The Outline of Basic Education Curriculum Reform (Trial) issued by the Ministry of Education in 20001points out: "Change the current situation that the curriculum implementation overemphasizes learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore, and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate; Change the situation that curriculum management is too centralized, implement national, local and school level curriculum management, and enhance the adaptability of the curriculum to local, school and students. " It is the first time to put forward "comprehensive practical activities" as the main course in primary school, and its contents mainly include: information technology education, research-based learning, community service and social practice, and labor technology education. Through comprehensive practical activities, students can experience the process of inquiry, learn scientific methods, cultivate innovative spirit and practical ability, comprehensively apply knowledge to solve problems, and cultivate students' sense of social responsibility. And all this, in the final analysis, depends on the teacher to guide and act, and turn it into energy.
Since our school declared and implemented the research on the development of research-based curriculum in Yijin Primary School in May, 20001year, at first, we focused on changing students' learning methods through research-based learning activities, improving students' social practice ability and their ability to write small papers and activity diaries. However, with the continuous advancement of research, we increasingly feel that the reform direction of research-based learning is twofold. In addition to changing students' learning methods, teachers' teaching methods will also change. Moreover, in practice, teachers play an important role in activities, which is quite critical and more difficult than changing students' learning methods. In short, the implementation of research-based learning and the development of school-based curriculum depend on teachers.
First, the source and composition of teachers
In the development practice of research-based school-based curriculum, teachers are indispensable factors. So who will organize the leadership? Who is the instructor of practical activities? Can we have full-time teachers? Who can be a teacher of comprehensive practical activities? This is the basic question that needs to be answered in implementing the comprehensive practical activities of school-based curriculum development.
Drawing lessons from Japan's experience in developing comprehensive learning activities, the so-called "T-T" system is formed in the form of "teacher team". The "T-T" system requires teachers with different academic backgrounds or curriculum backgrounds to form several teacher guidance groups to face the students in their respective classes. However, due to the extensiveness and time continuity of students' comprehensive practical activities, it is difficult for a few teachers or full-time teachers to meet the needs of all students to carry out activities. And from the teacher's point of view, time, energy and knowledge are limited. Therefore, our school has set up a leading group headed by the principal, which is headed by the director of the teaching department and the director of the guidance office, and is equipped with a team of backbone teachers with high research level, relevant research experience and guaranteed time. At the same time, vigorously publicize and encourage more class teachers and subject teachers to jointly serve as instructors for students' related topic activities and participate in all practical activities. For example, the topic of "Clothes and Brocade Features" in the campus chapter consists of teachers' guidance groups such as music teachers, physical education teachers, English teachers and brigade counselors in our school, and the topic of "Geography and Resources in Lin 'an" in the hometown chapter consists of three levels of common sense teachers: low, middle and high.
In addition, because students need to go out of the campus and enter the society to carry out activities, the school also makes full use of the guiding force of social education as much as possible, and employs some parents, experts in related fields, off-campus counselors and even government officials as instructors for the development of research-based school-based curriculum. For example, the research group of Yijin Junior Police School specially invited instructors from the patrol special police brigade of the local public security bureau as instructors.
Second, research-oriented curriculum development challenges and requirements for teachers
Professor Huo of East China Normal University once said: "After liberation, China has carried out many basic education curriculum reforms, but no reform has touched teachers in an all-round way like today. Teachers should not only be familiar with the process and content of research-based learning, but also relearn a lot of new knowledge and profoundly change their own ideas and teaching behaviors. Inquiry learning is by far the biggest challenge for teachers. "
(a) Teachers have lost their authority and monopoly on students' learning content.
