What kind of abilities should students be endowed with the "double new" education reform?
■ Li Deyuan
Starting from September this year, all disciplines in Shanghai's first year will be fully implemented with new courses and new textbooks.
In June next year, Shanghai will usher in the reformed new senior high school entrance examination.
The state-led "double new" (new curriculum, new textbooks) education reform is a systematic reform measure, including new curriculum plans, new curriculum standards, new textbooks, new teaching methods, new evaluations, and new college entrance examinations ( Senior high school entrance examination) and other aspects.
As a middle school principal, you can really feel the burden of the students' schoolwork and the anxiety of the parents.
The full implementation of the “double new” this time is aimed at issues such as “examination-oriented education” and utilitarian learning.
When "teachers teach mechanically and students learn passively" become teachers and students learning through situational practice and problem inquiry, only the misunderstanding of education may be changed, and the anxiety about education may be alleviated.
Appears to have a solid foundation in receptive learning, focusing on problem-solving rather than problem-solving
Everyone knows that exam-oriented education is not good, but we cannot simply equate "exam-oriented education" with "examination-oriented education". There is an essential difference between the two.
"Exam-taking" means that teachers use an orderly teaching organization to enable students to fully demonstrate their acquired qualities and abilities during examinations. As long as they enter a higher education, there will be "exam-taking".
However, "examination-oriented education" takes "examination-oriented" as the purpose of education. It has no eyes. As long as it is for the score, it can overwrite the questions. It can sacrifice the students' development space, rest time and physical and mental health, and even do everything they want.
Under test-oriented education, students have exercises in their eyes, but they can't ask questions; they are good at solving problems, but they can't solve them.
Dewey said that life is education. This kind of learning that is confined to books and is separated from the comprehensive application of practice brings narrow vision, stagnant thinking, lack of innovative ability, not to mention broad knowledge.
Schools under test-oriented education are also full of problems. Teachers are good at teaching and demonstrating, and students are good at accepting and imitating. This kind of "receptive learning" is often also exercise teaching. Such teaching often focuses on the correctness of knowledge and the standardization of answers. The score serves as the only evaluation.
Although it is conducive to a solid foundation, it is not conducive to capacity development.
Higher-level problem teaching tends to pay more attention to the logic and criticism of thinking, the openness and tolerance of answers, and the cooperation and participation of evaluation. Compared with the two, it is obvious which education is more scientific.
The new curriculum reform clearly states that schools should carry out contextualized teaching, focusing on applied, comprehensive, exploratory and open issues, so as to cultivate students' ability to pay attention to the real world and solve practical problems.
This year's college entrance examination has also confirmed this point. The situational test questions have increased, and the requirements for reading have increased. The examination of subject education, subject literacy and comprehensive application ability has become a new bright spot.
Therefore, the "problem" is the real "touch point" of teaching and learning, and the soul of teaching and learning.
Schools, teachers, parents and students must realize this. Through task organization, guiding research, discussion and effect evaluation, teachers can make students learn from only for examination and selection to be good at learning and even love learning for life, and never only passively accept knowledge. To innovation, and even the creation of knowledge.
Really good education is selective education
School is not only a place for teaching and examination, but also a place for people to grow up.
Education is first to make people human, and second is to train students to live a happy and dignified life in the future and have the ability to serve the country. If the existing school education and evaluation system is not reformed, this task cannot be accomplished.
Teaching reform must be based on reality and face the future. In the teaching strategy, both "cultivation" and "selection" should be taken into consideration. It should not only meet the wishes of parents and students for further studies, but also meet the country's requirements for talent training. The essential elements of "cultivation" and "selection" are "problems."
In short, from exercises to problems, it is the key point to improve the shortcomings of talent training.
For middle schools, while developing school-based curriculum standards and unit tasks, research on problem design should be strengthened.
Taking the data of the National Bureau of Statistics in 2019 as an example, there were more than 19 million graduates in the third year of the year, and more than 8 million were promoted to ordinary high schools.
The university enrolls more than 9 million students, of which 985 colleges and universities only account for about 5%.
If the school only focuses on knowledge learning and problem-solving, with the sole purpose of entering a higher education, then students’ core literacy and future viability are worrying, not to mention the emergence of top-notch innovative talents.
The "Multiple Intelligence Theory" proposed by American educator Howard Gardner tells us that everyone’s intelligence is different. Only by providing students with rich courses, practical experience, and comprehensive learning opportunities, will they discover their own strengths and weaknesses, Sexual development will be better.
If you do not start from science but the only way for the whole people to take the college entrance examination, it is like an elephant and a monkey climbing a tree.
Exploiting strengths and avoiding weaknesses is an issue that education today must pay particular attention to.
Not everyone can pass the exams to enter the university. In the basic education stage, we should pay more attention to what students have gained, what they have lost, and where their future lies.
Therefore, the pursuit of ideal education is for the development of everyone, not for examination results.
I often tell students that a person who studies and goes to school must have accumulated cultural knowledge, but having a culture does not mean having talent, and having talent does not mean having wisdom.
Knowledge, talent and wisdom are the three important foundations of "learning".
I hope that in the future, you will enter society and continue to forge ahead and move forward steadily: learn to be a human being, be able to settle down and live; learn to think, to be safe and happy; learn to do things, to stabilize the country and become the pillars of the great rejuvenation of the nation.
This is why we have to set up so many themed activities in our school to provide students with large and small stages, so that they can grow up and achieve better selves.
A truly good education should allow every student to have a good development and have the ability to serve the society and the country, not an elimination education.
Today, both the senior high school entrance examination and the college entrance examination have introduced comprehensive evaluations, combining paper-based examinations with comprehensive interviews. This is a reform measure worthy of full recognition.
Exploring the value of educating people in various disciplines, and cultivating students' core literacy in an all-round way
In accordance with the spirit of relevant national documents, by 2022, around the core literacy of student development, the education system for comprehensive training of morality, intelligence, physical education, and labor will be further improved, and the implementation mechanism of morality and cultivation will be further improved.
Core literacy is usually understood as "key ability, necessary character and value pursuit". The key ability is the ability to think, do, and innovate with knowledge, which is also the embodiment of comprehensive ability; the necessary character is to have political qualities including core values , Ideological quality and moral quality; value pursuit is to have correct values.
In a nutshell, it is to train students to continue to do the right things and make useful innovations.
Disciplinary core literacy refers to the core literacy formed by extracting the cultivating value of all disciplines and activities from the irreplaceable value of educating people in every discipline.
The school must carefully implement the cultivation and implementation of the core literacy of each subject in order to realize the task of Lide Shuren.
In the final analysis, the key to the cultivation of core literacy lies in the cultivation of learning ability, and learning ability is competitiveness.
In this new curriculum system, moral education courses are included in the national compulsory courses, which also include comprehensive practical courses and labor courses; at the same time, there are compulsory courses and optional required courses, which provide students with the possibility of selective learning and adaptive development. ; Encourage the development of school-based curriculum, build a school-based curriculum system including discipline expansion and improvement, interest and specialty development, and improve the evaluation system, establish a new evaluation system including the graduation credit system and the comprehensive evaluation system for entering higher education.
The above courses are all included in credit management, with no less than 144 credits for graduation.
At the same time, schools and parents should also pay attention to the comprehensive development of students, guide students to use weekends and holidays to read more extracurricular books to increase their connotation, participate more in social surveys to expand their horizons, carry out some social services to enhance public welfare, and improve research capabilities through social survey activities , You can also improve your expressive skills through group discussions.
(The author is the principal of Shanghai Yan'an Middle School)