Reading Notes on Core Literacy-oriented Classroom Teaching 1 After reading the book "Core Literacy-oriented Classroom Teaching" by Professor Yu, I deeply thought about the core literacy of subject teaching.
In the Opinions on Comprehensively Deepening Curriculum Reform and Implementing Lide Shu Ren's Fundamental Task, the Ministry of Education clearly defines the connotation of core literacy as "the necessary character and key ability that students have to meet the needs of lifelong development and social development". Personality is the foundation of human life and the cornerstone of a happy life; Ability is the foundation of a person's work and the cornerstone of a successful life. Core literacy is the most important part of literacy, and it is the focus and focus of school education. Discipline core literacy = discipline+core literacy. Discipline core literacy is the concretization of core literacy in a specific discipline (or research field), which is formed after students study a discipline (or research field). It has discipline characteristics (including necessary character and key ability) and is a concentrated expression of the educational value of the discipline. Accurately grasping the essence and characteristics of the discipline is the premise of constructing the core literacy of the discipline, which is disciplinary, scientific, educational and humanistic. Professor Yu's Core Literacy-oriented Classroom Teaching is divided into three parts, which provide professional theoretical and practical guidance to teachers from three aspects: the meaning of core literacy, the reconstruction of core literacy-oriented teaching concept and the basic teaching strategy. This is a very valuable book.
Through reading, I have a further understanding of the classroom under the core literacy. Nowadays, science and technology are changing with each passing day, knowledge economy is developing rapidly, and the pace of globalization and informatization is accelerating, which puts forward higher requirements for people's literacy. The proposal of core literacy clarifies the essential character and key ability that students should have to meet the needs of lifelong learning and social development, effectively responds to the call of the new era, and provides a direction for deepening curriculum reform and changing teaching methods. The core literacy of students' development mainly refers to the necessary character and key ability that students should have to meet the needs of lifelong learning and social development. Core literacy is a comprehensive expression of students' knowledge and skills, emotional attitudes and values. It is necessary for every student to get a happy life and adapt to personal lifelong learning and social development. Its development is a lifelong process, which can be taught and learned. It was originally cultivated at home and school. As a core literacy, if teachers can't fully understand it, knowledge can only stay in the cognitive field. When a teacher begins to pay attention to cultivating students' literacy, it is to find an educational destination, which will make teaching well-founded.
The classroom based on core literacy pursues effectiveness, and effective teaching is to teach for learning, to learn to learn for students, and to truly "teach for not teaching". In a word, classroom teaching reform is the breakthrough, breakthrough and growth point of core literacy. Only by focusing on the classroom can we truly let the core literacy land and promote the growth and growth of students' wisdom.
Soul is the foundation of human beings and education and teaching. Suhomlinski said: "The characteristic of educational skills is to make the whole process of education become the whole process of teachers asking about people's spiritual life." Only by entering the teaching of students' emotion, life and soul can we internalize it into students' noble moral life and rich life experience. In this way, the process of subject knowledge growth will become the process of personality perfection and development. With the acquisition of subject knowledge, students will become more and more caring, compassionate, responsible and educated. It is an important task for educators in every new era to focus on classroom reform, dig deep into teaching materials and cultivate students' core literacy.
Reading Notes of Core Literacy-oriented Classroom Teaching 2 The reading of the book Core Literacy-oriented Classroom Teaching has ended after nearly two months of reading activities. Looking back on the reading situation in the past two months, we can describe it in one sentence, that is: busy, rewarding.
The author of this book is Yu, Ph.D. in Education, Professor of X Normal University, Dean of Teachers' Education College, and member of the National Expert Working Committee on Basic Education Curriculum and Textbooks. As early as ten years ago, I saw his article from some materials. He used strict logic, accurate language and a large number of examples to make some unfamiliar things easy to understand and learn from.
This book takes students' core literacy as the main line, and tells everyone in depth what our classroom teaching goal should be, how to achieve this goal, what should be paid attention to in the process of achieving the goal, why should we pay attention to these and so on. Its goal points to one point, that is, to take literacy as the core and let students become the masters of learning. The word "learning" is very important. And what should we do to achieve this goal?
First, clarify the concept of core literacy.