For a long time, influenced by the idea of "preaching and teaching to solve doubts", teachers have become the possessor and giver of knowledge and the only source of knowledge for students. Even the worst teacher, with the help of his knowledge, is still authoritative and condescending in front of students, and everything is up to him. However, in research-based learning, this situation has changed fundamentally. Many problems that students want to study are beyond the teacher's professional field, and some problems are usually not concerned or concerned even in the teacher's professional field. For many students, teachers have little advantage in professional knowledge, or even know nothing about it; At the same time, the openness of students' learning content has greatly expanded their cognitive field, and the way of absorbing knowledge has also changed from single to multiple. Students used to follow the teacher, but now the teacher can't keep up with the students in some aspects. Such as the use of computers. Because students' learning content greatly exceeds the scope of classroom and textbooks, teachers lose their dependence on books and outlines, and also lose their authority and monopoly on students' learning content. Therefore, our teachers have never been "uneasy" when they enter the classroom and get close to the students.
This feeling of teachers will directly lead to the change of the relationship between teachers and students. In the past, in the teaching process, teachers often claimed to be "teachers", and they felt the sense of dignity as teachers. They are used to giving orders, and the students just listen. However, in this course, only when teachers put down their airs and mingle with students can they achieve satisfactory guiding effect. Because the teacher is no longer an authority at this time, the teacher's words may not be convincing. Indeed, in inquiry learning, the boundary between teachers and students tends to fade, and the communication between teaching and learning becomes more and more frequent. Whoever has knowledge and insight first, who finds and solves problems first, will get the initiative to speak first. The teaching relationship has changed from "I speak and you listen" to a new democratic and equal teacher-student relationship that is discussed and discussed together.
Secondly, this change makes teachers really begin to realize the sense of crisis and the urgency of "charging", which leads to a strong desire to continue learning and improve themselves. One of our tutors wrote in her experience: "I remember the first time I called a meeting of the members of the research group." When I introduced myself as the instructor of the' Lin 'an Economy' project, I felt uncertain. Another time, two students from the' Lin 'an Industry' project team stopped me during the break and asked,' Teacher, it is often said on TV these days that the development of industrial parks is a breakthrough in the development of Lin 'an's industrial economy, so what is an industrial park? What are the industrial parks under construction? I can't answer any of them, and I'm in a panic. At that time, I made up my mind: I must make up lessons quickly and get ahead of my classmates. So, in the following days, I read Lin 'an Yearbook and Report on the Work of the Municipal Government, visited leading enterprises such as Wanma, Jinjiang, Song Tian and Huaxing, and visited several hotels such as Agriculture Bureau, Industry Bureau, Telecommunication Bureau, Wang Qian and Lin 'an. Although I have made a lot of preparations for this, I still encounter unexpected questions from my classmates from time to time. Sometimes I can't help students in the face of their confusion, but I can only worry secretly, which really makes me lose confidence. "
Yes, I used to think that I could sit back and relax by teaching primary school and getting a college degree. Now I know that my knowledge structure is single and my knowledge is narrow, and I have such indifference to practical problems in my life.
(2) Teachers move from individual to cooperation.
In the past teaching, each of our teachers had their own subjects or their own specialties. Basically, I finish the teaching work independently, and basically I don't need to have business dealings with teachers in other disciplines. However, in research-based learning activities, teachers' guidance includes computer knowledge, scientific research methods, various professional knowledge, paper writing, report writing, data sorting and so on. Therefore, for the vast majority of teachers, it is difficult to complete all the guidance work for student projects by themselves. This requires teachers to move from individual to cooperation and unite to guide the project team. This is a fundamental change in the way teachers work. He must establish contact with other colleagues, from focusing only on this subject to other related subjects, from being used to narcissism to learning to appreciate the work and ability of other teachers, from completing teaching tasks independently to cooperating to complete learning guidance. While educating students to learn to cooperate, teachers should first learn to cooperate by themselves, which is another all-round and profound challenge faced by teachers.
(3) The requirements for teachers' qualifications and abilities are higher.
