Here, I have to mention Taylor's book "Basic Principles of Curriculum and Teaching". In fact, whether it is a three-dimensional goal or a core accomplishment, it is possible for teachers to understand its connotation, and more experienced teachers can also react quickly and contact some situations in actual teaching. However, if we really want to cultivate the ability of "individuals actively developing themselves and adapting to future social life" put forward by the core literacy, we are still at a loss in procedural steps. Taylor's book mentioned here does not give the teachers an operable plan from the actual case. However, the proposal of curriculum principles can still give us considerable inspiration in learning and education. This is an outdated book, and many of its contents have stood the test of time and are still very useful. In actual teaching, some teachers fail to grasp the teaching objectives and often fail to achieve them. This may be due to the unclear interpretation of the teaching objectives, and the subsequent planning arrangements will be unclear. It is also because the teaching process is not clear in the mind.
Of course, in addition to the explanation of the teaching process and principles in this book, it is also helpful for teachers to master the curriculum rhythm. Most importantly, the teaching objectives and teaching implementation mentioned in it have a great relationship with core literacy.
The first is core literacy. Whether it is the OECD, the European Union or UNESCO, or the research of China scholars now, the connotation definition of core literacy is roughly the same, which can be listed as follows:
① The relationship between people and tools: basic knowledge and skills; Enable students to use these tools to survive in the future society.
② The relationship between man and himself: the ability to solve problems; That is to be able to interact in heterogeneous groups, establish relationships with others, carry out conflict resolution and teamwork.
③ The relationship between man and society: mode of thinking and world outlook; In other words, they can act independently, solve problems in a complex environment and implement plans to meet their own needs.
The interpretation of these three aspects of core literacy should include not only educational objectives, but also educational subjects and educational contents. Core literacy emphasizes the cultivation of people, which is the educational connotation under the humanistic concept, and defines that the cultivated people can adapt to the future society, not just focusing on the present, so the knowledge system of learning will change accordingly; The educational goal highlights the relationship between people and the surrounding environment, not only the individual's mastery of certain knowledge and ability, but also how to use these knowledge and ability in interpersonal communication, emphasizing the preparation for future life and work. Subsequently, the mastery of knowledge and skills emphasized in traditional teaching is difficult to adapt to this teaching goal, and the increase of new knowledge and the extension of knowledge width and breadth are also aspects that must be paid attention to.
Then, how to determine the specific educational goals and how to choose the learning experience that can achieve the educational goals? The book "Basic Principles of Curriculum and Teaching" presents relevant contents, which is put forward based on the needs of the trained people and is of great benefit to the implementation of core literacy.
First of all, the specific educational objectives of the school should come from the following sources:
Learners' own research. Here, the educational goal is mainly to meet individual needs and make people produce various behavioral changes. Presco divides needs into three types: physiological needs, social needs and overall needs. In teachers' research on students in our school, the contents of the survey can be described in turn as: health, direct social relations (family life and friends and acquaintances), social-citizen relations, consumer life, professional life and leisure life. Of course, we can also do some surveys on the unique aspects of the community according to the actual situation. Through these surveys, we can get students' habits, knowledge, ideas, attitudes, interests and other information, and arrange what should be presented in class according to these information. The most important part is to establish a comparative norm standard, so that we can better see which students are lagging behind in which aspects.
Research on contemporary off-campus life. Based on the influence of scientific development and social progress on human life, people pay more attention to useful knowledge that can survive in contemporary society. The study of contemporary life should also be divided into different aspects in order to investigate in various fields. For example, the classification of goods and services in life, religious activities, education, individuals and society, natural resources and so on. None of them are perfect, and investigators need to make more analysis and consideration according to the actual situation, and then refine the survey objects. The study of contemporary life has shifted people's educational content from the past to the present, turning to useful knowledge and ability, rather than just learning ethics unrelated to life. It also allows people to see the changes brought about by life and the impact of these changes on people's attitudes and values. Of course, there are both good and bad aspects. At this time, education is needed to distinguish and optimize these influences, so that people can truly realize the transformation to good behavior.
