If there is no better understanding of effective teaching, no better understanding of students, no clearer understanding of the future, and no better understanding of students' development, I am afraid that teaching innovation will become a source of water and a tree without roots.
Blind innovation, innovation without the guidance of cognitive theory, innovation for the sake of innovation, not only for the innovation of education is not beneficial, there may also be a series of negative effects, so we need to upgrade our cognition, only when cognition changes, cognition is upgraded, teaching can really change and innovate.
If teaching innovation does not respect the law of student development, does not respect the process of cognition, does not consider the future society's demand for talents, and does not improve the learning experience, it will be difficult to make a difference in the end.
Let's start with the elements of teaching, hoping to provide reference for everyone's teaching innovation.
1. The three major elements of teaching.
There are many ways to classify the elements in teaching, and the number of elements is different under different classification methods, and from the most understandable perspective, the elements of teaching can be divided into the following three categories:
One of the elements: content.
Element 2: Goals.
Element 3: Students.
The three main elements of teaching.
Students: Refers to the students in the classroom, and there are great differences between different students.
Objectives: Refers to the learning objectives set by the teacher, and the learning objectives are decided by the teacher, and the difficulty of the learning objectives is also different.
Content: This is particularly noteworthy, because even if it is the same course, the content is very different, such as "ERP Sand Table", secondary vocational, higher vocational, undergraduate, graduate, MBA, EDP are all on it, the disk is the same, but the content and goals are completely different. Another example is "Traditional Chinese Medicine Nursing", for different majors, its content and objectives are different, some majors are only as public elective courses, short hours, low requirements, and some as compulsory courses, study hours, high requirements.
2. Nine strategies from the perspective of innovation.
Regarding the three elements of teaching, if we look at it from the perspective of innovation, the content can be innovated from three directions: integration, concreteness, and high-level; The goal can be innovated from three directions: determining the goal, guiding the goal, and evaluating the goal; Students can innovate from three directions: individual, social, and self-system.
There are three building blocks in instructional design.
Content: Integration, the more integrated it is, the more it will be future.
Content: Concrete, the higher the degree of stimulation, the easier it is to understand.
Content: Higher-order, the more you solve the problem, the more meaningful it is.
Goal: Determine the goal, the more multi-dimensional the more comprehensive.
Goal: Guiding the goal, the more refined the more effective.
Goals: Evaluate the goals, the more goal-specific the more useful.
Students: Individuals, the more relevant the student, the less loaded.
Student: Society, the more social it is, the more it promotes understanding.
Student: The more I feel about my own system, the more I feel that I can do it.
Content: Integration.
For example, STEAM education integrates science, technology, engineering, arts, mathematics, etc.
For example, integrative medicine is aimed at the lack of a holistic view of medical specialties.
For example, the scenario of the car 4S shop is integrated into the training classroom.
Content: Concrete.
For example, the use of AR, VR technology, and motion capture makes the invisible visible.
For example, use virtual**, simulation software, models, etc., for students to observe details.
For example, show real examples of English communication situations.
Content: Higher-order.
For example, have students construct the flow and points of attention for reading architectural drawings.
For example, ask students to think about the diagnostic process for a case.
For example, having students optimize the social research process.
Goals: Determine your goals.
For example, design interpersonal communication goals in a physics course.
For example, the goal of adding craftsmanship to a drafting course.
For example, in TV hosting, there are multiple goals of increasing difficulty.
Goal: Goal-oriented.
For example, teachers design their own routines for teaching events.
For example, a teacher designs a student activity book.
For example, the teacher lists questions that students need to think about.
Objective: Evaluate the objective.
For example, teachers use integrated assignments to examine student learning outcomes.
For example, the teacher compares the quiz before and after the lesson.
For example, teachers can provide timely feedback on students' mistakes.
Students: Individuals.
For example, the teacher started with Yao Beina, a star who is familiar to students.
For example, the teacher consciously asks the students to practice and give feedback.
For example, teachers answer students' confusion and questions in stages.
Students: Social.
For example, teachers consciously create an atmosphere of class collaboration.
For example, the teacher assigns group work and guides them through the task.
For example, teachers reinforce student responsibility through learning partners.
Student: Self-system.
For example, teachers encourage students to set their own goals.
For example, teachers ask students to reflect on how they can learn faster.
For example, the teacher asks the students to talk about their gains and confidence in the process.
3. Possible innovation strategies.
One of the elements: content.
It is very difficult to innovate in the content dimension, but the value is the highest, and the most important thing in content innovation is to change the way knowledge is represented and organized.
