The core content of this public service live broadcast is still "practical exploration and case sharing of self-taught Chinese", but the form is quite different. Because this is a team battle with teacher Sun as the core, four famous teachers took turns to take the stage. Focusing on the seven years' practical exploration since the transformation of 20 13 school in Karamay No.1 Middle School, taking the whole book reading and project-based learning in senior high schools as cases, this paper shows the development status of the teaching concept of "autonomous Chinese" in many aspects. This is an expansion and deepening on the basis of teacher Sun's last lecture, which opened the eyes of the participants.
Before that, I had invited Mr. Yu Sun Hong to give many lectures at the National Training Forum, the Provincial Training Forum and the Summit Forum, so I had some understanding of the road of educational transformation in Karamay No.1 Middle School. As far as I know, since 20 13, the Chinese classroom in Karamay No.1 Middle School has undergone revolutionary changes with the reform and development of school teaching. The teaching mode characterized by students' autonomous learning replaces the classroom form dominated by teachers' lectures. Before the introduction of the new curriculum standard, they had already started the research and practice of reading the whole book. In the seven-year education and teaching reform, the practical research on the whole book reading has generally gone through four stages: from the vague "direction era", to the increasingly clear "book list era", to the concrete and operable "planning era", and finally to the "co-reading era" in which teaching benefits from each other and teachers and students are harmonious. It can be said that the seven-year teaching reform has prompted teachers to carry out continuous and in-depth practical reform and exploration from curriculum research and development, curriculum implementation and curriculum evaluation. Looking back on the course of these seven years, Mr. Sun bluntly said that the reform first changed the teachers themselves, allowing Chinese teachers to read the whole book, from forced reading to active reading, from reading alone to cooperative reading, and from reading by themselves to reading by teachers and students. Behind the change of teachers' behavior is the faster and better growth of each student, and the maturity of educational ideas suitable for the development of each student's personality. Students will consciously ask the teacher for the name and version of each required reading purpose, and reading the whole book has become a part of Chinese learning in students' minds. At present, the whole book reading in Karamay No.1 Middle School has moved from spontaneous and single practice to the goal of "curriculum, resource and systematization" for the whole team.
The live broadcast of Frances Sun's famous teacher team was led by Jason Wu. Gao Fei, who graduated from Capital Normal University in 2002, has been engaged in Chinese teaching in junior and senior high schools for a long time. He has served as the head of Chinese teaching and research in school, the director of Chinese subject in junior high school, the director of ancient poetry and literature course in junior high school, and the director of writing course in senior high school. Now he is the president of Karamay No.1 Middle School Educator College. Of course, the school attaches importance to her for a reason. She is a rookie, an expert in teaching and a backbone teacher in Karamay City. She won the second prize in the 8th "Education Art Cup" National Classroom Teaching Competition for Chinese Teachers in Primary and Secondary Schools. Teacher, the 11th National Summit Forum on New Chinese Teaching, won the second prize. ..... shiny titles and honors are very consistent with their successful teaching. In this public lecture, her topic is "In the implementation strategy of sharing the whole book reading teaching, Teacher Jason Wu selected three famous books, Shi Shuo Xin Yu, Water Margin and Scholars, and gave a detailed and concrete explanation of the whole book reading teaching process. This paper mainly introduces nine strategies for reading the whole book: designing a reading manual to feed back the reading effect; Show outstanding students' works and stimulate their enthusiasm for learning; Draw mind maps and sort out the plot characters; Carry out project-based learning activities to stimulate creativity; The play is a classic and well-understood meaning; Establish a multi-reading community and strengthen interactive communication; Encourage personalized interpretation with close reading of the text as the key link; Using task-driven writing to promote reading; There are various forms of testing and evaluation to promote reading. These rich implementation strategies are the results of years of joint research and development by a Chinese language team, focusing on self-ability and being put into practice by everyone. When a teacher who was sincerely invited by the students with the letter "Water Margin Show" dressed as Sun Erniang, Gu Dasao, Song Jiang, Song Wu, Ruan Xiaoer and other water margin heroes stepped onto the stage of the school carnival, the students' enthusiasm for learning the whole book independently was pushed to a climax by the real reading of the water margin characters at the end of 20 19.
Teacher Sun arranged the second lecture. This position is very important because if the first one doesn't speak well, she can make up for it. At the same time, it also laid the foundation for the lectures of the latter two. There is no need to talk more about Mr. Yu Sun Hong here, because I made a detailed introduction in my last article. The theme of her lecture is: the whole reading case teaching of A Dream of Red Mansions, which mainly shares the whole reading as six key points in curriculum design and development, namely, the development and design of clear and appropriate learning objectives; In order to better promote students' autonomous learning of A Dream of Red Mansions, rich, diverse and optional mixed learning resources are needed. Planning and arrangement of teaching time required for the whole book to enter the course; Actively explore the concrete implementation methods of the electronic video resources of A Dream of Red Mansions required for blended learning; The implementation of the whole process of book reading and personalized guidance strategies; Research and development of daily textual research and evaluation resources of A Dream of Red Mansions. Facing the personalized problem in the whole book reading process, how to stimulate the enthusiasm of "this one, everyone" for autonomous learning, Mr. Sun focused on the transformation process from a science boy who never loved reading to consciously reading, writing and speaking the red room. I vividly shared how to respect students' individual differences in autonomous learning and implement personalized reading guidance and teaching. Teacher Sun also talked about the construction of the whole book reading in the future from four aspects, namely, constructing the curriculum system of the whole book reading; Continue to develop learning resources for reading the whole book; Continue to explore the learning methods of reading the whole book; Continue to integrate the examination evaluation methods of reading the whole book. Teacher Sun deserves to be an outstanding student of Zhejiang Normal University Base, a pilot project of the Ministry of Education. Her lecture is both high-end and grounded, with both theoretical and practical guidance.