We often hear the word "core literacy", but what it refers to has always been vague. In the Opinions on Comprehensively Deepening Curriculum Reform and Implementing Lide Shu Ren's Fundamental Task, the Ministry of Education clearly defines the connotation of core literacy as "the necessary character and key ability that students should possess to meet the needs of lifelong development and social development". Among them, key ability refers to reading ability, thinking ability and expression ability; Essential character refers to self-discipline, respect and seriousness. In other words, the ultimate goal of our teaching is to cultivate their three abilities and three characters. These three abilities and three personalities are cultivated in the process of learning, not instilled by teachers, but learned by students themselves.
Second, make clear what education is.
What exactly is education? The book clearly tells us that the essence of education is to make students feel valuable, to make students full of confidence in the future and to make students happy. Making students happy has two meanings, one is to make students have the ability to find happiness, and the other is to bring happiness to students. If education itself can't bring happiness to students, how can he find happiness? Therefore, it is a major task for teachers to make students "enjoy learning". Only in "happy learning" can students realize the happiness of learning and become a happy person. In our teaching, it is important to complete the teaching task, but we can't ignore the emotional experience brought by this process, otherwise it will be suspected of "giving up the basics and seeking the end".
Third, shift the focus to students.
Paying attention to classroom teaching under core literacy, its focus should be changed. In the previous classroom teaching mode, teachers basically determined the teaching objectives first, then completed the tasks, then checked for missing parts, and completed the homework and evaluation. As for how a student learns, he doesn't care much, as long as he learns to solve problems and can do that kind of problem. After reading this book, I found that there was something wrong with my focus.
In class, we should always pay attention to students' learning situation. Pay attention to their emotional state: excited or weak, positive or negative; Pay attention to students' participation: whether a few elites participate or most children participate; Pay attention to students' communication status: whether they are really discussing, whether they have stated their views and whether they are justified; Pay attention to students' thinking state: Have you raised any problems and how to solve them? Pay attention to the students' generation state: what solutions have been learned from this class and what new problems have been discovered.
Fourth, use a variety of teaching strategies to let students actively participate.
In this book, I also learned a reading teaching mode and specific strategies of contextualization. This book systematically and clearly puts forward the steps of reading teaching mode: reading, listening, thinking, speaking, reciting, doing, writing and speaking. This teaching mode is quite suitable for Chinese teaching in primary schools, and it is all students' activities. Students' learning takes place in activities. They are doing middle school and studying, which conforms to the learning rules of students.
Creating situations is very important for primary school students. Many famous teachers have put forward situational teaching strategies, but how to operate them is still specious. Through learning situational teaching strategies, I learned that there are the following ways: connecting with real life, objects, images, movements, language (reading aloud, description, metaphor), old and new knowledge and concepts, background knowledge and scenes, questions and so on.
In a word, teacher Yu's book not only let me know what core literacy is, but also let me know why to cultivate core literacy and how to cultivate students' core literacy. I believe that if we really take core literacy as the center and students as the radius, then what we draw must be the perfection of education!
Core Literacy-oriented Classroom Teaching Notes 3 How do you feel after reading a famous book? It's time to write your reading notes. Write them down. How to write reading notes and avoid writing "running accounts"? The following is a collection of core literacy-oriented classroom teaching notes. Welcome to read the collection.
From March 20xx 10 to 10, "core literacy" first appeared in the Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Cultivation, which was listed as the most important task of deepening curriculum reform and implementing the fundamental task of moral cultivation, and became an important basis for formulating academic quality standards and revising curriculum plans and standards. Core achievements have begun to enter our field of vision and become the most popular vocabulary today.
English core literacy includes four aspects: language ability, learning ability, thinking quality and cultural character. Among them, cultural character is the understanding of Chinese and foreign cultures and the recognition of excellent cultures. The cultivation of cultural character is helpful to cultivate students' world vision. Especially today when China is going to the world and the world is going to China, we should not only learn and absorb the essence of foreign culture, but also introduce the essence of our traditional culture to the world, so as to enhance our national identity and feelings.
