Text: Tang Yaokun.
"Living education" is an educational method that focuses on students' active participation and practical activities. It emphasizes students' practical experience and hands-on participation in the learning process, promoting student learning and development through practice and **. The core concept of "Living Education" is to closely integrate learning with life, so that students can learn in real situations and acquire knowledge and skills through hands-on experience and practical activities. It emphasizes the development of students' initiative and self-directed learning ability, encourages students to actively participate in class discussions, teamwork, and practical projects, and cultivates their creativity, critical thinking, and problem-solving skills. "Living education" focuses on cultivating students' comprehensive qualities and abilities, rather than just imparting knowledge. It emphasizes the cultivation of students' hands-on ability, practical ability and innovation ability, so that students can apply what they have learned to practical life, and solve practical problemsThe implementation of "living education" requires teachers to play the role of guides and organizers, create a positive learning environment and atmosphere, provide opportunities and resources suitable for students' development, stimulate students' interest and motivation in learning, and guide them to actively participate in practical activities.
In conclusion, "living education" is a student-centered, hands-on and hands-on approach to education, which aims to cultivate students' comprehensive qualities and abilities, so that they can apply what they have learned in real life and become lifelong learners with creativity and problem-solving skills. "Living education" is a way of education to avoid reading dead books and rigid education.
According to the teleology of "living education", it lies in "being a person, being a good Chinese, and being a good modern Chinese." "In order to be a good modern Chinese, we create three good students from three dimensions, namely mental beauty, wisdom and physical fitness. Specific to the core literacy, it is the six refinements corresponding to these three dimensions: mental beauty - civilized behavior, aesthetic beauty, wisdom - independent learning, caring for the environment, physical fitness - good at sports, happy life. The purpose of "living education" is to train students to be such people. To be such a "Chinese", to be such a "modern Chinese".
Chen Ruping, director of the Basic Education Center of the Chinese Academy of Education Sciences, said: "There are courses everywhere and at all times, and everything is education. "The curriculum is the sum of the educational content and the progress that students need to learn, live and grow in school. In other words, the book curriculum is only one part, and the whole education includes all aspects.
OneDevelop the habit of learning and applying, and weave knowledge into a big net.
Each course has its own unique coherence and regularity. Teachers or parents can ask students (children) to connect the knowledge of a certain subject in the form of charts and diagrams to present the relationship between knowledge. This allows the scattered knowledge of the old and the new to form a whole in the child's mind, and the child can understand the knowledge more comprehensively and deeply, and once this connection is established, the child's learning will become easier and the learning motivation will be increased accordingly.
For example, the transition from learning "length" to "area" in third-grade mathematics is a leap in the development of the understanding of spatial form, the basis for learning the spatial understanding of "volume", and the basis for learning "space and graphics". They are structural in their own right.
At this time, "teachers or parents should guide children in a timely manner, comprehensively grasp the characteristics of rectangles and squares, calculate the perimeter of rectangles and squares", calculate the area of rectangles and squares, and put the relationship between them through according to the formula relationship, and weave knowledge into a big net. When these "knowledge points are woven into a big net", you can easily apply the knowledge you have learned to new knowledge, so that you can understand it thoroughly, understand it deeply, and truly grasp it.
IIDevelop the habit of learning and applying, and let students do some broadening and deepening calculations.
According to the intrinsic connection of knowledge, using the knowledge that children have mastered, children can often do some broadening and deepening cognition and calculations in a timely and limited manner, incorporate new knowledge into children's existing cognitive structure, expand children's original cognitive structure, connect scattered points into surfaces, and connect scattered knowledge into articles; This in itself is a process of living knowledge.
For example, when a student asks "Xiaohong has 5 apples and Xiaolan has 25 apples, how many times are Xiaolan's apples than Xiaohong?" In this integer problem, you can convert the whole number problem into a fraction problem and ask the child, "What fraction of Xiaolan's apple is Xiaolan?" ”
We know that "integer multiples are the basis of fraction problems", and fraction problems are an extension and deepening of integer multiples problems. In this way, it is not only beneficial for children to understand and master the quantitative relationship of multiples problems, but also to prepare for the more complex problem of multiplication and division of fractions in the future.
IIIDevelop the habit of learning and applying, and guide students to do some hands-on experiments.
The ancients often said, "It is better to travel thousands of miles than to read ten thousand books", which shows the importance of direct experience. The combination of knowledge and practice avoids blindly memorizing ready-made dead knowledge, synthesizing knowledge into an inherent whole, and giving it back its original appearance.
In the process of learning, parents can help children do some small, simple operations, demonstration experiments, so that children can develop intelligence in the process of hands-on, and transform their thinking from passive operation to active practice in a timely manner, and realize the living learning of knowledge by arousing children's curiosity through hands-on activities.
