Introduction to "Core Competency-Oriented Classroom Teaching"

? Introduction to "Core Competency-Oriented Classroom Teaching"

First of all, we clarified the differences and connections between core competencies and subject core competencies, and clarified the core qualities and key aspects of core competencies. The connotation of ability. Secondly, we have a systematic understanding of the origin, intention, and evolution of the dual-base, three-dimensional goals, and core literacy goals. In particular, it answers the confusion of "why it is necessary to upgrade from three-dimensional goals to literacy goals"; it also understands the status and role of subject knowledge, subject activities, subject teachers, and subject assessment in the formation of subject core competencies. Thirdly, we gradually realized that in order to realize the teaching transformation of core competencies, we must first change and reshape the following teaching concepts: teaching based on moral cultivation, teaching based on curriculum awareness and subject essence, and teaching based on student learning. Finally, what we gained the most and think is the most valuable is that this book proposes six basic strategies in the context of core literacy—integration strategy, contextualization strategy, in-depth strategy, activity strategy, autonomy strategy, and meaningful strategy. . Attachment: Excerpts and annotations of core views from the book "Core Competency-Oriented Classroom Teaching" 1. Summary and normative concepts (definition) of core competencies Definition 1: Core competencies refer to the essential qualities that students should possess to adapt to the needs of lifelong development and social development. and key capabilities. (Summary version) Definition 2: Core literacy refers to an individual’s ability to comprehensively apply (cross-)disciplinary concepts, thinking patterns and inquiry skills fostered by specific learning methods when facing complex and uncertain real-life situations, structured (inter)disciplinary knowledge and skills, as well as a dynamic system including world outlook, outlook on life and values, and the comprehensive quality of analyzing situations, asking questions, solving problems and communicating results. (Standard version) 2. The relationship between core competencies and competencies. It is fundamental (the basis for the development of other competencies and the basis for personal lifelong development and sustainable development) and growth (the growth of other competencies, the seeds of other competencies, and the DAN of competencies). ***Sameness (the qualities that everyone must have, the greatest common denominator), criticality (the qualities themselves are critical, and the time when the qualities are formed is critical). Literacy characteristics: leftover things, things that can be taken away, and renewable things. 3. What do the key abilities and essential qualities mentioned in the core competencies refer to? 1. Key abilities: From the perspective of the learning process (cognitive processing), students’ learning abilities are divided into reading abilities (input). , thinking ability (processing) and expression ability (output). These three abilities are the basic abilities and core abilities for students to learn. They have basic, growth, homogeneity, and key characteristics. Other abilities such as innovation ability, research ability, design ability, planning ability, etc. are based on them. on. These three abilities are the cornerstones of success in life. Reading ability-students who cannot read are potential poor students; thinking ability-students who cannot think are students without potential. Expression ability-Students who cannot express themselves are students who have no influence. 2. Essential character: From the perspective of basic education, essential character is a character with basic, growth, fairness and key characteristics. By its very nature, character deals with human relationships. This relationship includes the relationship between people and themselves, the relationship between people and others, and the relationship between people and things (work, study). According to this, the three core qualities that people must have are: self-discipline (self-control) expressed in the relationship between people and themselves, self-esteem (morality) expressed in the relationship between people and others, and seriousness (responsibility) expressed in the relationship between people and things. ). Character: Character is human nature, character is spirit, and character is behavior. 4. The relationship between key abilities and necessary character: Ability and character are the two most precious spiritual assets of a person. On the one hand, they are relatively independent and have their own connotations, characteristics and formation mechanisms; on the other hand, they are intrinsically related, intersecting with each other in connotation and promoting each other in form. From the perspective of the formation of core competencies, we emphasize the interaction and integration of the two. "When abilities have positive cultural value and altruistic moral feelings, they will become human qualities recognized by everyone. In other words, the acquisition process of subject teaching and key subject abilities must be put into one In the cultural care full of positive energy that can be kneaded, soaked and fermented, it can become culturally valuable abilities and moral abilities, that is, human qualities. 5. Three categories, six aspects and eighteen aspects of literacy in the core competency framework system. New understanding, new classification. Core literacy framework understanding perspective: 1. From the perspective of the relationship between people and the world: the relationship between people and themselves (self), the relationship between people and others (society), the relationship between people and nature (the outside world), and the relationship between people and culture. (Tool) relationship. 2. From an educational perspective: moral, intellectual, physical, aesthetic, and labor qualities. 3. From a cultural perspective: the qualities of seeking truth, kindness, and beauty. 4. From a social perspective: civic literacy. Competencies in doing things and being a person. 5. From a psychological perspective: knowledge, emotion, intention, ability, temperament, and personality. 6. Understanding the concept of subject core competencies = academic materials + core reading competencies. The embodiment of a specific subject is the achievement with subject characteristics (including essential qualities and key abilities) formed by students after learning a subject (or a specific field of study). It is a concentrated expression of the core competencies of subject education. Each discipline makes a unique contribution to core literacy. Accurately grasping the essence of the discipline is the prerequisite for building core literacy.

