How to balance burden reduction and high-quality development? The "double subtraction" has led to the reconstruction of the after-school education system

Source: Guangming Daily

Practice and books who have more and who are less, how to balance both burden reduction and high-quality development——

The "double subtraction" has led to the reconstruction of the after-school education system

【First-line exploration】

The "double reduction" policy landed for 100 days, triggering a chain response, and after-school education began a historic system reconstruction. At present, the focus of after-school education in various places has begun to shift from basic services to professional design, and schools have widely solicited curriculum projects and coordinated social resources in many ways. Winter vacation is approaching, how to grasp our direction and goal? How is the architecture secured? How to learn chinese and foreign lessons? After-school education involves the development of 200 million students, and it is necessary to follow the policy of high-quality development, and carry out system design, professional architecture and ecological layout according to the needs of social development, the growth law of people and the principle of learning.

"Double reduction" is strongly driven, the demand is superimposed, how to grasp the positioning of after-school education reconstruction?

The "double reduction" has opened up the way for the reconstruction of after-school education. However, the reconstruction of after-school education is a social system project that cannot be rushed, not only has a large body, high requirements, and many bearers, but also has a complex structure and diverse forms, but also coordinates with high-quality development, core literacy, five educations, and education models, and faces the challenge of multiple superposition of needs. At present, global after-school education can be summarized into four categories from the element dimension: one is quality improvement, including art, science and technology, sports, creation and other projects, with technical learning, expansion and improvement as the main purpose; the second is coursework remedial, including mathematical and physical chemistry, language and music and physical beauty courses, to check supplements, proficiency, and points for the main purpose; the third is cognitive development, including science, society, humanities, Traditional Chinese studies and other content, with knowledge, puzzle solving, and questioning as the main purpose; fourth, social practice, including community activities, community services, Activities such as social participation and life skills are mainly organized, collaborative and coordinated. It is not difficult to see that after-school education covers all aspects of basic education and lifelong growth, and can be regarded as the cornerstone of students' comprehensive and personality development.

So, from the perspective of talent training goals, what is the dominant concept that runs through these activities? I boil it down to one sentence, which is to develop skills, integrate knowledge, and form literacy through actual participation in the problem-solving process. This is the essence of after-school education, and it is also the fundamental difference between after-school education and in-class academic and off-campus practice. Therefore, after-school education has an independent educational function, and to grasp its positioning, we must emphasize three key points: complete education includes three basic functions, and after-school education carries one of them, which is indispensable; after-school education function is like "three links", the lack and dislocation of this joint will lead to the obstruction of the whole chain; after-school education is the "advanced" of in-class education, which should be developed into a higher level of education.

From the perspective of the overall educational function of education, since the emergence of modern schools in the 18th century, the educational function has been divided into three. The first is the transfer of book knowledge, which is mainly completed in the classroom; the second is the acquisition of practical knowledge, which is mainly completed outside the school. The third is to connect and bridge from books to practice, and complete the connection, integration and reprocessing of various elements of knowledge application, mainly completed after class. According to the needs of social development for education, before all kinds of talents enter the society, they must not only complete the accumulation of underlying knowledge, build a good and open knowledge structure, but also learn to do things, be able to cope with lifelong learning and basic life problems, but also have certain practical experience, complete basic socialization education, and prepare for the creation of the workplace. Basic education lasts for fifteen years, and if there is a lack of "knowledge and action integration" after class, it means that this integration function is postponed to the workplace, which will not only waste more, but also difficult to achieve a high level of "knowledge and action integration".

From the perspective of the overall education process of education, after-school education, it undertakes the input of knowledge in the classroom before the after-school education, and then connects the output of off-campus practice, that is, it should play the role of "three links". According to the law of human growth, the integration of after-school education is the middle joint from "knowing" in the classroom to "creating" outside the school, and before creating, we must learn how to do it, reach the degree of "will do", and form a complete channel of "knowing" - "will do" - "creating". Without the "will do" joint, it is difficult to cross to the "create" level. According to the logic of education profession, the "three links" is an entity function, which needs to be applied smoothly to practice through special course projects, and the knowledge, concepts, methods, etc. learned in the classroom are smoothly applied to practice, and the docking is connected to the real situation to support the solution of real problems, which is also the essence and value of after-school education.

From the perspective of the overall education mechanism of education, in the 70 years after World War II, global education has undergone continuous changes, mainly focusing on the way of educating people, the core is the integration and balance of knowledge teaching and practical activities, and has evolved into the current project-based teaching and interdisciplinary practice through subject teaching, discipline integration, theme teaching, task-based teaching, and integrated teaching. At present, the primary and secondary school classrooms in the developed areas of the world represented by the United States are mostly "working" classrooms with problem solving as the axis, and students can study problems like experts, truly experience the complete exploration process of various problem solving, and construct knowledge in research and practice. At present, we are basically teaching subjects, and we have reached the time when we must make breakthroughs. "Double reduction" to drive the reconstruction of after-school education is the right time, in the case of not subverting the existing education and teaching system and examination evaluation mode, we should learn from the project-based teaching experience, develop an integrated after-school education form with problem solving as the main body, and open up the inside and after classes and outside the school to achieve overall optimization, quality improvement and efficiency.