In the practice of "research-oriented curriculum development", it is far from enough for teachers to have the ability of "preaching, teaching and solving doubts", and they must also have the following skills:
1, planning and design skills;
The development and implementation of research-based school-based curriculum provides teachers and students with broad free activity space and broad activity background. In this wide-area curriculum environment, teachers can guide students to choose the theme or topic of activities independently, freely and flexibly, and arrange the process of activities. This requires instructors to have strong planning and design skills when implementing research-oriented student activities. Instructors should be good at guiding students to choose or put forward activities, themes or topics independently according to their own life experience, existing knowledge base and specific background and conditions, and make reasonable activity plans to ensure the smooth and effective implementation of research-based learning.
2. Ability of organization, management and coordination;
The implementation and design factors of practical activities of research-based school-based curriculum are quite complicated, which requires instructors to have strong organizational and coordination skills. Counselors should organize and manage students well, guide students to form activity groups, and coordinate the relationship between various departments in student activities. Through communication with relevant departments or personnel, we can create relaxed time and space for students to carry out comprehensive practical activities and make full use of various curriculum resources. In addition, instructors should also coordinate the relationship between instructors in the teacher guidance group in order to effectively guide students' activities.
3. Ability to explore and solve problems;
The practical characteristics of school-based curriculum development require teachers to have strong practical ability. Tutors should learn to explore and solve problems by themselves. Only when teachers have problem consciousness and inquiry ability can they better guide students to carry out research-based learning. Counselors should pay attention to cultivating their practical ability in the process of guiding students. Let teachers and students grow together in comprehensive practical activities.
4. Ability to collect and process information;
In the research of school-based curriculum development, students are faced with complicated materials or information. In order to guide students, teachers must have the ability to obtain information independently and actively collect and process information. Instructors should clarify the ways and channels of obtaining information and guide students to collect information through various channels. Teachers should also master the methods of collecting and processing information, learn to use different methods such as investigation, investigation, document retrieval, measurement and experiment to collect information, and learn the methods of statistics, collation and analysis. Only in this way can students be guided to collect and process information in comprehensive study.
Thirdly, the change of teachers' role in the research of school-based curriculum development.
The development of research-based school-based curriculum requires teachers to become participants in student research from the authority of knowledge; From the transmitter of knowledge to the promoter, organizer and instructor of students' learning, from focusing only on textbooks to paying attention to cutting-edge knowledge, related knowledge and the connection with practice at the same time; From simple knowledge transfer to caring for students' lifelong development; From teaching to research and so on. The role of teachers is quite different from that of the past. In a word, teachers will become:
1, a participant in student learning.
Teachers and students can participate in learning and practical activities together, which can have a deeper understanding and grasp of students' personality, ideological status and social background. It is conducive to shaping a democratic, cooperative and equal relationship between teachers and students. As a teacher, it is a prerequisite to actively participate in the research of students' topics as an equal. As participants, teachers' task is to often go deep into the activities of students' research groups, understand students' needs, listen to students' needs, be students' friends, and let students recognize that teachers are one of them, willing to speak freely, discuss freely and express their opinions boldly. In this way, teachers can grasp students' problems at any time and give targeted guidance. At the same time, it is in participation that teachers can learn a lot of new things, learn in participation and guide in learning.
2. Instructor of students' learning
The effective guidance of teachers is the basic condition for the successful implementation of comprehensive practical activities, but the guidance here is very different from the previous subject teaching. This guidance requires teachers to seize the spark of students' thoughts on the one hand and deliver oxygen to make them burn; On the other hand, teachers' knowledge accumulation, experience and wisdom are used to inspire students, which is the so-called "point-to-point", leaving room for students to think and imagine. From the guidance content, the guidance of comprehensive practical activities is basically to create a situation for students to find problems, guide students to choose suitable research topics from the problem situation, help students find suitable learning methods and exploration methods, and carry out the exploration process with students. In the way of guidance, comprehensive practical activities advocate group guidance and collaborative teaching. We can't just give the right to guide the comprehensive practical activities to the teachers of a certain subject or the head teacher or the teachers who specialize in guiding the comprehensive practical activities, but we should pool the wisdom of all teachers in an effective way to coordinate and guide the comprehensive practical activities. This is the inherent requirement of the integrity of comprehensive practical activities. From the perspective of guidance, the strength of guidance should be different between different classes, even between different grades in the same class. The lower the level, the greater the guidance.