7. What is the essence of a subject? The intrinsic structure of subject knowledge? What does the value of subject education refer to? What is its significance? Subject situation? Subject activities? 1. The essence of a subject is the fundamental attribute of a subject, which is mainly reflected in the following aspects. The first is the research objects and basic issues of the discipline; the second is the core disciplinary concepts and categories; the third is the basic disciplinary methods and ideas, the core of which is the disciplinary way of thinking; the fourth is the core disciplinary values ??and spirit. Based on this, we can identify the teaching content that embodies the essence of the subject as a triple structure including value and spirit (inner layer), methods and ideas (middle layer), and problems and concepts (outer layer). Simply put, the hidden contents (deep structure of the discipline) such as subject methods, subject ideas, subject concepts, and subject spirit are the essence of the subject. The essence of the discipline: first, the essential attributes of the discipline, second, the core tasks of the discipline, and third, the special method of the discipline. 2. The internal structure of subject knowledge: symbolic representation, logical form, meaning; subject knowledge can be divided into declarative knowledge (what it is), procedural knowledge (knowledge about why and how to do it) and strategic knowledge (knowledge about how to think and recognize). Knowledge, that is, metacognition-to-cognition cognition); subject knowledge is the main carrier for the formation of subject core competencies. Subject knowledge is based on subject concepts, subject structure, subject essence, and subject context. If a certain subject education is compared to a big tree, knowledge is the leaves, methods are the branches, subject ideas are the trunk, and subject concepts are the roots: the subject spirit is the water and nourishment of subject education, that is, the tree of subject education. nutrition. 3. The educational value of the subject, which refers to the unique educational value and function of the subject. The reason why things exist and have a foothold, and then have an independent or even lofty subject status, is irreplaceable to a greater extent. Determined by 'function'." Regarding the unique human value of the subject, Bacon has a classic explanation: reading history makes people wise; reading poetry makes people smart; mathematics makes people thoughtful; science makes people profound; ethics makes people solemn; Logic and rhetoric make people eloquent. Everything learned becomes character. 4. The nature of the subject requires us to: first, understand and grasp the subject methods, subject ideas and subject values ??behind the specific knowledge; second, we must go beyond simple specific knowledge. Go beyond the surface symbolic form to understand and grasp the logical basis, thinking methods and value significance behind the file form; thirdly, we must transcend the complex knowledge points themselves and understand and grasp the organizational structure and attribute characteristics of similar knowledge. Only in this way can learning The teaching ability of material knowledge is conducive to the formation of the core competencies of the subject. 5. The most essential and valuable knowledge of the subject that can best promote the formation of the core competencies of the subject includes: core concepts and propositions, essence and laws, ideas and methods, production and Source, relationship and structure, value and spirit. 6. Subject context refers to the conditions, background, process or story of the generation, presentation and development of material knowledge. From a teaching perspective, it is important for promoting students’ learning, understanding and digestion. , a summary of the socialized learning environment that constructs subject knowledge. Subject context is the carrier of learning subject knowledge and an integral part of subject knowledge. To transform subject knowledge into subject literacy, it is inseparable from the intervention and participation of subject context. 7. Subject activities are the main path for the formation of subject core competencies. 8. The relationship between subject core competencies and core competencies. Subject core competencies are the starting point for the implementation of core competencies, and subject core competencies are the soul of subject education. The relationship between the two is the relationship between purpose, direction, means, and approach; the two are the relationship between mutual inclusion, integration, organic transformation, and mutual promotion. The two are different: the core literacy is not a simple and mechanical core competency of the subject. The sum of: The starting points for the development of the two are different. 9. How to formulate test questions in the context of core literacy? Improve the proposition reform based on core literacy: The formulation of test questions includes three aspects: conception, situation, and question. The conception is the basis of the test question. Purpose, the situation is the material and medium to realize the idea, and the question is the presentation form of the test questions. Specifically, it should focus on the acquisition of fragmented and fixed subject knowledge to the solution of complex and uncertain subject problems; From focusing on understanding, copying, and reacting to book knowledge to focusing on personal construction, interpretation, and perception of knowledge; from focusing on what to learn to focusing on how to learn and learn to learn, teachers and students must accurately grasp the connotation of core competencies and academic quality standards, and formulate standards. Systematic and clear evaluation objectives must fully understand the continuity of core literacy development, conduct overall planning and design of evaluation objectives for academic periods, modules or themes, units and class hours, and have a deep understanding of academic quality standards and different course contents and academic studies at different learning stages. The relationship between the requirements, combined with the specific content and students' actual situation, determines specific and clear evaluation goals and performance expectations. Efforts should be made to change the academic quality concept based on subject knowledge points and the mastery level of knowledge points as the standard classification basis and expression method, and establish an academic quality concept based on core competencies. Situation: The formation of core competencies is inseparable from situation. Scenarios should achieve the unity of life issues and subject issues, original issues and textbook issues. Test and assessment questions for core competencies should come from real life rather than from imagination. A good test question situation should be an organic unity of subjectivity and daily life in content. The real situation is the real source of the problem, and the fake situation is just the outer cover of the problem. A good situation should have concise language, interesting expressions, and novel structure in form. In recent years, college entrance examination questions have shown two major trends or characteristics in situation creation. First, innovate the test question situation design to re-test information processing ability.