Looking at the century-old changes in Chinese and foreign education, it basically focuses on who has more knowledge and practice and how to interact and balance the two. In the early days of international exploration of this problem, most of them adopted the "two-in-one" integration idea of knowledge and practice. In the 21st century, George W. Bush issued the "No Child Left Behind" bill in 2001, proposing seven priority issues such as performance responsibility and high standards, annual academic monitoring, and compulsory remedial education. This project has been criticized for strengthening book knowledge and one-sidedly pursuing scores. At the end of 2015, Obama signed the "Let Every Child Succeed" bill, which reduced testing, weakened accountability, and promoted integrated learning and interdisciplinary practice, providing a creative space for a number of innovative teaching methods such as project-based learning and STEM. In the more than 20 years since the restoration of the college entrance examination to the end of the last century, the mainland has adopted the strategy of traction of taking the test, focusing on knowledge teaching, entering the beginning of this century, and launching a large-scale curriculum reform in 2001, focusing on solving the lack of students' ability to innovate, practice and responsibility, in addition to the reform of the curriculum content system, teaching methods and examination evaluation, a special discipline of "comprehensive practical activities" has also been set up. The enlightenment of these 20 years is that a single discipline cannot support this comprehensive structural change, the separation of knowledge indoctrination and applied practice is still difficult to bridge, and the underlying logic of the integration of knowledge and action is still difficult to construct.

It is necessary to reduce the burden and develop high-quality development, what is the solution to the professional logic of after-school education reconstruction?

Among the many expectations of "double reduction", some value ease and simplicity, some value personality choices, some value quality and efficiency, and different subjects such as the government, schools, families and society and their different levels have different demands.

These expectations are transmitted to the reconstruction of after-school education, which is considered not only by the logic of social needs, but also by the logic of student development and education. With the normal operation of after-school education, more attention should be paid to the consideration of the logic of education professions. At present, most schools mainly arrange homework tutoring, free reading, scattered projects and other activities after class, which are at the basic operation level and can only meet the primary needs of social families, and how to give full play to the special education function of after-school education should be the core issue facing the present. In the past, our inertial thinking thought that after class was an extension, supplement or expansion of the class, it seemed that everything was filled with side, and the entire education system was naturally regarded as a linear structure and logical chain centered on the teaching of knowledge in the classroom. However, in the 1990s, this concept was ended on a global scale, and new learning theories based on situation construction, social participation, and collaborative learning were established, and classrooms in educationally developed areas have evolved into scenario-based, project-based, and integrated forms, and after-school classes are mostly interdisciplinary practice and research project paradigms. Therefore, we emphasize that after-school education should be based on professional logic, in accordance with the functional positioning of the "three links", do the "double reduction" floodway, do the energy storage reservoir for improving quality and efficiency in the classroom, and do the study field for practical innovation outside the school.

After-school education is a "double reduction" flood discharge, focusing on integration, integration and integration. Through doing things to open up inside and outside the school, inside and outside the classroom, multiple learning elements are unified in one thing, do a deep and thorough job, and achieve "promoting increase with subtraction" and changing the "incremental" thinking. At present, the United States emphasizes solving the problem of "one mile wide and one inch deep" in curriculum teaching, and classrooms on the East and West Coast generally use project-based learning, problem-based learning, and work-style learning, which is also a good reminder for us.

After-school education is to improve the quality and efficiency of the classroom, focusing on real situations, real problems, and real experiences. Emphasize the "background", explore in the real situation, restore the knowledge in the real event, let the students find the source of learning, discover the ins and outs of knowledge, enhance the ability to observe, understand and locate; emphasize the "problem", study the problems that need to be solved realistically, connect the project activities into real life production, so that students have the opportunity to speculate on the essence of learning, discover the value of knowledge, experience the meaning of doing things, enhance the internal drive, control and sense of gain; emphasize "experience", and construct experience in project activities. In the project activities, they can talk to themselves, talk to society, talk to the world, guide students to explore the essence of life, discover better themselves, open up a larger world, and enhance introspection, mental ability and sense of growth.

After-school education should lay the foundation for practical innovation, focusing on discovering potential, exploring potential, and developing potential. At present, the classrooms of primary and secondary schools on the mainland are still mostly large class teachings based on knowledge learning. According to sociological principles, this unified learning model is always about one-third adapted, one-third pushed, and one-third shielded. Children's learning "unsuccessful" is often not the problem of the children themselves, but mostly the curriculum form, teaching methods, and the appropriateness of the spatial environment are not enough, and the children are eager to find their own development channels. This requires more options in after-school, home and social learning settings. Discovering potential is to make the after-school space for students to explore in depth. Design after-school services in accordance with the new classroom concept of integrated learning, with real learning projects as the main content and activities and practices as the main implementation methods, and strive to let each student have independent study projects, venues and environments. To explore potential is to make after-school a time and space for students to empower their academic ability. Design after-school study activities according to the project-based learning method, highlight the improvement of ability, strengthen problem solving, teamwork and creative innovation, and strive to give each student the experience and expression opportunity to solve problems.

(Author: Lv Wenqing, former head of the Academic Committee of Zhongguancun University)