In fact, the key to the implementation of core literacy lies in the principal and the main body lies in the teacher. Only with teachers can we better implement and implement core literacy. Without principals and teachers, core literacy is difficult to implement.
—— Lin Chongde, a senior professor at Beijing Normal University
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After the release of the framework of "Core Literacy of Chinese Students' Development", various forms of fast "reading" core literacy followed. The ultimate goal of core literacy is still on the front-line principals and teachers. So after reading it, the principal and teachers are most concerned about how to implement it.
This paper will explain how to implement core literacy in schools from the aspects of schools, principals' leadership and teachers' research.
Should schools cultivate their own core literacy?
"Should schools cultivate their core literacy? In my opinion, the main task of the school is to understand and transform the core literacy and form a school-based expression, rather than engaging in another set of core literacy. " Rong, a state inspector, member of the primary and secondary school textbook review Committee of the Ministry of Education and former president of Jiangsu Institute of Education, said.
Cheng Shangrong also pointed out that in the research and practice of core literacy, the following three issues must be clarified in implementing core literacy idea.
1 Define the functional boundaries of core literacy.
As mentioned above, core literacy is very important, but if its functional boundaries are infinitely enlarged, it seems that it can drive everything and even solve all problems, which is obviously unrealistic.
On the other hand, core literacy is, after all, the essential character and key ability of human development, the purpose and purpose of curriculum reform, and the main basis for textbook compilation, teaching reform and examination evaluation, and its role cannot be underestimated. There is a problem of accurate positioning.
We believe that the fundamental function of core literacy lies in guidance, which should guide almost all aspects of curriculum reform and lead the deepening of curriculum reform. Some people think that core literacy is aimed at national curriculum, which should implement core literacy, while school-based curriculum does not. This is really a misunderstanding and a bit ridiculous.
People's literacy is a whole, and school curriculum is a complete structure, which can neither dismember people's core literacy nor dismember curriculum structure. How can we make the courses focus on core literacy and non-core literacy respectively?
We can neither infinitely enlarge the functional boundary of core literacy nor narrow it. Only when core literacy is combined with other factors can it play a role in the whole system of Lide Shu Ren. At the same time, it must play a central and leading role in the whole system. This is the reasonable boundary of the core literacy function.
2. Clarify the relationship between core literacy and school research and implementation.
Since the core literacy research, many schools have been studying students' school-based core literacy. This shows that the proposal of core literacy has attracted great attention of the school, aiming at leading the school curriculum reform, student development and school development with core literacy. This reflects the sensitivity and sense of responsibility of school reform, which is an important progress and should be affirmed.
However, the next question is, should schools develop their own core literacy? In my opinion, the main task of the school lies in the school-based understanding and transformation of core literacy and the formation of school-based expression, rather than another set of core literacy.
School-based understanding focuses on understanding the value, significance and specific requirements of core literacy; School-based transformation focuses on transforming "national standards" into action plans or programs implemented by schools in curriculum, teaching, evaluation and management; School-based expression focuses on the reality of the school, and on the basis of comprehensive understanding and implementation, it clearly emphasizes what and expands what, thus highlighting the school-based characteristics.
3 on the core literacy and non-core literacy issues such as clarification
The value and function of core literacy are fundamental. Core literacy is a person's essential character and key ability, the foundation of being a man and the foundation of students' development. The second is support. Personality and ability influence, promote and support each other, and they support people's development. The third is generative. Other qualities can come from foundations, which support human development. The fourth is sustainable development.
These characteristics of core literacy determine that the structure and implementation process of core literacy are open, and it does not exclude or refuse the entry of other elements.
In addition, as the "core", it can produce, influence and drive, and what it produces, influences and drives is only some elements closely surrounding the "core", which may be called "non-core literacy".
In other words, paying attention to core literacy means paying attention to non-core literacy at the same time. The cultivation of core literacy does not exist, and not paying attention to non-core literacy will not lead to the disability of literacy as a complete person. We don't have to spend too much energy on core literacy and non-core literacy, and we don't have to struggle.
How to implement core literacy and give full play to the curriculum leadership of principals?
For the implementation of core literacy, Ren Xuebao, the former principal of the middle school affiliated to Hangzhou Normal University, cut in from the level of "principal's curriculum leadership". He vividly said that it is also a process of "processing food" to let students' core literacy land.
1 Three factors need to be considered when the core literacy is implemented.
Some people compare school management to a delicious dish, and the author agrees with this metaphor very much. In fact, it is also a process of "processing food", which makes students' core literacy: students are our customers, their future development is the last food we hope to present, and the process of cooking food is the process of "cutting through thorns" and "flashing" by the principal's curriculum leadership. Before that, we need to consider the following three factors.
First, consider positioning and list the existing ingredients.
The premise of cooking any food is to see what processing materials you have. In order to give full play to the principal's curriculum leadership, the confirmation of orientation is an indispensable condition.
If a principal wants students' core literacy to take root in our school, he must first consider the orientation and basic situation of the school. For example, the understanding and implementation of students' core literacy in academic high schools and applied high schools are obviously different, and the conditions for running schools in modern high schools and rural schools are not the same.