Change the text description method used in traditional teaching, use tables, pictures, comics and other forms to innovate test question situation design, enhance the friendliness of test question materials, and focus on testing the ability to obtain, process, analyze, and organize information. Second, the test question materials are closely related to reality and highlight the application ability. The proposition focuses on closely linking the basic laws of the discipline with scientific research progress, production practice, and life reality, and highlights the ability to solve practical problems by applying the basic principles of the discipline. Question: Questions are not only the carrier of literacy formation, but also the carrier of literacy assessment. Human abilities, especially thinking abilities, can only be shown in solving problems. The main characteristics of good questions are: first, they are flexible and cannot be answered by rote memorization and general understanding alone; second, they can reflect the nature of the subject, involving the understanding of subject concepts, subject ideas, subject thinking methods, subject spirit, and subject culture. Comprehension and understanding; third, openness, allowing and encouraging students to answer individually. The directionality and hierarchy of ideas, the authenticity and subjectivity of situations, and the thinking and openness of questions are the three basic requirements for propositions to move towards core competencies. 10. Two learning methods advocated and valued by core competencies 1. Complete learning: From the perspective of activities, complete learning is an active, cooperative, and reflective learning: From the perspective of learning results, complete learning Learning includes main learning, secondary learning and supplementary learning: from the perspective of problem solving, complete learning includes the five steps of situation, problem, hypothesis, reasoning and verification; complete learning includes three links of reading, thinking and expression. 2. Original learning: learning that is directly oriented to the text (textbook): learning that is directly oriented to the things themselves: learning that starts from students’ experience, life and constant experience: learning that involves students’ original thinking and free participation: students’ emotions , interests, hobbies, spirit, and life-participation learning. 11. Six basic teaching strategies based on core literacy 1. In terms of course content, teaching based on curriculum awareness and subject essence is one (1) integrated strategy. (Relationship), organization (construction), integration (unification), one by one expansion, cross-border, and integration, mainly including the integration based on the knowledge system, the theme, and the core literacy. Successful cases: such as Ma Xinlan. Teaching method, Sun Weigang's structural teaching method, group text reading, unit integration, Wei Shusheng's Chinese knowledge tree, and Xu Fagen's block teaching: (2) Contextualization strategy: by connecting life, objects, images, movements, language, old and new The relationship between knowledge and concepts, background knowledge or scenarios, and problem creation situations. (3) In-depth strategy: Reduce the superficiality of subject knowledge. The superficiality of subject knowledge means that teachers are separated from the essence of the subject and the nature of knowledge. Outside of the core, the understanding of subject textbooks and actual teaching content lacks the depth it deserves, which is mainly reflected in the emphasis on the surface (symbols) of knowledge rather than the depth (essence) of knowledge; the emphasis on the quantity of knowledge rather than the quality of knowledge ( Connotation); Emphasis on knowledge points rather than the structure of knowledge; Emphasis on knowledge itself, rather than the thinking methods contained in knowledge; Emphasis on the progress of knowledge teaching rather than the depth of knowledge teaching. As far as a subject is concerned, it is integral to the curriculum. In terms of teaching, teachers should strive to achieve the following four points: first: the mutual integration and integration of knowledge within the subject; second, the mutual penetration and support of knowledge between subjects; third, the harmony of subject knowledge and students’ life experience Combination, fourth, the organic unity of subject knowledge learning and subject core literacy. Students’ thinking is shallow: dependence, singleness, disorder, superficiality, and slowness. Modern knowledge theory tells us that all subject knowledge has its own characteristics. In terms of structure, it can be divided into surface structure and deep structure. The surface structure reveals the surface meaning of knowledge, that is, the descriptive or explanatory meaning of knowledge (language and symbols) itself, which reflects the physical world and its structure. objects, situations, and concepts in the social and conceptual worlds”. The deep structure is the way of thinking and value tendency contained in knowledge. It reveals the deep meaning of knowledge, that is, the intellectual meaning, cultural meaning and value concepts behind knowledge, and reflects the human spiritual world and value world. From a subject perspective, using the unique spirit and culture of science to build students' subject literacy, and using the unique charm and beauty of science to stimulate students' learning motivation is the depth that classroom teaching should have. From the perspective of knowledge, in-depth teaching refers to teaching that goes beyond the surface structure of knowledge and has a deep structure. From a teacher's perspective, in-depth teaching refers to teaching in which teachers delve deeply and thoroughly into the teaching materials. From a student's perspective, in-depth teaching refers to teaching that allows students to think deeply. 