The study of science requires personal experience, and after the experience, the written knowledge can be transformed into the real cognition and ability of the individual, so as to have the world's truth-seeking power and innovative spirit. Practice brings true knowledge, which is the cultural spirit of Hangzhou Greentown Yuhua Qinqin School in Zhejiang Province, and it is also the school's learning action advocacy. The school excavates the school learning culture from the name of the school "Qinqin", and advocates "close to relatives, love from the beginning; Hands-on, practice brings true knowledge", redefined classroom and design learning, and constructed a parent-in-person AIS classroom model that points to the characteristics of creativity cultivation from four dimensions.
Dimension 1: Plan humanities and value goals, and convey the temperature of the classroom. Science education needs to identify and solve problems in life from a human-centered perspective, so that students can understand the meaning of ethical responsibility in science learning. AIS classroom emphasizes love and care, implements the fundamental task of cultivating morality into the classroom, encourages students to conform to ethics and morals, do things that are beneficial to the society, stimulate a sense of responsibility and positive energy, and make the classroom warm. For example, in the learning and practice of the "Warm Heart Design for the Elderly" project, care actions are implemented by understanding the living needs and difficulties of the elderly.
Dimension 2: Design space and digital intelligence goals to help new forms of learning. The AIS classroom has realized the extension of the field and the integration of online and offline. The school has AIS concept classrooms, an open integrated learning center, a mixed-age learning community with "three bedrooms and one living room", and a school-based digital intelligence system. In 2015, the school created the Digital Intelligence Brain. At present, a number of generative AI software are linked to the "Kiss Campus", and a number of learning platforms and evaluation software such as student digital portraits are connected to the school's digital intelligence brain, realizing the coordinated development of students, teachers, parents, and ICT (information and communication technology).
Dimension 3: Set learning and mental goals to develop students' thinking. Scientific thinking to discover the essence of science in science classrooms is a consistent focus, but the cultivation of students' innovative minds is the pursuit of education. In the AIS classroom, scientific practice focuses on design thinking and engineering thinking, taking into account creativity and planning, helping to solve problems, and providing students with thinking scaffolding. The school proposes to use the AEIOU analysis table to support the representation problem, that is, to help students make a comprehensive and detailed observation of the real and open scene from five aspects (activities, environment, interaction, objects, users), analyze more implicit information, and apply the trade-off table between multiple schemes to balance the best scheme. For example, in the "Light and Architecture" project, the students' research problem is how to change the lighting design to reduce the waste of electric light energy under the requirement of ensuring good lighting in the gymnasium. Students weigh the three dimensions of safety science, product value, and technical support to determine the problems to be solved in the end, and truly turn the problems into high-quality starters.
Dimension 4: Establish organizational and collaborative goals to improve classroom effectiveness. AIS Classroom breaks the traditional single cooperation model. For example, classroom organization forms such as "circular consultation", "fish tank meeting", "gallery walk" and "bus stop" are used to create opportunities for the exchange of views; Through the creation of job roles such as "scientist" and "engineer", a sense of responsibility is established, so that they can participate in learning with a sense of responsibility and substitution. The school has also established a digital interdisciplinary teacher "appointment" platform to follow up and tutor students in different professional needs.
Focusing on the above four dimensions, the school has formed a new big science curriculum system that includes interdisciplinary learning, integrated courses, elective courses and practical activities. First of all, by excavating the connotation of big science and linking multiple disciplines to carry out interdisciplinary learning, the school has also independently developed a universal integrated curriculum - STEAM (multidisciplinary integrated education) course based on project-based learning, encouraging students to experience and create. At the same time, it provides supplementary elective courses to meet individual needs, and extends the learning field to off-campus bases such as society, universities, and enterprises, providing richer life scenarios and helping learning to happen. The school has established a scientific and practical literacy evaluation system that points to creativity, decomposes the literacy goals into 8 items, refines the evaluation requirements of each literacy goal, and starts with the end as the beginning, promotes teaching by evaluation, and promotes learning by evaluation. Each semester, students can learn about their level through the radar chart and can actively participate in adaptive activities to advance the ranks.
Author: Lu Ying, Chen Yanyan The unit is Hangzhou Greentown Yuhua Qinqin School, Zhejiang Province).