□ synonymous with "curriculum reform"
A rural middle school that once lived in the countryside and was relatively backward, but because of the curriculum reform, people came to visit and study every day. Especially after the Spring Festival this year, the number of tourists from all over the country soared to 2000 every day, and the campus was very lively. This school is called Dulangkou, and the fiery Dulangkou is famous all over the world because of its "reform", which triggered a heated discussion and whirlwind.
The important promoter of the cyclone in Dulangkou is China Teachers' Daily. Since March 22nd, 2006, China Teachers' Newspaper reported in the special form of "eight-page linkage", Dulangkou has attracted the attention of the whole education circle. Subsequently, China Teachers' Daily visited Dulangkou Middle School for two or three times in a row, set up a special page, and launched a "Dulangkou Great Discussion" among readers. From then on, Du Langkou's experience went out of Shandong and went to the whole country. According to incomplete statistics, in recent years, the report on Dulangkou in China Teachers' Daily has reached 32 full-page texts.
In addition, China Teachers' Newspaper also tried the "field investigation" of curriculum reform, and established the first "China Teachers' Newspaper National Teacher Training Base" in Dulangkou Middle School to provide targeted services for schools and units that study and study the experience of curriculum reform in Dulangkou. The service includes three items: one is to hold a seminar on "classroom driving school"; Second, go out and provide "classroom diagnosis" on-site service; Thirdly, "class as the medium" forms a community of famous schools in China, aiming at giving birth to a group of "new famous schools" that can really lead the new curriculum reform to a deeper level, so as to break the classroom bottleneck and its development constraints in the implementation of quality education.
At present, the famous school community in China has developed into a beautiful and influential landscape of curriculum reform, spanning 22 provinces and cities, consisting of 40 core schools and 400 member schools. With their distinctive characteristics of "action research" and their pragmatic attitude of "problem is the subject", they pursue classroom ideals and the construction of ideal classrooms, devote themselves wholeheartedly to the research and promotion of "ways and means" of classroom education reform, and make great contributions to promoting quality education and implementing new curriculum reform, instead of providing an action posture, a method and thinking, and an educator's due conscience and responsibility. Now, almost without exception, 40 core schools have become model schools for curriculum reform recognized by provincial, municipal, county and district education authorities, and have been recognized by the vast number of education colleagues. While playing the role of curriculum reform, they have also become veritable "prestigious schools". Cui Qisheng, Zhao Fengping, Du Jinshan, Cui Zhenxi and other famous principals, with the rise of their schools, have become widely acclaimed and influential educators in the front line of education. Famous schools, principals, teachers and students, China Teachers' Newspaper's experience of testing the water curriculum reform, is exactly practicing the newspaper's media values for many years, showing the unique way of media walking: waving flags and shouting for the emergence of famous principals in China, paving the way for the growth of famous teachers in China, and paving the way for the birth of educators in China. This is really not a question of the attitude and pattern of the media, but the responsibility and mission that the media should bear.
There are three main points in Du Langkou's experience: First, it is reflected in returning the classroom to students to the maximum extent, giving full play to students' subjectivity, initiative and creativity, and letting students do their own things. In the most popular way, it is to let learning, progress and growth "happen" to students; Second, classroom teaching should have rules to follow, and this so-called rule is a model, which not only regulates the teaching method, but also regulates the learning behavior. Third, evaluate teaching by learning and build an evaluation system of education and teaching around learning. What is a good class? What is a good teacher? Du Langkou interprets it this way: a class that enables students to learn to learn is a good class. Good teachers should respect differences, not only let students learn, learn, but also let students experience the joy of learning, which is the "supermarket of knowledge and carnival of life" pursued by efficient classrooms.
Du Langkou's experience is a sentence, "Let students move, let the classroom live and make the effect better", and the core is the word "move", which shows the "sovereignty" of students' learning by hook or by crook.
Du Langkou's experience is not rigid and solidified, but dynamic, generated and even growing in the process of change and development. Du Langkou is now a national advanced education unit commended by the Ministry of Education, and Cui Qisheng has also been an advanced individual in national education. Dulangkou has naturally become the biggest highlight of classroom teaching in contemporary China, and has become a synonym for classroom teaching reform. The inevitable choice of the times is that Du Langkou shoulders the heavy responsibility of "leading the curriculum reform". Now many front-line educators have habitually called Du Langkou "our curriculum reform teacher"!
Today's education urgently needs to study the "technology and operation" of curriculum reform and explore how to make the concept fall to the ground and transform it into classroom teaching behavior, so it is of great significance to remove Du Langkou.
□ "10+35" mode
Dulangkou model is called "efficient classroom model" by front-line education. It is also a classroom post praised by domestic famous schools in the "parent-teacher experiment" stage.
Du Langkou's "10+35" model means that the teacher spends 10 minutes to assign learning tasks and give guidance, and the students spend 35 minutes on "self-study+cooperative inquiry".
Dulangkou model has three characteristics, namely, three-dimensional, large capacity and fast pace.