3. Subject experts' suggestions on objectives. All educational goals are always less professional only from the survey, and subject experts just make up for this. In this book, it is listed that the discipline Committee plays a more important role than the education Committee in setting the knowledge goals in the discipline field. This is because the purpose of discipline group is not to put forward discipline objectives, but to express their views on disciplines in more discussions and how to arrange the necessary contents and functions of disciplines. It can't bring practical sense of operation to state the subject objectives alone, but a clear grasp of the subject can make it more critical. For example, it is possible for an art discipline group to put forward the functions that art should have, what changes students should have, cultivate students' interests, and point out what opportunities students should be given to show their interests and abilities.
4. Use philosophy to choose educational goals. According to the previous investigation and suggestions, the presentation of educational goals will be more complicated, and it is necessary to determine the key core goals that philosophical thoughts should choose. This is somewhat similar to the key elements put forward by core literacy. This approach is to choose a consistent goal to cultivate the beautiful feelings, attitudes and values that human beings should have universally. In addition, educational philosophy should also solve the problems of what kind of people schools should train and give the same or different education to people of different social classes. Obviously, different schools and different student groups will give different answers. However, it is these philosophical questions that question education again and again, and gradually extract the most essential and beneficial truth about education from the most complicated teaching content and experience.
5. Use psychology to choose goals. Anyone who has studied educational psychology should know that people's growth is divided into different stages, and the maturity of their minds is different at different stages, so the level of knowledge they receive should be different. Therefore, the arrangement of learning content should conform to the stage of human development, especially to adapt to the influence of modern life. So the old knowledge may not be suitable for children to accept and learn now. In this regard, we should mainly pay attention to the sequence, coherence and integrity of learning content arrangement. Because it must be clear that the multiple results of learning experience make the learning content interact.
After the educational goal, it is to organize and state the goal. So how to state the educational goals so that teachers can clearly understand them and implement them easily? This should be the confusion of many teachers, not because they don't understand the educational goal, but because the expression of the educational goal is either too complicated or too concise, so that teachers can't determine how to implement it to achieve the goal.
Therefore, clear educational goals are needed.
The three-dimensional goal is to cultivate students from three aspects, including knowledge and skills, process and method, emotional attitude and values. The statement of educational objectives here includes three forms. One is to list the topics, concepts, concepts or other content elements involved in the course; The second is what teachers should do; The third is to summarize the changes of students' behavior and attitude after learning. The stated goals of these three forms often make it difficult for teachers to grasp the choice of teaching content and teaching form. In the first form, teaching often makes students remember some concepts and elements, but they can't point out the usefulness and usage of these knowledge, whether it is migration or analysis to solve a problem; In the second form, the teacher follows how to do it under a certain theme, emphasizing the whole action of the teacher and not describing the learning behavior of the students, so it is difficult for the teacher to judge what kind of changes the students want to achieve in the teaching process; The third form often expresses "cultivating a wide range of interests" and "cultivating critical thinking", but what kind of content should be presented to achieve these goals, or what aspects of life these aspects apply to, then training is empty talk and the results are not satisfactory.
The most useful form of stating educational goals should be to point out what kind of behavior students should cultivate and which areas of life this behavior can be applied to. In this way, every goal is related to behavior and content, and teachers have rules to follow when implementing it, and it is easy to choose appropriate content. For example, when learning a Chinese text, you can set the learning knowledge points of the course: words, sentence patterns, writing skills, thoughts and feelings, reading interest, self-creation, etc. Then extract the abilities that need to be mastered under each knowledge, such as understanding facts, obtaining information, explaining information, applying ability, extensive interests and social attitude, so that you can check the mastery of achievable goals under each knowledge point, and then teachers can teach according to these arrangements. Furthermore, not only the basic knowledge has been learned, but also the behavior of students has changed slightly as expected, which has cultivated students' values and social attitudes and prepared them for future study and life.
