Teaching Paper: On the Classroom Reform Based on Core Literacy Cultivating students' core literacy has become the top priority of the current classroom reform. Only by establishing the goals and ideas of classroom reform and choosing reasonable classroom teaching strategies can the development level of students' core literacy be improved.
First, based on the core literacy of the classroom reform goals
Classroom activities to cultivate core literacy should be learning activities that integrate disciplinary or interdisciplinary teaching resources, break the time and space restrictions inside and outside the class, and guide and help students improve their independent development ability and learning efficiency. In order to effectively promote such learning activities in the classroom, it is necessary to establish the goal of classroom reform from four aspects and realize four changes in classroom teaching.
(a) From "discipline-oriented" to "literacy-oriented"
Guided by the development of students' core literacy, we should create subject learning situations, design and solve subject learning problems, accumulate and enrich subject learning strategies, and lead "subject teaching" with "student development" so that subject teaching can better serve the development of students' core literacy.
From "Surface Autonomy" to "Deep Autonomy"
In the original autonomous learning teaching mode and teaching link. We should increase the weight of "students" and "learning", gradually guide students to establish their own learning goals and tasks, choose and create situations and problems conducive to autonomous learning, choose and create learning strategies and means conducive to self-development, form systematic classroom goals, situations, problems and strategies for autonomous learning, and cultivate students' core literacy in the process of truly improving their autonomous learning ability.
(3) From "core link" to "excellent effect in the whole process"
Focus on "excellent effect in class" and gradually expand to "excellent effect before class" and "excellent effect after class" to promote the integrated development of "helping students before class", "excellent learning in class" and "helping students after class". Improve the accuracy of "helping students before class" and help students study orderly and effectively before class; Improve the sense of success in classroom learning and strengthen students' self-breakthrough and successful experience in classroom; Improve students' ability to consolidate and apply knowledge after class and prepare for new learning.
(D) From "single media" to "technology integration"
The application of modern information technology is conducive to promoting students' autonomous learning, improving learning efficiency, avoiding the "single media" classroom learning situation in a wider range, and actively updating information technology equipment. Explore the effective use of advanced equipment, promote the "technical integration" in the classroom, improve the "digital" content in the "independent" classroom and "excellent" classroom, and develop students' core literacy in the classroom with a distinct sense of modernity.
Among the above four goals, "focus on literacy" is the goal, "deep autonomy" is the goal, "excellent efficiency in the whole process" is the way, and "technology integration" is the means. The four aspects complement each other and develop interactively, which will improve the cultivation level of core literacy in classroom teaching.
Second, based on the concept of classroom reform of core literacy, we should build an "independent" and "excellent" classroom based on core literacy. We need to promote the optimization and upgrading of "literacy classroom", "autonomous classroom", "excellent classroom" and "digital classroom". To effectively promote the optimization and upgrading of existing classrooms, we need to follow three basic ideas.
(A) from "discipline" to "students", follow the "literacy first" classroom optimization ideas.
Classroom based on core literacy needs to realize the transformation from "subject" to "student". Upgrade the "discipline-centered" classroom to a "culture-centered" classroom. "Focus on Literacy" class aims to cultivate students' core literacy. According to the cultivation of core literacy, determine learning objectives, create learning situations, preset learning problems and guide learning strategies. In order to build a "literacy-centered" classroom, we need to follow the train of thought from "discipline" to "student". From "focusing on discipline orientation" to "focusing on students' development orientation", the contents and methods of "discipline teaching" are considered and selected from the perspective of students' development. When designing, implementing and reflecting on classroom teaching, we should ask the following three questions: first, why do students study this subject, and what is the development value of this course to students? Second, to reflect this development value, what kind of learning content should be chosen and what kind of learning situation should be created? Thirdly, which learning strategies should be chosen to effectively implement these contents, highlight the subject value and cultivate students' autonomous learning ability?