"Three-dimensional" means that the target task is three-dimensional, and the task is implemented to people and groups, giving full play to students' main role and fully demonstrating collective wisdom; "Large capacity" refers to the diversified classroom activities based on teaching materials, which are expanded, deduced, promoted and excavated, and all the staff participate in the experience; "Fast-paced" means closely following the objectives and tasks in a unit time, carefully arranging, interacting with teachers and students, and achieving the expected results.
Dulangkou classroom has three modules in structure, namely preview, display and feedback.
"Preview" refers to clarifying the learning objectives, key points and difficulties of students' cost subjects, and initially achieving the objectives; "Show" means to show the learning results of the communication preview module, and to transfer and refine the knowledge; "Feedback" means reflection and summary, regression testing of preset learning objectives, highlighting "vulnerable groups" and making them speak, say, do and write, "teaching soldiers with soldiers", "training soldiers with soldiers" and "training Qiang Bing with soldiers".
Some experts say that Dulangkou's classroom should be a "demonstration classroom", emphasizing everyone's demonstration and everyone's excitement. Its demonstration module highlights six links: preview communication, clear objectives, group cooperation, demonstration and promotion, interspersed consolidation and standard evaluation.
Preview communication and clear objectives: through students' preview communication, clear the learning objectives of this lesson; Group cooperation: teachers will assign tasks to groups equally, and generally each group can complete one; Exhibition and promotion: each group explains and analyzes their learning tasks according to the discussion in the group; Interpolation consolidation: each group combines the presentation of the group to consolidate the learning tasks that the group failed to present; Standard evaluation: Teachers check students' mastery of learning tasks in the form of test papers and notes.
The teaching feature of Dulangkou mode is that group activities and students' autonomous learning are the main forms to implement and highlight students' dominant position and give play to teachers' leading role. Soldiers teach soldiers, soldiers train soldiers, soldiers Qiang Bing, teachers are students, students are teachers, and teachers and students learn from each other.
The value of Dulangkou model lies in the clear interpretation and positioning of two major relationships that have long plagued education and teaching, namely, teaching serves learning in the "teaching relationship"; In the "teacher-student relationship", teachers serve students, thus creating a dynamic, harmonious and efficient classroom, solving the common problems of students' weariness of learning and low classroom efficiency, breaking through the shackles of exam-oriented education and traditional teaching in one fell swoop, and deciphering the problem of how to realize the common development of teaching for all.
Changle no.2 high school
□ Leading high school and leading "change"
Long before the curriculum reform, Changle No.2 Middle School was a famous college entrance examination school! The enrollment rate has always been among the best, and it has been called "the leading high school in Shandong Province".
Curriculum reform is to dare to deny the traditional teaching experience accumulated for many years. Why should a prestigious school like Changle No.2 Middle School change its curriculum? Do they only have courage and no worries?
Zhao Fengping replied, "No worries are false. The exam-oriented education of "drinking poison to quench thirst" is like "GTP with blood". Students study too hard, teachers teach too hard, and the cost of further education is too high. In particular, how much credit does it make to the nation, the country and the children? We'd rather not, "he said. The conscience of education drove him to decide the curriculum reform after a sudden awakening, because he firmly believed that a good education would not change because of the exam, nor would it change because of failing the exam.
After all, the re-starting Changle No.2 Middle School has a prestigious background, and once it is on the road, it will be different. Starting with studying students, we should attach importance to self-study, find a way out from the concept of autonomy, cooperation and inquiry in the new curriculum reform, take the initiative to "lower" the posture, and "become sworn friends" with Dulangkou Middle School and Yanzhou No.1 Middle School. Since then, Shandong education has a saying of "troika of curriculum reform".
With the reformed "27 1" efficient classroom model, Changle No.2 Middle School has once again become the focus of peers' attention. Has the enrollment rate of No.2 Middle School been affected after the curriculum reform? In 2007, before running a school in Shandong Province, Changle No.2 Middle School ushered in unprecedented glory in its 50-year history. Facts have proved Zhao Fengping's viewpoint and strongly supported his curriculum reform. Since then, a large number of schools have followed No.2 Middle School in curriculum reform, leading schools to become the schools leading the reform. Curriculum reform has made Changle No.2 Middle School a more attractive school in Shandong Province. Nowadays, it has long been the dream of many parents to send their children to No.2 Middle School. They commented that Changle No.2 Middle School can "make every student have a happy and wonderful life"!
Nowadays, in No.2 Middle School, almost everyone disdains to talk about the enrollment rate. If we must get to the bottom of it, they will say: the college entrance examination is only a by-product of education. If you ask what to take in the college entrance examination again, they will tell you that the college entrance examination is actually a test of character, and it is a test of students' learning ability.
When many famous schools are still hesitant to change, Changle No.2 Middle School has begun to study what to do after high efficiency.
In Changle No.2 Middle School, don't be surprised if you see that senior one students have eight classes a week, senior two students have six classes a week, and even senior three students have four reading classes a week. This is their "massive reading class". Every weekend, the campus is covered with posters posted by students, such as My Academic Report on a Dream of Red Mansions and On Wang Xifeng's Management Art.. In No.2 Middle School, many students can hold their own "academic" reports independently, so many books are "eaten" into their stomachs. What university can't pass the exam?