If all schools want to cultivate all-round people, it is like asking chefs to cook the same Manchu-Chinese banquet with different ingredients. The final result is nothing more than similarity, which goes against the essence of education.
The second is to consider the demand and establish the consciousness that "the customer is God"
In the service industry, "customer is God" has always been the highest standard, which embodies the concept of "customer demand first". For schools, there are two kinds of objects it serves: the broad object is talents suitable for society. As for what kind of talents the society needs, there are detailed indicators in students' core literacy.
The narrow object is students. The concept of students' subjectivity has been recognized by most educators, and the principal's curriculum leadership must fully consider the needs of students in order to implement the core literacy. On the one hand, the strength of various core literacy is different for everyone, which requires paying attention to the existing foundation of students; On the other hand, students want to achieve different goals, so their specific needs for core literacy are also different.
The third is to consider the unknown and not to be a "chef who can only cook one dish"
Many principals will think of the first two factors, but rarely talk about the future research. In fact, a good chef can't always serve a customer with only one dish. He needs to know the tastes that customers may like in the future and constantly improve his cooking skills. The same is true of school management. In this ever-changing era, "constant change" is the only unchanging fact.
Therefore, in the process of building students' core literacy, the principal's curriculum leadership should not be limited to the present, but should be considered in the historical development.
At present, Zhejiang is piloting the reform plan of college entrance examination enrollment. Many principals have put a lot of thought into the selection of students, the adjustment of teachers and the allocation of classrooms. However, they did not comprehensively consider the future enrollment reform and students' ability to develop in universities and society. This narrowness will highlight its influence in a few years.
2 ways to cultivate students' core literacy
At the school level, the core literacy is still too "superior", so the principal's curriculum leadership plays an extremely important role in the three dimensions of students' core literacy, school curriculum construction and student growth.
The most direct role of the principal's curriculum leadership lies in the construction of the school curriculum system, and completing the curriculum design according to the actual situation of the school and the needs of students is the most direct and effective way to promote students' core literacy.
First, it is necessary to effectively link school-based elective courses with national and local courses.
The core word of the new college entrance examination reform and curriculum reform in Zhejiang Province is "choice", so schools need to offer enough school-based elective courses with high quality to meet students' diversified choices.
However, the development and offering of elective courses are not decided by the person in charge, nor are teachers good at it. Only the elective courses that focus on national and local courses and are constantly derived from the surrounding areas are the elective courses that meet the core literacy of development.
In addition, the school should arrange and integrate national and local courses according to the actual situation of the school, open the channel between compulsory courses and elective courses, and decompose the indicators of core literacy into specific courses, so that students can meet the requirements of development through curriculum practice.
Second, develop and set up curriculum groups according to core literacy.
Curriculum group refers to a series of courses with the same theme that are combined according to a certain logic and level.
Generally speaking, there are two sources of high-quality curriculum groups: on the one hand, professional curriculum groups can be constructed by excavating the logic within or between disciplines; On the other hand, we can also make full use of the characteristics of schools or regions and penetrate into many disciplines.
For example, there is a school in Zhejiang that builds a characteristic elective course group with Xixi Wetland course, which integrates many courses such as chemistry, biology, art, history, Chinese and foreign languages, reflecting the diversified needs of students' development.
Third, fully tap the resources inside and outside the school to ensure the effective implementation of core literacy.
One of the principal's responsibilities is to tap and effectively use resources inside and outside the school, which is a necessary condition to promote the implementation of core literacy through courses.
Principals need to use external resources such as social enterprises, institutions, colleges and vocational colleges to support the cultivation of students' diversified core literacy; The headmaster also needs to further tap the resources in the school, and escort the core literacy to take root through the construction of subject classrooms, teachers' professional training and school culture construction.
If the construction of curriculum system is the most direct way for principals to improve students' core literacy through curriculum leadership, then it is a way to "save the country by curve" to decompose core literacy into subject professional literacy. Different disciplines contribute to the development of students' core literacy, but the contribution degree is different, so studying the discipline literacy system has become an indirect way to promote the development of students' core literacy.
First of all, the core literacy goal of the discipline is to develop students' professional literacy, which is formulated on the basis of fully considering the contribution of the discipline to the development of students' core literacy. Secondly, the teaching content of the subject must fully consider the infiltration and implementation of professional literacy. Thirdly, in the subject teaching suggestions, through various forms of courses, we can promote the core literacy to be truly internalized in students. Finally, in the construction of the evaluation system, the implementation of students' core literacy should be regarded as an important basis to achieve the subject objectives, thus providing diagnostic information for further teaching.
Based on this transformation, we can build a pyramid model of subject literacy from four levels: subject knowledge, subject learning methods, subject thinking and values, and standardize teaching requirements, teaching progress, examination node suggestions and other contents with the help of the compilation of subject curriculum outline.
For front-line teachers, the way of transforming students' core literacy into subject professionalism is more in line with daily work habits, and it also points out the direction for them to carry out teaching activities and evaluation activities of students at all levels and categories.