Professor Yu pointed out that core literacy is a red line that runs through the revision of national curriculum standards, and it is the overall idea and direction of curriculum implementation and teaching reform. We must first understand the connotation of core literacy. If the concept and theory are unclear and the war continues, the reform will inevitably get lost and go astray. Therefore, in the research, I first made clear the differences and connections between core literacy and discipline core literacy, as well as the connotations of core literacy and key competence. Professor Yu told us that the core literacy of the discipline = the core literacy of the discipline. Discipline core literacy is the concretization of core literacy in a specific discipline (or learning field). It is the result of students' learning a subject (or a specific research field) with subject characteristics (including essential characteristics and core competence), and it is the concentrated embodiment of the educational value of the subject. How is the core achievement of this discipline formed? "A clever woman can't cook without rice." The core literacy of a discipline cannot be formed out of thin air. Subject knowledge is the carrier of the formation of core literacy, and subject activity is the main way to form core literacy. Ability can only be cultivated in activities that require ability, while literacy can only be formed in activities that require literacy.
Only with good teachers can we get a good education. What the teacher can give the students. Teachers only have knowledge. They can only give students knowledge. Only wisdom can inspire wisdom, and only achievement can cultivate achievement. Subject teachers are the main conditions for the formation of subject core literacy. From knowledge teaching to literacy teaching, teachers must change from knowledge teachers to literacy teachers. In this way, the core literacy-oriented teaching concept will be rebuilt. Professor Yu believes that idea is a guide to action. Any reform begins with ideas, and teaching reform is no exception. The reform of core quality education must first establish the concept of quality education.
Teaching based on moral cultivation is the teaching direction. The real teaching is to teach people, not to teach people, and the subject teacher is not a teaching subject, but to teach people with subjects. This is the teaching concept that must be established first to cultivate the core literacy of the subject. Teaching based on curriculum consciousness and subject essence exists in teaching content. Curriculum consciousness is essentially curriculum view. Teachers' curriculum consciousness is teachers' knowledge, views, viewpoints and attitudes towards curriculum. The concept of curriculum determines the concept of teaching, and how teachers understand the curriculum will fundamentally determine how to understand teaching. In other words, teachers can't talk about teaching on the basis of teaching, but must have curriculum height and curriculum vision, that is, curriculum consciousness. Otherwise, teaching will fall into a practical disadvantage. From the perspective of subject teaching, teaching should not stay on the surface (phenomenon) of the subject, but should enter the depth (essence) of the subject. Only in this way can subject teaching effectively promote the formation of subject literacy. As far as the teaching subject is concerned, teaching is based on students' learning. Learning is the starting point and destination of teaching. The center and emphasis of teaching is learning rather than teaching. Teaching should be organized, designed and developed around learning. Student-based teaching is not only the embodiment of the essence of teaching, but also the inevitable requirement for students to form subject literacy.
What I have gained the most, and what I think is the most valuable, is that under the background of this book's core literacy, I put forward six basic strategies-integration strategy, situational strategy, depth strategy, activity strategy, autonomy strategy and meaning strategy. Strategy is the path and method from concept to action and from theory to practice. With the correct teaching concept, it is necessary to further transform the concept into operational strategies. The above strategy is not a simple correspondence, but a complex multi-directional relationship. It can be said that any good strategy contains several ideas at the same time, and any good idea also needs many strategies to implement. Cultivating students' core literacy is a long-term process, and we still need to practice and learn. With the help of network resources and other means to mobilize students' enthusiasm for learning and cultivate students' literacy in all aspects. I will continue to learn new ideas and apply them to education and teaching, making progress in my study and learning in my progress.
In a word, classroom teaching reform is the starting point, breakthrough and growing point of core literacy. Only by attaching importance to the classroom can we truly let the core literacy take root and promote the intelligent growth of students.
Classroom Teaching Notes Guided by Core Literacy 4 i. Summary
Nowadays, science and technology are changing with each passing day, knowledge economy is developing rapidly, and the process of globalization and informatization is obviously accelerated. These changes put forward newer and higher requirements for people's literacy. The proposal of the core literacy of Chinese students' development has clarified the essential character and key ability that students should have to adapt to the needs of lifelong development and social development, effectively responded to the call of the new era, and also provided the direction for deepening curriculum reform and teaching reform.
This book systematically expounds the core literacy-oriented classroom teaching from three aspects: theory, concept and operation, including the significance of core literacy, the reconstruction of core literacy-oriented teaching concept and the basic teaching strategy of core literacy-oriented, aiming at helping teachers improve their professional literacy and teaching ability, establish teaching consciousness and teaching concept, and cultivate all-round talents needed by the new era.
Second, extract
Literacy permeates people's whole mind and covers all their spiritual worlds. Its formation is the result of the interaction of many complex factors. From the perspective of education, we must highlight the most important part of literacy, that is, core literacy, which is the focus and focus of school education.
