Viewpoint 1: Four returns.
Return the classroom to the students and make the classroom full of vitality;
Return the class to the students and make the class full of growth;
Bring creativity to teachers and make education full of intellectual challenges;
Give the initiative of spiritual development back to teachers and students, and make the school full of vitality.
Viewpoint 2: People-oriented
The "new basic education" is most concerned with people. It changed a person, changed the concept in his mind, changed his teaching behavior and teaching thought, and as a result, the teacher and the classroom were updated. In this process, teachers should have the spirit of exploration and self-transcendence.
Viewpoint 3: Service objectives
"New basic education" is not to prepare reform strategies for the best students, but to serve all educational groups willing to change themselves, achieve better development and improve themselves.
Viewpoint 4: Ecological education
The "new basic education" is not to force anything, but to make the education that was originally full of internal vitality because of the existence of life return to the true state of "oasis" from the "desert state" caused by the disadvantages of traditional education. From this perspective, it can be said that it is an "ecological project" of education and a return to the foundation of education.
Viewpoint 5: The meaning of education
In a sense, education is a social activity that directly faces people's lives and improves their quality of life through people's lives, and it is the cause that most embodies life care in a people-oriented society.
Viewpoint 6: The meaning of the classroom
For teachers, classroom teaching is not only a contribution to students' growth, but also a reflection of their own life value and an integral part of their own development. Every teacher who loves his students and his own life should not despise classroom teaching as a kind of life practice, thus spontaneously arousing the desire to do every lesson well, making every lesson satisfied with life and actively participating in the teaching reform.
Viewpoint 7: the wisdom of teachers
Teachers' creativity and leading role are brought into play in dealing with these life situations, which poses a series of challenges to teachers' wisdom and ability: when students are in a weak position, can you cheer them up? Can you calm the students down when they are too excited? Can you enlighten the students when they are confused? When students are not confident, can you inspire their strength? Can you read wishes from students' eyes? Can you hear the creation in the students' answers? Can you feel the subtle progress and changes of students? Can you make the students understand the mistakes themselves? Can you make students pay attention in different language ways? Can you make students feel your mental pulse beating with them? Can you make the students' arguments make them think? Can students learn to cooperate in class and feel the joy of harmony and the surprise of discovery?
Viewpoint 8: Give full play to the role of teachers.
The real progress and final result of the teaching process are more determined by the specific progress of the classroom at that time and the way teachers deal with problems. In this sense, although a teacher teaches the same course and faces the same group of students, his specific situation and experience in each class are different, and each time is unique, unrepeatable, rich and concrete. Teachers' creativity and leading role pose a series of challenges to teachers' wisdom and ability to deal with these life situations.
Viewpoint 9: Mode problem
We should be alert to the mode problem. What does it mean to require teachers' behavior to be operable and act according to the model? It means that you regard him as a means, as a person who can't think, a person who can't understand himself, a person who can't reflect, find and change himself. At this time, you need an external model and external operation to regulate his behavior. In this way, you still regard him as an actor, not a person whose thoughts and actions are unified.
Viewpoint 10: classroom operation
What should be done in classroom practice? This creative space should be returned to the teacher. There is no need to make such detailed regulations. What to do in the first step and what to do in the second step, he can completely start from the scene at that time, his feelings and some of his ideas. We don't want to give him a model, we want him to have such an impulse to create, to increase his wisdom, and to make him feel more and more that he can create actively and independently. This is the value of "new basic education" and the difficulty of "new basic education".
This rich, complex and changeable teaching process is simplified as a special programmed single cognitive activity, which is abstract and isolated from the whole life activity. This is the most fundamental defect of the traditional teaching concept. As a result, classroom teaching is mechanical, boring, procedural, lacking in vitality and fun, lacking in wisdom challenge and curiosity stimulation, so that the vitality of teachers and students can not be fully exerted in the classroom, and it is also suppressed and restricted, which leads to teachers' aversion to teaching and students.
Viewpoint 1 1: teacher orientation
"New basic education" pursues "being both a creator and a learner"; It is an educator and a researcher; That is to change the old educational model and change yourself. "
"New Basic Education" has encountered many difficulties and problems in practice. Finding problems means finding room for development. Problems mean that we can solve them further. Of course, problems will not automatically turn into development space. What we need is our attitude towards reality and becoming a positive realist.