Changle No.2 Middle School has developed a series of unique curriculum systems after liberating children from the ocean of problems and time. For example, 65km hiking, watermelon grafting in greenhouse, and everyone in No.2 Middle School mastered a musical instrument, which was praised as "poetic campus" by students.
The "poetry" in the second middle school is everywhere, and "even the air is full of beauty and comfort" Changle No.2 Middle School is the school with the most management characteristics in the famous schools in China. Walking into the campus of No.2 Middle School, a school with nearly 9,000 students, everything seems refreshing and orderly. Second Middle School always gives people a temperament, even tolerance. Many people who have been to No.2 Middle School have commented that No.2 Middle School is always full of vigor, which makes people feel sunny, lively and uplifting. Changle No.2 Middle School was named as one of the five management demonstration schools in China by the Central Institute of Education.
□ "271"mode
In view of the disadvantages of traditional classroom teaching, Shandong Changle No.2 Middle School, starting from cultivating students' comprehensive quality, summed up that classroom teaching is the core, characterized by "goal", "pertinence" and "efficiency", promoting the transformation of teaching methods, changing teaching materials, preparing teaching methods for students, focusing on reducing the burden on teachers and students, and optimizing classroom structure and process from cultivating students' learning ability to form preview, interaction and learning.
Changle No.2 Middle School is based on the actual goal of the classroom and pursues the due goal of education. They think that it is short-sighted to pursue high efficiency only, but also to pay attention to the life connotation of the classroom and give students something that they can "carry with them" all their lives, that is, the ability of sustainable development.
1. Explanation
"27 1" mode, that is, 45 minutes of class are divided into "10+30+5" according to the ratio of 2: 7: 1. Teachers are required to give lectures for no more than 20%, students learn independently for 70%, and the remaining 10% is used for each class.
27 1 is also reflected in the composition of students: excellent students account for 20%, average students account for 70%, and underachievers account for 10%.
27 1 is reflected in the learning content: that is, 20% of the knowledge can be taught by oneself without telling students, 70% of the knowledge can be learned through discussion, and 10% can only be returned when students show and answer questions in class and teachers emphasize and guide them. "2" is learned by myself, "7" is discussed and consolidated, and "1" is learned with the help of classmates and the guidance of teachers.
27 1 Pursuit of "dynamic" transformation: that is, teachers are required to make full use of the resources of outstanding students in the class and provide "buffet" for outstanding students to ensure their better study; Through group discussion, middle school students can be promoted to "differentiate" upward, and 20% of them will become excellent students, thus expanding the proportion of excellent students and pushing the original 10% underachievers to 70% of the group.
operate
"27 1" mode is characterized by intensive preview before class, intensive interaction during class and review after class.
Teachers will provide students with a pre-prepared guidance plan one or two days in advance to facilitate students' preview and preparation.
Requirements for preview: Teachers can flexibly adopt methods such as extracurricular preview, first half class preview or whole class preview to require students to preview; Generally, preview is organized in 10 minutes before class. In the preview, the preview exchange, teacher-student interaction, student autonomy and group inquiry are organized in groups. It is required to concentrate on summarizing doubtful points or newly discovered problems, so as to facilitate group communication in class.
10+30+5 class hours operation requirements: the first 10 minutes is preview; In the middle of the class for 30 minutes, the teacher quickly sorts out the questions raised by each group and explains, guides, analyzes and explains them in combination with the teaching design of the new class prepared by himself; Five minutes after class, students quickly sort out the knowledge structure and knowledge points of this lesson.
3. Learning EMU
Each classroom has three "groups". One is the administrative group, that is, the independent management of "intra-group affairs"; One is scientific research group, that is, students and teachers form a "problem research" group after class according to the "learning situation" in the group, which provides teachers with the basis for "decision-making" of curriculum reform based on learning situation and improves teachers' ability to solve problems; One is learning group, which is composed of heterogeneous groups and constructed in the form of AA, BB and CC. The same group is a relatively stable team, and its members are both collaborators and competitors.
The "Trinity" learning EMU provides dynamic assistance for every learner, making the classroom in Changle No.2 Middle School "happy" because of "liveliness" and "good" because of "reality".
4. Two cases are going on at the same time
These two cases are counseling cases and training cases.
The guiding scheme should implement the "hierarchical requirements"-hierarchical learning, hierarchical objectives, hierarchical standards and hierarchical training. Before class, teachers should prepare guidance programs for students of different levels, select student "representatives" with moderate academic ability from the group for pre-class training, and conduct "academic investigation" and "standardized acceptance" on the "representatives" during class. After class, teachers should conduct "timing" training for "representatives" according to the training plan, and ask them to complete "specified actions" within the specified time.
The successful implementation of the "27 1" model in Changle No.2 Middle School has broken the one-way teaching form of education and the depressing atmosphere in which students' learning nature is suppressed, and really returned the classroom to students, enabling students to learn independently, collaborate and share the results in a lively classroom, effectively improving students' learning enthusiasm and maximizing classroom teaching efficiency.