In short, teachers can neither "teach" comprehensive practical activities, nor shirk the responsibility of guidance to let students drift, but should combine their effective guidance with encouraging students to choose independently and actively explore.
3. Organizers and promoters of students' learning.
In comprehensive practical activities, students' activities are decentralized and self-managed. Due to the differences of students' self-control ability, the management organization and activity quality of each group are quite different. Because each group has different emphases, there will be different difficulties and problems. In group study, students will also have different views and emotional fluctuations, which requires teachers to guide students and do a good job in organizing and promoting students' learning. For example, create a relaxed and harmonious activity environment, organize reports and exchanges between research groups in time, talk to students once there is a problem with the quality of research group activities, educate students to respect and appreciate each other, help students overcome difficulties, build confidence, and maintain strong curiosity and persistent enthusiasm. In short, teachers are not bystanders in student activities, but should organize and manage students to carry out practical activities in an orderly and efficient manner.
4. Partners who jointly guide students' learning.
The traditional relationship between master and apprentice is often that scholars despise each other, chickens and dogs hear each other, and they don't talk when they die. With the emergence of research-based learning, teachers can no longer control all the guidance to students in knowledge, methods and technology alone, so teachers must cooperate with colleagues to remain competitive. When a teacher participates in the guidance of students as a member of the steering group, he needs to be able to show his talents, learn the advantages and strengths of other teachers with an open mind, and learn to appreciate and cooperate with other teachers. For example, the four teachers of our "Economics" research group often prepare lessons together, discuss a series of problems encountered in the implementation process, study the next step, are eager for cooperation, are willing to cooperate, truly realize the true meaning of "unity is power", and feel the charm of literati dating and cooperation. We truly realize that actively participating in such activities is the embodiment of teachers' professional responsibility and academic mind, which not only helps teachers to improve their own quality in cooperation, but also promotes exchanges and coordination between different disciplines.
5. Coordinator of multi-party relations inside and outside the school.
The development of research-based school-based curriculum requires students' learning activities to go beyond textbooks, classrooms and society. The development of practical activities such as investigation, visit and visit can not be separated from the strong support of parents and the active cooperation of all walks of life. Therefore, teachers should actively coordinate the division of labor and cooperation among students, the relationship between schools and parents, and the relationship between social departments, institutions and student activities, try their best to play a good role as a link and bridge, and create a good educational environment and curriculum resources for students to carry out practical learning.
6. Pioneers of educational and teaching resources inside and outside the school.
In the past, most teachers were familiar with textbooks and teaching reference materials, but little attention was paid to what other resources could be used as teaching materials to educate students. The openness of students' learning content in time and space and the close connection with students' surrounding society and community require finding, discovering and utilizing more educational and teaching resources. Teachers are the main discoverers and pioneers of these educational and teaching resources and materials. In the practice of developing research-based school-based curriculum, we mainly look for it from three aspects: first, based on the school, such as dance, brass music, Cambridge children's English and other special education, as well as the historical evolution and school achievements of clothing brocade; The second is to contact the community, such as parents' schools, juvenile police schools, holiday teams and other topics; The third is to explore local textbooks, such as eco-tourism, hometown specialties (old three treasures, new three treasures), Lin' an celebrities and so on. It is particularly worth mentioning that the research group directed by Huang Haiyan, the general education group of our school, has successively developed school-based courses such as Bamboo Fun, Hickory and One-Day Tour in Lin 'an, which have been well received by experts and leaders. Teachers' efforts in this respect reflect their openness, their desire to combine reality with local conditions, and their ability to handle affairs.
