" from other classes to pretend to be successful in public classes. This kind of open class is very confusing, which makes people unable to understand the real situation, causing people's blind optimism and great harm.
2. Teachers lack control skills in classroom teaching, and classroom teaching is only superficial. At present, the widespread large class system and the present situation of teachers' quality often lead to an active atmosphere and lack of order in the teaching process, and students are always at a loss. The new way of learning puts forward higher requirements for teachers, but there is still a big gap between their present situation and this. For teachers, in the past, teaching was mainly about teaching textbooks, that is, imparting knowledge from books to students. In this process, as long as teachers have a certain knowledge base and strong classroom control ability, it is not difficult to achieve a good class in the sense of communication and unity. Under the new curriculum reform, teachers' roles should be guides and promoters, and they can innovate the curriculum, which requires teachers to have broader knowledge reserves, more skilled classroom control skills and curriculum development capabilities. For teachers, this role-playing only stays at the level of role expectation, far from reaching the level of role understanding and role practice. In practice, some teachers advocate autonomy, cooperation and inquiry on the one hand, and act as arbiters consciously or unconsciously on the other; What's more, it turns autonomy into self-mobility and becomes a bystander of students' learning. In addition, some teachers rely too much on teaching technology in the classroom, forming a "technical" situation, leading to the same technical demonstration. This is likely to lead to the dangerous tendency of teaching technicalization, and also shows the lack of teachers' professional quality.
3. Teachers are lost in the change of learning style. Many teachers have a rough understanding of the theory of learning style change, and think that learning styles are mainly divided into two types: acceptance type and discovery type, which are simply opposed and considered to be either/or; To realize the transformation is to change from acceptance to discovery, and it is considered that "discovery learning" is the best learning method and can best reflect students' autonomy. In fact, as Ausubel said, according to the form of teacher-student interaction, it can be divided into receptive learning and discovery learning, and according to students' understanding of what they have learned, it can be divided into mechanical learning and meaningful learning. It is believed that the occurrence of meaningful learning is not conditional on a certain learning method, accepting learning is not equal to mechanical learning, and discovering learning is not equal to meaningful learning. The two learning methods have their own applicable conditions. It is found that learning is suitable for undetermined materials that need to be explored constantly. It is slow and unsystematic, but easy to remember and move. It is suitable for group learning or individual teaching to accept learning. It is suitable for stereotyped materials, rapid and systematic, and suitable for collective teaching.
In primary and secondary schools, it is impossible for students to discover any knowledge by themselves. Only by combining the two learning methods properly can we achieve the best results. At present, the change of learning style can not be achieved immediately by the government's order, nor can it be opened by the enthusiasm of teachers, and its change has a series of restrictive factors; Teachers' quality, teaching situation, educational conditions, educational content and students' characteristics. At the same time, the evaluation mechanism and the change of social culture are the external conditions of change. According to the current actual situation, we should first pay attention to enhancing the enthusiasm and initiative of students' receptive learning, change mechanical receptive learning into meaningful receptive learning, then further develop and cultivate students' autonomy, and advocate discovery learning in classroom teaching on this basis, and finally guide students to use their knowledge of various disciplines to discover and solve problems, and then carry out real research-based learning.
Education is the transmission of human cultural knowledge, the continuation and development of human experience, rather than the accumulation, transformation and combination of individual experience. From a global perspective, focusing on the improvement of basic learning is still the primary concern of curriculum reform in various countries, and the curriculum reform in the United States and the Soviet Union shows amazing similarities; Let students master more scientific and cultural knowledge in a shorter time. Therefore, the education of the two countries needs to spend time and energy, organize first-class experts in various disciplines to rewrite new textbooks and update teaching contents to accommodate all kinds of latest and most advanced knowledge. The basic curriculum reform is also a process, not a movement or an event. Practically speaking, education reform should be a gradual process. The change of learning style can only be gradually changed according to the adaptation of other factors. Solving these two common problems is very important for the smooth progress of rural basic education curriculum reform.