What is the impact of the "cancellation of the junior high school academic proficiency test syllabus" on classroom teaching?Wang Ying.
The Ministry of Education issued the "Opinions on Strengthening the Proposition Work of the Junior High School Academic Proficiency Examination" (hereinafter referred to as the "Opinions") pointed out that it is necessary to pay attention to strengthening the examination of students' ideals and beliefs, patriotism, moral cultivation, knowledge and insight, fighting spirit, comprehensive quality, etc., and promote the all-round development of students' morality, intelligence, physical fitness, art and labor. Strictly follow the scientific propositions of the compulsory education curriculum standards, cancel the syllabus of the junior high school academic proficiency test, and promote students to conscientiously study each course and complete the compulsory education studies provided by the state.
The syllabus of the junior high school academic proficiency (high school entrance examination) examination is a guiding document issued by the competent departments of education of various cities for the organization of the junior high school academic proficiency examination and the high school entrance examination. Under normal circumstances, the examination syllabus includes the scope of each subject, the guiding ideology and requirements of the proposition, and the sample questions of each subject, which has a positive effect on the junior high school teachers to guide students to prepare for the exam.
However, no matter how complete the examination syllabus is, it is impossible to cover all the requirements put forward by the national curriculum standards, and in some places, in order to pursue the reliability, validity and differentiation of the high school entrance examination, some of the content and requirements are too high, or even contradict the requirements of the course standards. In the process of teaching, teachers only take the test syllabus "to look ahead", what to teach, what to teach, what to practice, and what not to test, and resolutely do not teach, learn, and practice the content that is not tested, which leads to the "arrears" of knowledge and ability after students enter high school, which affects the sustainable development of students.
Since the state has formulated clear curriculum standards for compulsory education, teaching and examinations should be organized on this basis to test whether students meet the academic requirements for graduating from junior high school. There is no need for all localities to draw up a new outline. The abolition of the syllabus of the junior high school academic proficiency test is a return to the purpose of junior high school education, which will certainly have a beneficial impact on the classroom teaching of various subjects in junior high school.
First of all, teachers should study the curriculum standards of each subject and scientifically formulate classroom teaching objectives. Many teachers aim for the high school entrance examination from the beginning of junior high school, and prepare and conduct classes according to the requirements of the examination syllabus. In the review stage of junior high school graduation, the examination syllabus is regarded as the guideline, and the review, training, and mock exams all revolve around the examination syllabus. In this way, students may be able to get an ideal score in the high school entrance examination, but they may not necessarily have the potential for development.
After the examination syllabus is cancelled, junior high school teachers should fully grasp the curriculum standards, select learning content and formulate classroom teaching objectives according to the subject teaching requirements set forth in the curriculum standards. On the basis of careful study of the course standards, teachers should decompose the "three-dimensional objectives" of the subject into each book, each unit, each chapter and each lesson hour, form a complete chain of subject knowledge and ability training, and accordingly design the teaching activities, learning tasks and homework training of each class, compile diagnostic examination questions, and then guide junior high school teachers to teach and train under the guidance of the course standards.
Secondly, classroom teaching should guide students to learn deeply and improve students' ability. The "Opinions" pointed out that the test question proposition system should not only test the basic knowledge and basic skills, but also pay attention to the examination of the thinking process, the sense of innovation, the ability to analyze and solve problems.
Focusing on the examination of thinking process, innovation consciousness and the ability to analyze and solve problems, teachers are required to guide students to learn deeply in classroom teaching, so that learning can really happen, rather than relying on teachers' forced indoctrination. On the basis of an in-depth understanding of the learning situation, teachers should formulate teaching objectives according to the students' recent development areas, guide students through problems and tasks, connect with the actual life of students, put students in the situation of solving problems, use existing knowledge and experience, and learn new knowledge and improve new abilities in the process of solving problems.
In this way, the criterion for evaluating a class is no longer how much new knowledge the teacher imparts, nor how well the teacher speaks, but how well the students learn, whether the learning really happens, how deep and broad the thinking is, and what specific problems in life are solved. Only in this way will students be able to adapt to future academic proficiency exams.
Thirdly, classroom teaching should cultivate students' ability to learn interdisciplinarily and comprehensively. The "Opinions" also pointed out that in combination with the characteristics of different disciplines, the structure of test questions should be reasonably set, the proportion of mechanical and memorable test questions should be reduced, the proportion of first-class, open and comprehensive test questions should be increased, and interdisciplinary propositions should be actively explored to improve the level of test question scenario design.
Discipline synthesis is an inevitable trend in the future of the high school entrance examination and college entrance examination, and it is also an effective way to improve students' core literacy. The biggest feature of the so-called core literacy is that it emphasizes students' "real academic ability", which not only reflects the basic literacy of students in each subject, but also emphasizes the general ability of interdiscurricity. Therefore, after the cancellation of the syllabus of the junior high school academic proficiency test, subject teachers should firmly establish a comprehensive awareness, break the current situation of discipline teaching alone, dig out the content and factors of comprehensive learning in existing textbooks, prepare interdisciplinary lessons, guide students to effectively carry out theme-based learning and project-based learning between different disciplines, and improve students' ability to comprehensively analyze and solve problems.