The change of teachers' above roles reflects the new requirements of the times for teachers. A teacher who can only move the contents of textbooks into students' minds is obviously out of date. Teachers start with research-based learning, and challenge themselves, change themselves and improve themselves from the aspects of ideas, knowledge structure, working methods and behavior patterns. In this sense, the practice of developing research-based school-based curriculum is a good opportunity to improve teachers' quality.
Fourth, the scope and tasks of teacher guidance.
In the development practice of research-based school-based curriculum, teachers' guiding tasks should run through the whole process of students' comprehensive practical activities, including the guidance of determining topics in the start-up stage, the guidance of methods in the activity process, and the guidance of summarizing and displaying achievements in the communication stage.
1. At the start-up stage of the activity, teachers should first guide students to determine reasonable and feasible activity themes, projects or topics according to their own scientific and cultural knowledge and hobbies, combined with their specific family and community background and natural conditions. Because it is difficult for students to choose a topic for the first time, teachers can provide some useful subtopics for students to choose. With the continuous development of students' ability, teachers should gradually let students decide their own activities, themes or topics. After the students initially select the topic, the teacher should guide the students to demonstrate the topic, make a reasonable and feasible activity plan, and cultivate the students' design and planning ability. Planning and designing activity plans is also one of the important processes of students' development.
2. In the implementation stage of the activity, teachers should guide students to collect information, and also give students some basic training with examples to help students master the skills of using reference books (such as indexing, abstracts, surfing the Internet, etc.). ), using audio-visual media, taking notes, interviewing, sorting out classified materials, etc. In the process of specific activities, we should guide students to collect rich materials purposefully, guide students to use methods such as investigation, observation, interview and measurement, guide students to write activity diaries, record research in time, and truly record personal experiences, so as to provide a basis for future summary and evaluation. At the same time, teachers should keep abreast of the progress of students' activities, guide, guide and urge them in a targeted manner, organize flexible and diverse exchanges and discussions, promote students' self-education, help them maintain and further improve their enthusiasm for learning, give individual counseling to groups with special difficulties, or create necessary conditions or help adjust research plans. In addition, students should be instructed to pay attention to safety issues in activities, cultivate students' safety awareness and self-protection ability, and prevent accidents.
3. In the activity summary stage, teachers should guide students to screen and sort out the information in the activity process, form a conclusion, guide students to write activity reports and small papers, and express and communicate in different ways. In the summary, students should be guided to sum up and reflect on the experience, experience and gains in the process of activities.
Five, several problems that teachers should pay attention to in research-based learning activities
Research-oriented school-based curriculum development, focusing on the process, emphasizing that students are the main body of activities, emphasizing that students should gain direct experience through independent learning and practical activities, but this does not mean that teachers' guidance is not needed, but higher requirements are put forward for teachers' guidance, with special attention to the following aspects:
1, stimulate interest and encourage every student to actively participate in activities.
The practice of research-based curriculum development is not an activity for a few students to cultivate their specialties, but an activity for all students to cultivate their innovative spirit and practical ability. Therefore, teachers should stimulate students' interest in activities, give each student the opportunity to engage in independent activities and express themselves, and encourage each student to actively participate in activities.
2. Teachers organize students' activities, not to teach students to use books, nor to teach students activities.
Teachers can refer to some learning materials when organizing activities, but it is more important to create flexible, diverse and lively activities according to local conditions in combination with local actual conditions and students' characteristics. Don't be bound by the framework of existing learning materials. Teachers' guidance to students should be conducive to the development of students' subjectivity, and students should be regarded as the main body of learning, exploring and solving problems. Pay more attention to the autonomy of activities and encourage the diversity of forms.
3. Teachers' guidance should not lead students' research to existing conclusions.
In the process of implementation, teachers should know in time what difficulties students will encounter in carrying out research activities, what questions they will ask, what help they need, what guidance they need ... to provide information, inspire ideas, supplement knowledge, introduce methods and clues, and guide students to question, explore and innovate, instead of guiding students to draw conclusions from their research. Students' inquiry activities can come to a conclusion in many ways, or they may not come to a conclusion. Some activities can continue to extend and expand in depth, even exceeding the existing knowledge level of students.
