In my research project "Research and Practice of School Curriculum Embedding into National Curriculum", I put forward the problems of how to break through the barriers of subject curriculum, how to produce the educational effect of interdisciplinary integration, and how to get through the connection point between subject and children's real life and life growth.
In practice, we have summed up three kinds of integration practices oriented to core literacy: intra-discipline integration, inter-discipline integration and inter-discipline integration. Infiltration and integration within the discipline emphasizes the unique attributes and values of the discipline, integrates the internal logical connections of the discipline with theme optimization, forms a series of curriculum groups, and gives full play to the educational function of the core literacy of the discipline. Interdisciplinary integration, crossing the boundaries of disciplines, integrates the concepts, contents and activities of different disciplines with themes under the same discipline attributes, learning rules and learning methods, and cultivates core literacy in discipline integration. Interdisciplinary integration transcends disciplinary boundaries, connects students' learning with their social life and practice, and promotes children's comprehensive practical innovation ability to find and solve problems in real life situations.
1. Integration within disciplines, emphasizing the connection of knowledge.
There are many levels of knowledge connection, so it is necessary to strengthen the internal connection of subject knowledge itself Many of our students can't reach a certain level, and our young teachers can't reach the level of backbone teachers, that is, the overall discipline construction ability is insufficient. Strengthen the connection of knowledge within disciplines, make knowledge structured, and gradually move from initial structure to deep structure, which is the connection within disciplines. This is also a problem that needs to be solved and students' ability cultivated in the general review stage of college entrance examination.
In the general review stage, every learning process, including every class hour, needs to run through and be linked up and down, and it needs to go from shallow to deep, so as to improve students' early problem scenarios. Previous knowledge is mostly the connection between old and new knowledge. Designing pre-knowledge and constructing knowledge system is to open the horizontal gap of knowledge, make knowledge structured and reveal the internal relationship between knowledge and knowledge. By moving from one problem to multiple problems, to the problem system, to raise problems through series, to solve problems through series, and to build problems systematically, children can gradually establish their own knowledge structure.
2. interdisciplinary course, pay attention to the links between disciplines.
Problems in the real world are often not limited to one discipline. It may be beyond many disciplines, so the relationship between disciplines needs to be reflected in learning activities. There is also a completely interdisciplinary problem, which may be a project. Some people call it "project-based learning".
The implementation of core literacy should not be limited to simple knowledge points within the discipline, but also solve practical problems, and these special project learning includes subject knowledge, interdisciplinary knowledge and the connection with real life knowledge.
Yin quoted a professor from Fudan University as saying that children should learn to build three worlds. The first world is the world of knowledge, the second is the world of practice, and the third is the world of thought. In fact, the latter two "worlds" depend on the connection between knowledge and life, that is, we need to discover and feel the real life and the real world through knowledge in the process of discovering and solving problems. Because when we discover and feel the real world, that is, when knowledge has application value, people's emotions will slowly breed in this process, which is the meaning of learning.
This reminds me of the triple realm of the ideal classroom of new education: the first realm, the framework of effective teaching; The second realm is to explore the inner charm of knowledge, which is a great thing; The third realm is the profound resonance of knowledge, social life and teachers' and students' lives. Especially in the third realm, from the enrichment of knowledge to the enrichment of life, this kind of classroom activates the horizontal and vertical life of teachers and students and realizes a higher level of education.