The way knowledge is represented refers to the physical form of knowledge, for example, the physical experience stimulates the highest degree and the concept stimulates the lowest. If the student lacks experience with physical objects, it must be supplemented.
It is important to change the way knowledge is presented, and the way knowledge is organized refers to the connections between knowledge, isolated or related. Isolated knowledge and concepts are certainly inefficient, and related knowledge should be based on problem solving, and problem solving should be used to connect isolated concepts.
Integration. Interdisciplinary.
Interdisciplinary innovation is necessary from the perspective of future social needs and the development of human resources, which changes the way knowledge is organized and moves from isolation to integration.
How can interdisciplinarity be done? The core lies in revolving around the core theme, and it is necessary to take it rather than patchwork it, such as "English Speech", which can integrate disciplines including etiquette, clothing, voice, etc., not to say that you look at multiple disciplines, but for this core theme.
Multiple themes. From the perspective of integration, even if it is a discipline, it needs to be constantly called, reorganized and reconstructed, and correlated and generated. Multiple themes should be carried out around the core issues.
What is the core question? It is generally a driving question, such as "Internal Medicine", how does a patient with high blood pressure prescribe medication? Then make a comprehensive judgment, not only blood pressure information, but also others.
Facticity. Authenticity, i.e., multi-cue, situational. Authenticity brings emotion, and authenticity is social meaning. Authenticity is easy to say, but it is not easy to do, the key is how to turn real cases into teaching cases, and it is very important to extract the key parts of real cases, such as "Garden Corridor", and then teach the corridor designed for the school.
Reification. Visualization.
The core essence of visualization is to combine concepts and images, for example, Xindao's "ARE Platform" is to do enterprise visualization, and Beijing Dongfang ** is to do chemical visualization.
Contextualization. The core meaning of situationalization is to combine stories and concepts, such as "Preschoolers", which integrates stories into the curriculum.
Make a model. The core essence of modelling is to play the role of physical objects in promoting the understanding of concepts.
Higher-order sex. Higher-order is to use thinking. The general way of thinking is to review; Speculative is revision; Innovative ideas are other possible ideas.
One of the elements: the goal.
Define your goals. Hierarchical.
Targets can be designed with 1 or 3 or even more, depending on the student's level.
Multidimensionality. Cognitive, social, and emotional goals can all be present and can be taken from many dimensions.
Level of difficulty. The difficulty of reading and drawing construction drawings is completely different.
Goal-oriented. Teaching Strategies.
How does the teacher explain? How to demonstrate, demonstrate? Different subjects have different pedagogies, different teaching periods have different events, and different teachers have different strategies, which are ever-changing. If there's one thing that hasn't changed, it's that teaching strategies are really two categories: concepts (general concepts) and cases (detailed portrayals).
Learning strategies. How do students learn? Do you learn on your own or with your peers? Is it to recall keywords, or to classify, distinguish similarities and differences, match, or to associate and complete? ......These are all learned by design, and the student's brain does not know how to function, but can only promote its expression through externalization.
Scaffold. Scaffolding, i.e., guidance, step by step, promotes students never to the meeting.
Evaluate the objectives. How is it assessed? What is the ** estimate? How are the results of the assessment used? These can also be innovated.
One of the elements: students.
Individual. Interest motivation.
Interests and motivations come from outside. Externality is the social meaning of the learning content, that is, the learning can help others, make others happy, or alleviate the pain of others.
Interests and motivations also come from within. Internally, the student gets happiness in the process, and happiness comes from feeling that he can.
Learning experience. It comes from feedback, that is, the student acts, operates, and practices, and gets a result, which is told to him.
Get support. It means that students have someone to help and someone to communicate with when they encounter difficulties and obstacles.
Society. Social learning has a great effect on helping students understand, enhancing student motivation, enhancing feedback on learning, and learning from peers. In addition, social communication skills are also very important skills.
Self. To activate oneself is identity and self-realization. There is a big difference between students who regard themselves as scumbags and students who think they are top students. The core essence of the ego system is that success leads to success.
4. "Need" and "need" in teaching innovation
Teaching innovation: It doesn't need to be exhaustive, it needs to be problem-specific.
Teaching innovation: There is no need to pursue novelty, but to improve the effect.
Teaching innovation: We don't need to be confined to the past, we need to face the future.
Teaching innovation: It does not need to be limited to disciplines, but needs to be used.
Teaching innovation: It does not need to be done in one step, but needs to be iterated back and forth.
Teaching innovation: It doesn't need to be big and inappropriate, it needs to be small.
Teaching innovation: There is no need to deny the past, but to examine it comprehensively