Next, I shared with Mr. Qi Keqing, a senior two student. She first taught in Beidaihe Middle School in Qinhuangdao City, Hebei Province, and obtained excellent teachers in Beidaihe District. Later, she followed love and transferred to Karamay No.1 Middle School in Xinjiang. He has won the title of teaching expert and excellent moral education worker in Karamay, the first prize of the fourth field classroom competition for young teachers in Xinjiang Autonomous Region, and the first prize of the eighth national high school Chinese teachers' basic skills exhibition. The topic of Mr. Qi's speech is "Debate between Confucianism and Taoism". Teacher Qi mainly introduced the design strategy of inquiry learning from the theoretical point of view, and made a concrete explanation with the case of "Debate between Confucianism and Taoism". She shared it with online teachers and students from four angles: practical background, practical process, practical effect and practical reflection, without reservation. After the introduction of new curriculum standards, project-based learning has become the focus of teaching theory research and teaching practice exploration. It can be said that project learning is an important way to implement core literacy and an important carrier of "self-capable Chinese". It takes solving real, complex, challenging and interesting problems or tasks as the starting point. Through group cooperation and exploration for a certain period of time, students carefully design and implement project works and schemes, complete project tasks, master system knowledge in real situations, transfer application ability, and cultivate students' abilities of autonomous learning, communication and cooperation, communication and consultation, optimal decision-making and problem solving. "Debate between Confucianism and Taoism" project-based learning is a successful practical case. Teacher Qi and her team boldly explored, jumped out of single teaching, skillfully integrated the articles related to "Confucianism and Taoism" in compulsory textbooks and elective textbooks, and successfully stimulated students' interest in learning, driven by novel core questions with real situational characteristics. It is commendable that students have a systematic and in-depth understanding of Confucianism and Taoism through the guidance of subtasks in the learning process, and can absorb the essence and use it for themselves. It is said that the head of the department of senior two at that time sincerely praised: it is really rare to see students actively discussing Chinese learning in schools with science students!
The last live broadcast is teacher Wu Jiefeng. Gao Feiren, who also graduated from Capital Normal University 200 1, won the first prize in the school-level and municipal-level speech contest, won the first prize in the composition contest of the autonomous region as a rookie in the municipal-level teaching field, was an outstanding class teacher in teaching, and was awarded the honorary title of "Reading Hundred Heroes" in the National Chinese Teachers' Reading Contest. Moreover, the editor-in-chief or participated in the compilation of Appreciation of Chinese and Foreign Famous Books, the revision of ancient poems and the whole reading of nearly 40 books, such as Wandering. In this live broadcast, the topic of teacher Wu Jiefeng's speech is "Exploring Project-based Learning". She first introduced the book list and examples of reading the whole book from grade one to grade three in Karamay No.1 Middle School, and then focused on the implementation strategy of Historical Records and the emergence of project-based learning of Historical Records. She emphatically introduced the specific method of "practical process", namely "three courses+two exams". The three kinds of courses are "the whole book reading guidance course, the whole book reading promotion course and the whole book reading summary course", and the "two tests" are the in-class test and the festival test. On this basis, she introduced herself and her companions to stimulate students' interest in reading the classic Historical Records in a brand-new learning way: students set up cooperative groups according to their interests, designed playing cards with the classic contents and characters of Historical Records as the core, discussed and determined the card face, color classification and size sorting standards of this group in groups, completed the design scheme, showed the framework ideas in class, and accepted questions from teachers and other groups. The students completed the design of dozens of historical records, such as Hearthstone Legend, Three Kingdoms Killing, Game King and Hand-painted Historical Records, and then typeset, printed and shaped themselves. The students made dozens of historical records cards, and made a unique "historical records rules" based on them. Finally, everyone Qi Xin joined forces to promote historical records cards. This is naturally an interesting game, but it is also an effective learning and the most effective positive embodiment of self-learning Chinese. During the whole activity, the students not only carefully studied the words, grammar, rhetoric, brushwork and composition of the classical Chinese in Historical Records, but also unconsciously combed the relationships and events of the characters with strong interest. Finally, Mr. Wu Jiefeng put forward some future ideas about project learning: cultural tour combined with study tour project; Clothing production combined with art courses; The combination of historical records immersion drama and drama course; The circulation of cultural and creative products of historical books is combined with business courses. Efficient and operable project-based learning of Historical Records not only aroused students' strong interest in learning, but also aroused the strong resonance of the teachers. Everyone agrees that this comprehensive learning mode will greatly expand the horizon of Chinese learning and will eventually become the mainstream of Chinese teaching.
Every teacher who shares and communicates actively explores the road of Chinese practice of self-ability with the help of whole book reading and project-based learning; The practice of sharing teachers' communication is the result of collective research and development and joint implementation by the team. It can be said that the team of famous teachers in Frances Sun has made many remarkable achievements after more than seven years of hard exploration and hard practice. From the municipal famous teacher studio to the provincial famous teacher studio and then to the ministerial famous teacher studio of the Ministry of Education, they have made successful educational reforms step by step. This time, they made a wonderful appearance on the live broadcast platform with a gorgeous lineup, revealing the significance of teamwork, telling people what kind of educational reform a school can and should carry out in China, and what kind of educational transformation a region needs to form a high-quality educational ecology.
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