In this book, the author mentions the source of obtaining educational goals. Researchers or teachers can start from their familiar communities or schools, select certain objects, conduct investigations, compile the obtained materials and data, try to put forward educational goals from these materials, and what they will do to achieve these goals, so as to test their actual operability.
After defining the learning goals, we must seek the learning experience to achieve these goals. So what kind of learning experience is the most effective and meaningful?
The author established the general principle of choosing learning experience. As follows:
1. Learning experience should provide students with opportunities to practice the behavior implied by this goal. For example, if the learning goal is to solve problems, then students should be given the opportunity to solve practical problems, otherwise it will be difficult to judge whether students have achieved their goals. Learning experience should be an interactive or autonomous activity, which can give students the opportunity to act.
3. Learning experience should make students feel satisfied when they engage in related behaviors of goal suggestion. That is to say, when cultivating the above-mentioned problem-solving ability, students should analyze problems according to what they have learned, and try to find as many solutions as possible when facing practical problems, which should bring them a sense of joy in practical success, which can strengthen their knowledge and ability. Just like marginal utility in economics, there should be an appropriate degree.
3. The response to learning experience should be within the students' ability. In other words, the knowledge learned should be acceptable to students, and analogies can be generated in students' actual experience, which should not be out of order and violate psychological development.
4. Multiple learning experiences can produce the same educational goals. This means that education can take into account students' different interests, including teachers' specialties, and achieve the same goal by implementing different contents.
5. The same learning experience often produces various results. The choice of a certain learning content should not be too rigid, but should be used in a divergent way, so that students can gain various influences through one exercise. The cultivation of problem-solving ability often forms students' ability to collect and sort out data.
The book lists the selection and application of relevant learning experience, so you can read it carefully and find out where you can use it.
Choose the appropriate learning experience, then the next step is to organize and implement it in actual teaching.
The author expounds how to organize learning experience effectively from the elements, principles, structure and process of designing organizational units. I don't know how you feel after reading it. After reading this chapter, I feel that the concept and principle are too strong. If you want to apply it to reality, you need teachers to translate it into their own language and connect with reality. Then, to sum up, it is the organization of learning experience through three courses. Core courses, wide-area courses and unit courses. These are all familiar in pedagogy. Of course, it seems that some contents are not in line with reality and the cultivation of core literacy. But if we have a good grasp of its basic principles, it can also be used to innovate and cultivate the current core literacy. For example, for a unit course, you can draw up a unit project schedule, specify the time and objectives, as well as the materials used, the methods for students to obtain materials, the topics you choose, the reports you get, and the presentation and evaluation of the final results. These contents are planned in advance and fine-tuned during the implementation of unit design. This can not only mobilize students' autonomy, but also complete the established unit curriculum objectives within the specified time. But also can do a good job of evaluation criteria.
Finally, it is about the evaluation of learning experience. What needs to be pointed out here is that evaluation is based on goals and is an evaluation of students' behavior. Therefore, in the evaluation process, students should be given the opportunity to show their behavior or provide specific information.
So it involves the selection and formulation of evaluation tools. I won't elaborate on the evaluation here. If you are interested, you can look at the evaluation concept and process introduced in this book. Very instructive.
Teachers should practice these processes. This is the way to achieve the educational goal. Of course, it needs to be practiced repeatedly, especially when this process is combined with the cultivation of core literacy, and the reality should be taken into account.
From the above list, we can find that students' needs are fully respected from obtaining educational goals to choosing learning experiences and organizing learning experiences, and the educational goals chosen and realized are also in line with the content of core literacy. Therefore, this curriculum principle has important reference significance for teachers to implement core literacy. Teachers need to choose learning content according to their own experience and students' reality, and realize a curriculum plan that can be operated concretely, so as to guide and cultivate people.