For example, when children are learning the knowledge of "dissolution" in primary school science textbooks, teachers or parents can let students (children) put some common things into their hands, and let children know that sugar, salt, laundry detergent, vinegar and many other things will dissolve when they are put into water, while chopsticks, pencils, erasers, etc. will not dissolve. For example, "the iron is rusty", "the chopsticks are broken", "colorful bubbles" and other knowledge, can be made "abstract knowledge concrete and straightforward" through hands-on experiments, so that children can understand and remember knowledge.
Professor Zhang Zhiyong, a representative of the National People's Congress, proposed that during the "14th Five-Year Plan" period, the main tasks of China's education development are: building a high-quality education system, deepening education reform, and implementing education quality improvement and expansion projects.
If we want every student to have the opportunity to shine in life, we must use the "living education" method to teach and educate people. The practical role of "living education" in education is reflected in the following aspects:
1.Advocate for a shift in learning styles: Life education promotes a learning style that students actively participate in, explore, and practice. Through activities, games, practices and other forms, it stimulates students' interest in learning, cultivates students' learning initiative and creativity, and improves students' learning effectiveness.
2.Promote the integration of interdisciplinary knowledge: Living education emphasizes the connection and integration between disciplines, and advocates interdisciplinary learning and research. Activities and project-based learning methods can help students associate and apply knowledge from different disciplines, and improve students' comprehensive literacy and subject ability.
3.Cultivating practical and problem-solving skills: Living education focuses on the cultivation of practical and problem-solving skills. Through practical activities and project implementation, students can participate in the process of solving practical problems, and exercise and cultivate problem-solving ability and innovation ability.
4.Emphasis on individualized education: Life education focuses on differentiated education for each student, respecting students' interests, talents, and personality development. Through various forms of activities and tasks, we provide students with personalized learning opportunities and development space, and cultivate students' personality and development potential.
5.Enhance students' sense of social responsibility and teamwork ability: Living education emphasizes the cultivation of students' sense of social responsibility and teamwork ability. Through social practice activities and teamwork projects, students are stimulated to have social awareness and teamwork spirit, and cultivate students' sense of social responsibility and teamwork ability.
All in all, "living education" promotes the reform and innovation of education by emphasizing the main position of students, practical ability and comprehensive literacy cultivation, and makes education closer to the actual needs of students and the development needs of future society.
"Living education" is to solve the problem of reading dead books and not being able to do them
Why is it that the theory of research methods is so well learned, but the actual research is still at a loss? Why is it that the study design is perfect, but the research is always running into problems of one kind or another? Reading books, being able to understand in class, not doing it, and making mistakes when doing it – this can be a huge confusion for many college students, graduate students, and young researchers when they go from learning social research methods to conducting their own research. To solve this puzzle, we need to build a bridge from theory to practice. Feng Xiaotian, chair professor of Guangxi Normal University and distinguished professor of Nanjing University, will answer our questions and solve our doubts by dismantling actual cases, focusing on "how to do research" and "how to write", so that the theory of research methods can smoothly transition to practice, and "doing research" is no longer difficult.
To do social research, you need to learn the methods of research. However, in reality, we can often see such a phenomenon: students often take research methods courses, but still do not do research. This is actually a very normal phenomenon. On the one hand, the research methods in textbooks and classrooms are often standard, general, and idealistic, and the specific research topics and research projects that each researcher faces, carries out, and intends to carry out are basically non-standard, special, and realistic. There are many obstacles and a great distance between the standard and the non-standard, between the general and the particular, between the ideal and the reality. These barriers and distances are the main reasons why many college students and graduate students can understand books and classes, but they can't do it and make mistakes when they do it. Students can not see how a research result becomes a "problem" in actual research from a certain "idea" or a certain "phenomenon" in the mind of the original researcher, nor can they see how the researcher designs the research around the problem, how and why a certain research method is used, and how the researcher's research results eventually become a work published in an academic journal or published by a publishing house. What is lacking in the existing method textbooks is precisely this kind of book that explains practical research examples, which to a certain extent leads to a relatively common situation in the current teaching of colleges and universities: the teaching of "method courses" is one thing, and the actual "research" of students is another. Therefore, teaching students to "do research" is a higher level of teaching.
On the other hand, the method is only a tool for doing research, and the research itself is the whole process of the researcher's thinking, selection, analysis, design, and operation. In particular, the method is dead, while the research is alive. The "live" of the research is actually "lived" in the specific selection and application of methods. Because the problems studied by each researcher are different, the available resources and their own conditions are different, and the practical difficulties and obstacles they face are also different, so what methods can and cannot be used for a specific study, what methods are suitable for use, and what methods are not suitable for use are different in different situations. There is no one-size-fits-all approach. The task of the researcher is to find a suitable path and choose a suitable method according to his own research problem, the resources and conditions at hand, and the practical difficulties he faces.