2. As far as the teaching subject is concerned, teaching based on student learning - (1) activity-based strategies: project learning, learning by doing; a. Project learning is a teaching and learning method that designs and implements projects with students as the center, and is related to Compared with traditional learning methods, it can effectively improve students' practical thinking and problem-solving abilities. Referring to the research of Liu Jingfu and Zhong Zhixian, the following characteristics of project learning can be summarized: 1. There is a driving or triggering problem. This problem is the project, which refers to real-life problems rather than academic problems (cognitive questions), are used to organize and stimulate learning activities. 2. Have a final price item or series of items. Works can be in various forms, such as research reports, physical models, pictures, audio and video recordings, slides, web pages, theatrical performances, etc. 3. Focus on the comprehensive application of multidisciplinary knowledge. Because "projects" are real-life problems, understanding and solving such problems often requires the comprehensive use of multidisciplinary knowledge.

4. Emphasize cooperation in the learning process. Completing a project often requires close collaboration between faculty and students. 5. Learning has certain social value. The problems of project learning come from real life, and its products have social application value. During the project-based learning process, students have to come into contact with the community or some real-life situation. b. Dewey summarized "learning by doing" into the following steps: First, students must have a real and experiential situation, that is, there must be a continuous activity that is interesting to the activity itself. Second, a real problem is created within the situation as a stimulus for thinking. Third, students must possess knowledge materials and engage in necessary observation and observation to deal with this problem. Fourth, the student must be responsible for developing the solution he or she has come up with step by step. Fifth, students should have the opportunity to test their ideas through application, so that the meaning of these ideas is clear, and they can discover whether they are effective. (2) Autonomous strategy: Autonomous learning is a kind of active learning, independent learning, and metacognitive monitoring learning. Case: Xuzhou’s academic lecture plan, Zhang Xuexin’s divided classroom, and efficient classroom. 3. The teaching direction is based on the teaching of cultivating moral character and cultivating people with meaningful teaching. (1) Real teaching is about teaching people rather than teaching. Subject teachers do not teach subjects, but use subjects to teach people. This is the teaching concept that must first be established to cultivate core competencies in subjects. Subject teaching is the main way to cultivate moral character and cultivate people. It is necessary to give full play to the unique moral education resources of subject knowledge; subject teaching must enter students' lives and behaviors; subject teaching must enter students' moral and spiritual world; and subject teaching must be combined with organic value guidance. (2) The meaning of meaningful learning can be summarized as: the original meaning of the text, the potential meaning, the psychological meaning, and the spiritual meaning. : Moral Classroom, Life Classroom, Happiness Classroom. (3) Core competencies include the core competencies of the subject and the core competencies of interdisciplinary materials. We must particularly emphasize the significance of interdisciplinary competencies. "Every subject has homework. For core competencies, the responsibility, resistance to frustration, time perspective, and efficiency concept in the homework are more important than the homework itself, and these qualities can integrate all subjects; classrooms, assemblies Self-control and self-discipline, order and tolerance in discussion and cooperation can integrate all subjects; hard work, tolerance, unity, and will in school sports can also integrate all subjects. "We actively advocate based on reading ability. Teaching , thinking, and expression skills is also an interdisciplinary curriculum integration, because all disciplines are more committed to cultivating these three basic learning abilities. In turn, these three basic learning abilities must also rely on the teaching of all disciplines. ***Cultivated together.