"New Teaching and Learning of Digital Transformation" - Theory
At present, the deep integration of information technology and curriculum teaching has become a breakthrough for China to promote a new round of basic education curriculum reform and teaching reform. In May 2023, the Ministry of Education issued the Action Plan for Deepening the Reform of Basic Education Curriculum Teaching (hereinafter referred to as the "Plan"), proposing to promote the improvement of the quality of digitally empowered teaching in the key task of "Professional Support and Digital Empowerment Action", and requiring the construction of a new teaching and learning model in the context of digitalization to help improve teaching efficiency and quality.
In recent years, the 90 pilot areas selected by the Ministry of Education's "New Teaching and Learning Model Based on Teaching Reform and Integration of Information Technology" have made a lot of useful explorations in the teaching reform of digitally empowered new courses, and also provided directions for schools to carry out digital curriculum teaching reforms.
Scientifically formulate action strategies for construction and application
First of all, it is necessary to have a deep understanding of policy requirements and clarify the direction of digital transformation of education. The country's implementation of the digital transformation strategy of education is the key to the implementation of curriculum and teaching reform in regions and schools.
Curriculum teaching reform is not a change in a certain element or a certain link, but a systematic, endogenous and continuous change. The "Plan" starts from the curriculum teaching, involves all aspects and aspects of the education mode, and points out the direction and clarifies the requirements for the reform of various elements of the school's education mode. For example, to promote the reform of teaching methods, the "Plan" proposes: respect the main position of students, give play to the leading role of teachers, pay attention to heuristic, interactive, and first-class teaching, overcome the phenomenon of simple teachers listening to students, teaching knowledge and learning knowledge, and guide students to think actively, actively ask questions, and be independent. Another example is the reform of teaching evaluation, the "plan" requires: make full use of artificial intelligence and big data technology, strengthen the process and value-added evaluation, and pay attention to the guidance, diagnosis, improvement and incentive role of teaching evaluation. This has pointed out the focus and direction for the region and schools to promote curriculum and teaching reform.
Second, adhere to key breakthroughs and system deepening, and formulate an action plan for digital transformation construction and application. The purpose of formulating the action plan for the application of digital transformation construction is to determine the pace and steps of implementation according to their own actual conditions, provide guarantee for curriculum and teaching reform, and realize the two-way interaction between national policies and regional and school construction. In promoting the implementation of digital curriculum teaching reform, regions and schools should adhere to the following action strategies:
The first is to adhere to the main task of promoting the reform of curriculum and teaching, and to focus on the key links and tasks of curriculum and teaching, promote the deep integration of information technology and education and teaching, and better promote the "education" of teachers and the "learning" of students. The second is to grasp the key point of data utilization, and use the education data middle platform and intelligent analysis engine as the path for the comprehensive digital transformation of education business scenarios such as school governance, teaching practice, and teaching and research evaluation. The third is to adhere to the synchronous development of the construction of the teacher team, take the improvement of teachers' digital literacy as the entry point, and promote the normalization of regional and school teaching reform. In the promotion of digital transformation of regions and schools, it is not advocated to "comprehensively roll out" and "go hand in hand", but to advocate breakthroughs with "points" and steadily promote system reform on the basis of "points", so as to ensure the practical pertinence of the digital reform of curriculum teaching.
Promote the effective application of teachers' teaching normalcy
Teachers are the leaders of educational activities, the supporting elements of educational activities, the key variable of digital technology to empower the high-quality development of education, and the key point to solve the problem of digital transformation of education.
First of all, let the teacher want to use it. Teachers should understand the value of digital technology in the development of education and its impact on the reform of teaching and education, have the willingness to Xi actively learn and use digital technology resources, have the initiative to carry out educational digital practice, exploration and innovation, and have the confidence and determination to overcome the difficulties and challenges encountered in the practice of educational digitalization. In the "14th Five-Year Plan for the Development of Education in Shenzhen", it is clearly proposed to build an informatization leading talent studio, an informatization expert studio, and an informatization expert studio, and start the training of "pioneer teachers who adapt to the new teaching and learning model", so as to incubate and cultivate a large number of high-quality, new teachers with informatization application and integration innovation capabilities.