(B) From "teaching" to "learning", follow the classroom optimization concept of "learning to teach"
In order to realize the transformation from "discipline" to "student", we should push "student" to the front line of "learning", turn our attention from "how to teach" to "how to learn", follow the idea of "learning to teach", think about what to teach and how to teach from the perspective of students, and realize the transformation from "church" to "learning". To achieve this change, we need to make a breakthrough in three aspects: student differences, learning activities and hierarchical counseling.
First, pay attention to student differences. "Learning is the best teaching", the first is to optimize teaching according to the learning situation. Different students have different academic qualifications, and the classroom focuses on core literacy. It is a classroom to face up to students' differences and promote students' personality development. Following the idea that learning is the best teaching method, we need to focus on solving two problems: first, how to find and pay attention to different students' interests, potentials, development speed and different learning needs in classroom teaching; Second, in pre-class study, in-class activities, student guidance, after-class homework and follow-up counseling. How to implement students' development needs, "tailor-made" learning objectives, contents, methods and progress for different students, and improve the autonomous learning ability and efficiency of "every student".
The second is to optimize learning activities. Taking "learning" as the main line, we should design the learning methods and contents before class, optimize the activities, guidance methods and learning effects in class, and strengthen after-class learning and follow-up counseling. It is carefully designed and flexibly generated in the aspects of learning method guidance, learning main line, learning ladder, activity guidance and activity evaluation. To help students experience the active learning process in autonomous learning and improve learning efficiency.
The third is to strengthen hierarchical counseling. According to the learning situation and students' different development in classroom learning, students' after-school counseling is classified and layered to improve the pertinence of after-school counseling. Innovative after-school counseling methods, using cloud computing, network and other platforms, enrich hierarchical and classified counseling strategies, and further improve the efficiency of after-school counseling.
(3) From the "core" to the "whole process", follow the "trinity" classroom optimization idea.
"Three links and one achievement", that is, before, during and after class, should be considered as a whole and developed as a whole. In order to promote the optimization and upgrading of "excellent classroom" and realize the goal from "core link" to "all-round excellent classroom", we must establish and implement the "trinity" classroom optimization concept. This idea mainly includes three elements: "overall planning", "each has its own emphasis" and "coordinated promotion". "Overall planning" means taking pre-class, in-class and after-class as a whole, systematically arranging the learning contents, methods and means of each learning activity at different stages, and promoting the learning activities at different stages in an orderly manner. "Each has its own emphasis" means that the learning activities before, during and after class have different functions. In the overall arrangement of learning activities in different stages, we should highlight the functions of "finding problems", "understanding problems" and "asking questions" in pre-class learning, and pay attention to the cultivation of autonomous learning ability. In classroom learning, we should emphasize the functions of "solving problems", "generating experience", "self-breakthrough" and "discovering new problems", and pay attention to the cultivation of cooperative learning ability and inquiry learning ability. After-class study should focus on strengthening the functions of "consolidating achievements", "applying knowledge" and "exploring problems", and highlight the cultivation of independent monitoring and self-development ability. "Collaborative promotion" means that different functions at different stages echo each other and constantly strengthen. Form a "trinity" development synergy and realize the goal of "whole process optimization".
Third, the classroom reform strategy based on core literacy
In order to implement the above three ideas and achieve the above four reform goals, various measures need to be taken to break through the bottlenecks such as "overall optimization", "multiple integration", "effective transformation" and "technological upgrading".
(1) Optimize the whole process and promote the overall reform before, during and after class.