Core literacy is a necessary literacy for everyone. It not only belongs to a specific group of people, but is the "greatest common denominator" of human beings. It is the same gene of qualified citizens and excellent citizens, and it is a necessary condition for everyone to participate in social life. It is also the "greatest common denominator" of life development and happiness, and it is an essential element for all people's lifelong development. People are social animals and need to live together and develop together, so they must have the characteristics of * * *, emphasizing the publicity of people. Core literacy is a universal literacy, which applies not only to specific situations and disciplines, but also to all situations and disciplines.
Philosopher Russell believes that lack of wisdom and moral defects are the two major sources of human disasters. Both wisdom (ability) and morality (character) are decisive and indispensable for personal development and social progress. For this, we can even get inspiration from the word "person" itself. The word "person" represents character and ability, which support each other and form a perfect person. It tells us that a real person must be a harmonious unity of virtue and talent. Noble character and outstanding talent are not only the wings of the aspirant, but also the goal of his life. In modern words, ability is a person's hard power, and character is a person's soft power. How much energy a person has, how far he can go, how much career he can achieve, and even how strong he can be happy depend on his strength-hard power and soft power. From the psychological point of view, ability is a person's intelligence factor (IQ, whose core factor is creativity), personality is a person's non-intelligence factor (EQ, whose core factor is perseverance), and the combination of intelligence factor (IQ) and non-intelligence factor (EQ) constitutes a complete spiritual world. From the cultural point of view, ability refers to people's quality (scientific spirit) in the scientific dimension, and character refers to people's quality (humanistic feelings) in the humanistic dimension. A sound person should have both scientific spirit and humanistic feelings.
Third, sentiment
Nowadays, science and technology are changing with each passing day, knowledge economy is developing rapidly, and the process of globalization and informatization is obviously accelerated. These changes put forward newer and higher requirements for people's literacy. The proposal of the core literacy of Chinese students' development has clarified the essential character and key ability that students should have to adapt to the needs of lifelong development and social development, effectively responded to the call of the new era, and also provided a direction for deepening curriculum reform and teaching reform. The core literacy of students' development mainly refers to the necessary character and key ability that students should have to meet the needs of lifelong development and social development. Core literacy is the comprehensive embodiment of students' knowledge, skills, emotions, attitudes and values. It is an indispensable quality for every student to achieve a successful life and adapt to personal lifelong development and social development. Its development is a lifelong process, which can be taught and learned.
Initially cultivated in family and school, and then continuously improved throughout life.
The core literacy of students' development in China is to cultivate "all-round people", which is divided into three aspects: cultural foundation, independent development and social participation. The comprehensive performance is six literacy qualities, such as humanistic heritage, scientific spirit, learning to learn, healthy life, responsibility and practical innovation, which are specifically refined into eighteen basic points, such as national identity. "Core literacy" refers to the essential character and key ability that students should have to meet the needs of lifelong development and social development. It emphasizes personal cultivation, social care and feelings for home and country, and pays more attention to independent development, cooperative participation and innovative practice.
As a core literacy, if teachers can't fully understand it, knowledge can only stay in the cognitive field, but literacy can build the blood nervous system of adults and is a natural expression of human beings. When a teacher begins to pay attention to cultivating students' literacy, it is to find an educational home for teaching to take root. Core literacy is a red line that runs through the revision of national curriculum standards, and it is the general outline and direction of curriculum implementation and teaching reform.
How does the core literacy land? How to cultivate students' core literacy in classroom teaching? From the perspective of combining theory with practice, this book systematically responds to these questions from the content that front-line teachers are most concerned about, focusing on the core literacy-oriented classroom teaching, and puts forward six basic teaching strategies: overall strategy, situational strategy, deepening strategy, activity strategy, independent strategy and meaning strategy.
Because the classroom based on core literacy pursues effectiveness, and effective teaching is for learning, for students to learn to learn, and truly "teaching is for not teaching". In order to cultivate students' essential character and key ability of lifelong learning to adapt to social changes, cultivating students' core literacy is the basic demand of students and the key to guiding students to learn to learn.
In short, classroom teaching reform is the breakthrough point, breakthrough point and growth point of core literacy. Only by focusing on the classroom can we truly let the core literacy land and promote the intelligent growth of students.