Second, let the teacher know how to use it. It is necessary to focus on the key aspects of curriculum and teaching, and focus on improving teachers' ability to apply digital technology to carry out educational and teaching activities. The "Teachers' Digital Literacy" standard issued by the Ministry of Education mainly summarizes teachers' digital application capabilities as digital teaching design, digital teaching implementation, digital academic evaluation, and digital collaborative education capabilities. All schools need to deepen the application of technology in combination with specific teaching links, such as improving teachers' core literacy-oriented teaching design, including subject practice, interdisciplinary theme learning Xi, homework design, examination propositions, etc.;To implement the implementation of digital teaching, teachers need to guide students to learn by doing, using and creatingTo implement evaluation, teachers need to be able to design first-class homework and practical homework, and be able to design interdisciplinary and comprehensive homeworkTeachers can use digital technology resources to carry out moral and mental health education, as well as promote home-school collaborative education.
Secondly, let the teachers use it well. Practice is an important way to test teachers' digital literacy, and improving the quality of education and teaching is the main criterion for judging digital applications. Schools should actively encourage and support teachers to actively try and apply information technology in their daily education and teaching activities, explore innovative models and methods for the integration of information technology and education and teaching, share and exchange successful experiences and cases of information technology in education, promote the common improvement of teachers' digital literacy, solve practical problems, and improve the quality of education.
Grasp the teaching scene to achieve reform breakthroughs
Teaching is the basic way of curriculum implementation and the central link to improve the quality of school education. The construction of the "new teaching and learning model" involves many aspects and multiple elements, and many schools cannot achieve breakthroughs and practical results in order to comprehensively roll out the tasks within the same time frame. On the basis of systematically analyzing the existing school situation, we should take the main teaching scenarios as the breakthrough point, concentrate superior resources, make steady progress, and gradually promote teaching reform.
The first is the digital application of course teaching scenarios. The lack of resources in multimodal Xi, the concentration of students Xi' state perception on theoretical design, and the unsatisfactory effect of resource recommendation in multimodal Xi are the main bottlenecks faced by the current reconstruction of teaching methods and learning Xi methods. Schools in all regions need to plan the implementation of school curriculum teaching reform according to local conditions, pay attention to enhancing the comprehensiveness, practicality and selectivity of teaching, and meet the diverse needs of students' learning Xi. For example, Yunlong District, Xuzhou City, Jiangsu Province, on the basis of the precision teaching platform, has carried out the "Cloud Code Cloud Learning" action in response to the personalized learning and Xi needs of students. Based on the national, provincial and municipal smart education platforms, the "cloud code" collects and sorts out the high-quality network resources of various disciplines in primary and secondary schools according to units and class hours, and uniformly makes a series of "cloud learning" for students to scan the code, which not only expands the learning Xi space, but also opens up the channel for independent learning Xi.
The second is the digital application of student evaluation scenarios. At present, the practical needs of student evaluation are mainly concentrated in the comprehensive evaluation of students, focusing on the application of knowledge graph, learning Xi analysis and other technologies. The comprehensive evaluation of students should construct a theoretical model and index system for students' all-round development based on core literacy, and actively explore the formation of the correlation and mapping relationship between each index and multimodal data based on the data of students' objective behavior, physical and mental development and outcome data collected by the application of normalized teaching and learning informatization, so as to establish a new paradigm of two-way driven evaluation of theoretical guidance for technology application and technology application optimization theoretical model. Laoshan District, Qingdao City, Shandong Province, relies on information technology to optimize homework management, and realizes hierarchical and personalized assignment through artificial intelligence school-based workbooks, so as to achieve accurate school, class, and person, and control the total amount of written homework on the basis of achieving accuracy.
The second is the digital application of teachers' teaching and research scenarios. Teaching and research is an important mechanism for improving the teaching quality of teachers and their professional growth. At present, the research of lesson cases based on image analysis is becoming a trend, which not only provides evidence for the study of lesson cases, but also turns the traditional qualitative evaluation to narrative evaluation, and makes the teacher-oriented lesson study turn to the lesson study focusing on classroom teaching analysis. Shushan District, Hefei City, Anhui Province, has set up a four-dimensional observation framework for the scientificity of teaching objectives, the effectiveness of teaching links, the rationality of teaching time, and the appropriateness of teachers' and students' activities in the evaluation of teaching and research.
The reform of digital empowerment curriculum teaching needs to promote the deep integration of digital technology with school curriculum, teaching, evaluation, space, team building and other elements, and constantly explore new curriculum, new teaching, new evaluation, new space, new governance, etc. in the digital environment, so as to form a new ecology of education development fully supported by digital technology. In this process, it is necessary to leave space and room for the construction of school characteristics, the independent development of teachers and the growth of students' personalities, so that more vivid experience and practices of digital curriculum teaching reform can continue to grow from the school soil.
The author is a professor at Ocean University of China and a member of the Informatization Teaching Guidance Committee of the Ministry of Education
China Education Daily, December 11, 2023, page 9
Author: Wang Haitao.