Taking "accurate goal", "vivid situation", "problem-driven" and "strategic guidance" as the basic requirements, we should coordinate various learning activities before, during and after class to realize the integrated development of the three links. That is to say, clear learning objectives run through before, during and after class, and different emphases are arranged at different stages to form a "trinity" goal achievement strategy. The created learning situation can not only control the situation before, during and after class, but also improve the recycling rate of the situation. We can also create interrelated continuous situations according to the different needs before, during and after class, and form a "trinity" situation to create atmosphere and strategies. The preset learning tasks and questions should comprehensively consider the different requirements and development steps before, during and after class. The main problems and tasks of learning should not only run through the whole process of learning, but also form a clear learning sequence and form a "trinity" problem presupposition and generation strategy. The choice of learning strategies and method guidance should form a joint force before, during and after class, which should not only consider the different characteristics of using learning strategies at different stages, but also carry out different method guidance; It is also necessary to choose the main strategy according to different class types and students' different situations, organically integrate the main strategy before, during and after class, strengthen students' strategic awareness in different ways, and improve their strategic application ability. Through the integration of objectives, situations, problems and strategies. Promote the optimization and upgrading of "excellent class".
(B) Multi-integration to promote the interactive development of curriculum reform, examination reform and teaching reform.
The first is the effective integration of "teaching" and "learning", which promotes the seamless connection between "teaching autonomy" and "learning autonomy" and realizes the optimization and upgrading of "autonomous classroom". It not only highlights the role of students in the four elements of "goal", "situation", "problem" and "strategy", but also improves students' consciousness and ability to determine learning goals and tasks, create learning situations, propose and solve problems and choose learning strategies. It also gives full play to the role of the essence and wisdom of teachers in teaching. Form an interactive development pattern of "learning and teaching, teaching and learning".
The second is the effective integration of "literacy" and "discipline", which promotes the seamless connection between "focus on discipline" and "focus on literacy" and realizes the optimization and upgrading of "discipline classroom". This integration mainly includes three aspects: first, integrate all knowledge points in the subject with different modules to give full play to the maximum benefit of subject teaching; The second is to promote the integration of disciplines in the teaching of theme teaching, special activities or elective courses, and to improve students' ability to solve practical problems by comprehensively applying multidisciplinary knowledge; Thirdly, the integration of subject knowledge and life situation not only improves the life atmosphere of subject teaching, but also increases the knowledge content of students to solve life problems.
Third, the effective integration of "curriculum" and "classroom" promotes the seamless connection between curriculum reform and classroom reform, and promotes the integrated development of teaching quality and literacy training. According to the basic requirements of the new round of curriculum reform and college entrance examination reform, we should further enrich school-based curriculum categories, guide the development and implementation of elective courses with the cultivation of core literacy, standardize and improve the quality of elective courses with the requirements of the construction of "independent" classrooms and "excellent" classrooms, promote the interactive development of curriculum reform and classroom reform, and effectively develop students' core literacy while ensuring teaching quality.
Effectively transform and promote the organic combination of "learning", "using", "creating" and "being"
To promote effective transformation, we need to grasp the four keys of "learning", "using", "creating" and "saving". "Learning" means acquiring knowledge through various forms of learning. Increasing the total amount of knowledge and updating the knowledge structure are the basis for cultivating and developing core literacy; "Use" means applying what you have learned in different situations, enriching the experience of solving problems and improving the ability to solve problems, which is the key to cultivate and develop core literacy. "Creation" refers to the process of creatively applying existing knowledge and experience to solve new problems according to the different characteristics and requirements of learning tasks, including new materials, new perspectives, new concepts, new methods and new achievements. These "new" are not necessarily "unprecedented", but have new development compared with them before, which is an upgrading link to cultivate and develop core literacy; "Province" means to reflect on the whole learning process and make constant adjustments in the process of reflection, so as to further improve the ability of self-monitoring and the efficiency of autonomous learning.
(D) technical upgrading, using information technology to promote teaching reform.
In order to meet the needs of cultivating core literacy, the construction of classroom information technology must focus on four things: first, upgrade hardware equipment to keep up with the pace of classroom reform; The second is to optimize the data resource database, greatly increase the number of micro-courses and the resources enjoyed by teachers and students, and create good resource conditions for further "flipping the classroom"; Third, promote the deep integration of information technology and classroom teaching, and give full play to the auxiliary function of information technology in classroom teaching; The fourth is to gradually introduce a modern evaluation system and use big data to evaluate and guide students to develop their core literacy.