At the same time, by constructing a series of models of "core literacy-subject literacy-curriculum construction-classroom teaching-comprehensive evaluation", principals can better concretize and operate students' core literacy.
The above two are just some specific operational strategies of principal leadership in improving students' core literacy. It should be noted that no matter what measures are taken, students' enthusiasm should be stimulated at any time, which is the fundamental condition to ensure the effective implementation of core literacy. "Don't let students wander" is the first mission and responsibility of school education, so principals should pay more attention to the docking of explicit courses and implicit courses in curriculum leadership, and build a platform in a way that students like and accept.
How do teachers change teaching mode and implement core literacy?
Implementing "core literacy" for teachers means changing "knowledge-based" teaching into "core literacy-based" teaching.
In this regard, Yin, the president of Shanghai Education Association, the state inspector and the deputy director of the Expert Working Committee of Basic Education Curriculum and Textbooks of the Ministry of Education, pointed out that it is necessary to vigorously promote the reform of learning methods and teaching models.
1 It is necessary to emphasize problem-based learning in teaching.
To truly realize this change, we need to deeply understand how people learn, and then return to the essence of learning. Throughout human society, no matter the history of ideological development, social progress, scientific discovery and technological innovation, problems are solved by constantly discovering new problems, and new problems are discovered by solving problems; For every independent individual, they are looking for their spiritual home in constant self-questioning.
However, in the ocean of modern knowledge, we seem to have lost ourselves. Therefore, the original intention of learning should be to explore the problem of regression and find back one's due wisdom in this process.
From teaching-centered to learning-centered classroom, the middle bridge is "problem-based learning". "Problem-based learning" tells us that all teaching must be designed with students' learning as the main line, and the real learning process of students must take place and unfold. However, in today's teaching process, students' learning has not been fully developed, and even the phenomenon of "pretending to learn" has appeared.
Therefore, it is necessary to emphasize problem-based learning in today's teaching. Using real questions to form a problem chain and problem matrix is to try to let children gradually form a knowledge structure-from low structure to high structure, from subject structure to interdisciplinary structure, from knowledge to the real world.
In the process of problem-based learning, questions and contents are reorganized through cognitive construction, so that children can collide with knowledge in the connection between questions and in the comprehensive area and the marginal area, so that knowledge can be connected. This is the value of problem-based learning.
2. Teaching activities that are not divorced from the situation are the ways and methods to cultivate students' core literacy.
At the same time, problems are closely related to situations, and problems often arise from situations. Real life scenes are of great value in teaching based on core literacy. If what students have learned in school can't be connected with real life, then the important reason is that the situation that school teaching activities should rely on is missing.
Situation is the way and method to cultivate students' core literacy, and it is the realistic basis for the realization of core literacy. Knowledge is the medium and means of literacy, and the important way to transform knowledge into literacy is situation. If you leave the scene, knowledge will only be a symbol, and the application of knowledge and the cultural spirit contained in knowledge will be out of the question.
Therefore, we should re-recognize the real value of subject activities.
Carry out discipline activities without leaving the scene in combination with the subject content.
In teaching, we should vigorously advocate and carefully design theme activities. Students' academic ability and academic accomplishment are formed and developed in corresponding academic activities. The purpose of thematic activities is to connect learners' personal experience with thematic knowledge.
Subject activities should reflect experience and let students reconstruct knowledge through the acquisition of experience; It is necessary to embody subjectivity, respect students' initiative, and let students become the main body of activities instead of "initiative"; To embody the school-based nature, we should choose resources and organize activities according to the characteristics of different regions and environments; It is necessary to carefully design activities, fully reflect the educational nature of activities, and design activities in combination with subject content and characteristics under the goal of core literacy.
1, political science
For example, political science requires not only social practice, but also "activity classes". The teaching of knowledge content can be designed as an activity to be implemented. Through social investigation and interview, question inquiry and debate, we can learn, think, recognize and act in activities.
2. Language subjects
In the revision of the national Chinese curriculum standards for senior high schools, experts creatively designed a "learning task group". The research group takes learning projects as the carrier, integrates learning scenarios, learning contents, learning methods and learning resources, and takes students' autonomous learning, cooperative learning and experiential inquiry learning as the main ways. Through the task, students can pursue the comprehensive effect of language, skills, knowledge, thoughts and feelings, cultural literacy and other multi-level goals in pragmatic practice, avoiding the mode of teachers explaining and analyzing a lot and training skills item by item.
3. Mathematics discipline
Mathematics should also design activities such as mathematical application, mathematical modeling and mathematical inquiry.
4. Other disciplines
Other disciplines, such as geographical investigation, historical activities, scientific experiments and exploration, technical design and other activities, will make learning activities full of interest, which will not only transfer, strengthen and adjust the learning of subject knowledge, but also make learning assume unique, potential and comprehensive educational functions in terms of knowledge ability, process method, emotional attitude and so on.
—— Source: The principal sends WeChat official account (according to China Education News Network-China Education News, People's Education, Shi Jing University BigData).