4. Don't judge all the students by one yardstick.
This course attaches importance to process evaluation and the development function of evaluation. Students with different personality characteristics have different levels of interest and ability. If teachers use the same standards to evaluate students, or use scoring methods to evaluate students' performance, some students will lose their confidence and interest in learning and fail to achieve the development function of evaluation. The evaluation of this course should be based on encouragement. As long as students make progress on their original basis, they should be encouraged.
Sixth, some ideas.
Although the implementation of research-based curriculum development in our school shows that it is both a severe challenge and a rare opportunity for teachers, which makes them feel a sense of crisis and urgency, it is not so easy and sometimes even quite difficult for teachers to really enter research-based learning. Some teachers are on the side, and some even explicitly oppose it. In addition to inertia and habits formed in one's long life, there are many ideas.
Idea 1: It has nothing to do with school-based curriculum development research and academic testing. Parents and society measure and evaluate schools through students' test scores, and provide research-based learning. What should I do if my academic performance is affected?
Idea 2: School-based curriculum development research can not reflect personal work performance. The quality of class management and academic performance directly reflect teachers' personal work achievements, but research-based learning is the result of teachers' collective guidance. Even if students have made achievements in this respect, they can't reflect teachers' personal contributions, so why be so active.
Idea 3: Extra burden beyond the total workload. There is no full-time teacher in this learning activity, and it must be the current teacher. However, there is no clear statement about the calculation of this part of the workload, especially after teachers paid a lot of labor in the initial exploration stage, which affected the enthusiasm of teachers.
Idea 4: If you don't know scientific research, you won't guide students. As a teacher, I am used to imparting knowledge and seldom do scientific research. Even writing some papers is forced by the promotion of professional titles. However, the research of school-based curriculum development needs teachers to guide students to carry out research, which makes teachers feel at a loss and very difficult.
Idea 5: I am not familiar with the course flow of research-based learning. The implementation process of inquiry learning is similar to the process of scientific research, which is completely different from the subject teaching that teachers are familiar with. Many teachers don't know how to conduct this course, what to do and how to do every link.
Some of the above ideas of teachers are conceptual problems, some are worried about whether they can be qualified for the new curriculum, and some involve supporting management policies, which accurately reflect the true psychology of teachers in the development of research-based school-based curriculum. The teacher's first idea cannot be solved at the school level. For the second and third ideas, on the one hand, we need the policy guarantee of the education administrative department, on the other hand, we need to do some work at the school level, such as formulating some reward and punishment measures and evaluation regulations, to encourage and ensure the establishment of research-based learning from the system. The rest, such as teachers' knowledge and ability, can be based on our school to carry out various forms of teacher training, and secondly, we can build a stage for teachers to enhance their feelings and display their talents in work practice. Thirdly, the school can strengthen the management of teachers' teaching work, so that teachers can be in place, responsible and devoted in the research-based learning course, so that teachers and research-based learning can grow simultaneously.
With the implementation of the national new curriculum standards, the establishment of research-based learning and comprehensive practical activities will be the second leap-forward development of the school. From the development and implementation of research-based school-based curriculum in our school, we realize that teachers are always the key to the implementation of activities. Without the guidance of teachers, even the best courses can hardly achieve the expected results. Teachers play a vital role in implementing activities and improving the quality of activities. On the contrary, the development practice of research-based curriculum is also a rare opportunity and breakthrough point to improve the overall quality of teachers.
References:
1, experiment and exploration of research-based learning Huo Guangxi Education Press
2. The concept and practice of comprehensive practical activity course in Guo Yuanxiang.
3. Comprehensive practical activities
-Guide for Teachers of Comprehensive Practical Activities Course of Central Institute of Education.
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