Cover News Reporter Zhou Limei.
From November 29th to December 1st, the "Literacy Concept, Learning-based Position - 2023 Sichuan Ninth Junior High School Classroom Expo" sponsored by Sichuan Tao Xingzhi Research Association, Sichuan Provincial Education Society, and Chengdu Wenjiang District Education Bureau was held in Dongchen Foreign Chinese School, Wenjiang District, Chengdu. It has been more than a year since the implementation of the Compulsory Education Curriculum Plan and Curriculum Standards (2022 Edition) (the "New Curriculum Standards"). As the main body of curriculum implementation, how can teachers translate the concept of the new curriculum standards into realistic classroom teaching?The reporter interviewed Professor Guo Hua, head of the development team of the compulsory education curriculum standard framework of the Ministry of Education and professor of the Faculty of Education of Beijing Normal University.
Guo Hua. From "double base" (knowledge) to "three-dimensional goal" (ability) to "core literacy" (literacy), core literacy orientation is the soul of the curriculum standard, the main theme throughout the course standard text, and the main line of the development of the curriculum standard.
The emphasis on core literacy is actually an emphasis on cultivating students' essential character, key abilities and correct values. Guo Hua believes that core literacy is precipitated after Xi learning a certain course, and the fruiting thing is manifested in the character, ability and values of students. The Xi of subject knowledge, skills and methods should be directed to the development of students' core literacy.
As one of the important breakthroughs in the reform of the new curriculum standards, interdisciplinary theme learning Xi is an inevitable requirement of the development of the times, and it is also an important way to achieve the goal of education and curriculum transformation under the guidance of core literacy. Guo Hua believes that it is from the perspective of cultivating people and cultivating students' literacy development that the 2022 version of the curriculum standard designs an interdisciplinary theme learning Xi to actively realize the communication and connection between disciplines, so that different courses are forming a complete education curriculum system and jointly serving education. Teachers can design interdisciplinary themes according to the needs of students, the school's pursuits and resources, and provide students with opportunities to comprehensively apply multidisciplinary knowledge to solve complex problems in real-world situations, so that students can experience social life and engage in creative practice in a simulated way at the study stage.
Interdisciplinary thematic studies Xi emphasizes the integration of multiple disciplines, which is more prominent in comprehensive Xi activities and practical activities, but many teachers are prone to misunderstandings, "It is easy for teachers to understand interdisciplinary thematic studies Xi one-sidedly as carrying out a variety of activities." If it is limited to this, it can only be a learning Xi that looks lively and does not really have educational value. Guo Hua said that to carry out interdisciplinary theme learning and Xi activities, we must carry the core knowledge, skills and methods of related disciplines, so that students can truly develop through activities.
How to carry out interdisciplinary thematic learning Xi?Guo Hua believes that first of all, teachers should strengthen the overall design and enhance the consciousness of interdisciplinary theme learning Xi;Secondly, teachers must think more long-term and broader when designing. Interdisciplinarity needs to integrate the innovative process of social practice into the school, we need to solve problems, we need to care about society, which is the simulation of this social practice activity, which is a larger and broader activity than interdisciplinary. Teachers should enable students to have an interdisciplinary perspective and be able to use the thinking methods of different disciplines to solve real problemsFinally, interdisciplinary teaching should be based on the disciplinary standpoint, and only by being well versed in the knowledge system of the discipline can other disciplines be used to solve problems and achieve teaching goals.