Students' learning vitality directly affects the vitality of the school. In view of some problems in terms of learning content, learning methods, learning organization, etc., Principal Liu Xiya has carried out a series of practical explorations to stimulate the vitality of running a school in Xiejiawan School, and let's see how this school without bells is doing and what effects it has produced.
In the practice of running schools in primary and secondary schools, stimulating students' learning vitality should become a professional consciousness that stimulates the vitality of running schools, and in the process of stimulating students' learning vitality, students' learning methods profoundly affect the growth and development of students. The change of students' learning style is not only the change of a single condition of learning methods, but also a systematic change of curriculum, teachers, culture, system, etc., and the learning style of students is at the core, so it is both a necessary condition and a sufficient condition for stimulating the vitality of school running.
What are the problems with the way you learn
Learning content is disconnected from life. Educator Tao Xingzhi proposed that "life is education". The learning content associated with life is vivid and vivid, and students can try to apply it in life, understanding the necessity of learning from a practical level. However, the traditional concept of education treats students as containers of knowledge, and the learning content is extremely narrow, even limited to books, resulting in the problem that students' learning is still disconnected from life. Such learning content is easy to be rigid and single, lack of practice, and students will not apply what they have learned, but only learn for grades and grades. The problem of disconnection between learning and life hinders students' active learning and all-round development, and affects the release of school vitality.
The learning method is passive and single. Learning methods affect students' learning interest and learning effect, autonomous, cooperative, inquiry-based learning methods are conducive to cultivating students' multiple abilities, but the landing of such learning methods is not optimistic, the learning method of "lecture and practice" is still common, students gradually lose their interest in active learning in the mechanical repetition of single knowledge learning, learning becomes passive, and the effect is not good. At the same time, the learning method of "teaching and practicing back" also imprisons the development of students' thinking, students lack the habit of thinking of active thinking and brave questioning, and cannot cultivate the thinking and ability required by talents in the new era, such as creative thinking, inquiry and learning ability, etc., which affects the cultivation of students' diversified abilities, hinders the long-term development of students, and binds the stimulation of school vitality.
Learning organizations ignore individual learning experiences. Paying attention to the individual learning process of students and paying attention to the active learning experience of students can help students solve difficulties in learning in a timely manner, establish learning confidence, let students feel their unique value, and thus improve learning interest and learning effect. At the same time, paying attention to the learning process of individual students is also conducive to the individual growth of students, so that students can develop according to their own advantages. However, the phenomenon of ignoring the individual needs of students in the process of learning organization is still common, and the individual learning experience has not been fully valued, and it is difficult to achieve teaching according to aptitude. Students encounter difficulties in the learning process without timely attention and help, lack of positive and good learning emotional experience, which affects students' learning confidence and learning interest. Students lack the motivation to actively learn, and schools lack the vitality to run schools.
The results of learning evaluation and evaluation hinder the vitality of running schools. Learning evaluation is an important part of the learning process, and it is also an important factor that affects students' learning confidence and stimulates learning motivation. However, the existing evaluations are more evaluative of the results, only focusing on the students' scores, but do not evaluate the students from multiple perspectives, and lack the process evaluation and personalized evaluation of the students. Such an evaluation ignores the differences of students and is not conducive to guiding students according to their advantages. At the same time, summative evaluation ignores process efforts, resulting in the utilitarianization of students' learning and a lack of interest and love for learning. A single one-sided final evaluation will also make some students daunted by learning and lose confidence in learning, which will affect the stimulation of students' internal driving force for continuous learning, and also hinder the burst of school vitality.
A change in the way you learn
Practical exploration to stimulate the vitality of running schools
(1) Create a relaxed classroom atmosphere and learning environment
The relaxed classroom atmosphere and learning environment can activate students' positive emotions and vitality, and improve learning efficiency and effectiveness. To this end, Xiejiawan School has built a partnership-type teacher-student relationship by dismantling classroom podiums, using circular desks, free speech without standing up or raising hands, and learning and debate between teachers, students and students, forming an equal and democratic learning environment, and developing from individual learning to collective learning.
In Xiejiawan School, there is no bell on campus all day, and students in the classroom can freely go to the bathroom, drink water or rest according to their needs, choose the time and method of recess, and more than 200 shift clubs and more than 30 class special sports projects voluntarily participate. This change in learning style and form has established a trust-based teaching management model, stimulated the internal driving force of students' independent and self-disciplined learning, and allowed students to move from other controlled learning to independent learning. In order to adjust the working status of teachers, let teachers adjust from teaching one subject of multiple classes to teaching multiple subjects of one class, so that teachers can get rid of the "running class" state and learn and communicate with children more calmly and deeply.
At the same time, the school curriculum adopts a combination of long and short courses, teachers self-declare workload and specific positions, and performance appraisal implements post class time, shaping a dynamic organizational culture and creating a positive and harmonious learning atmosphere. In a positive learning atmosphere, students can maintain a good learning mood, concentration, active thinking, energy, and strong information reception, thereby improving the quality of learning, stimulating students' vitality and potential, and cultivating students' ability to "discover learning", so that the school runs a vibrant school.
(2) Expand rich and ecological learning content and learning space
On the basis of the learning content of various disciplines, the school activates the campus environment, daily life, interpersonal communication, etc. into learning resources, and teachers and students jointly develop rich and ecological learning content, which enhances students' learning interest and enhances students' learning awareness while expanding students' learning space. For example, the school reading room, education museum, laboratory, auditorium, chat room and other informal learning spaces are open all day for students to learn at will, and a large number of tables and chairs are added in the public area for students to communicate and discuss anytime and anywhere; in the process of the whole school lunch buffet, students can learn the precautions of balanced meals, dining etiquette, and inter-meal communication; in the self-editing exercise activities with the participation of everyone in the natural class, students learn how to integrate music, sports, arrangement and other elements, learn relevant knowledge, and form relevant abilities. In the staggered community-based learning spaces of different grades of classrooms, students' social communication skills and social adaptability are strengthened... In the real and vibrant real life, students can communicate and learn in every corner of the school, the knowledge of learning originates from life, is used for life, and creates life, which greatly expands students' horizons, from book learning to practical learning, the school has added rich colors in serious solemnity, and the campus is full of laughter.
(3) Generate interactive learning processes and efficient learning effectiveness
The process of student interaction and communication is the process of learning, in the process of interaction with the outside world, students can participate independently, think comprehensively, find problems and solve problems in specific learning situations, thereby improving learning efficiency. Adhere to the inquiry learning and discovery teaching as the center, change the traditional single "lecture and practice" learning method, advocate group cooperation, take heuristic, cooperative, and inquiry-based learning as the main way, form a classroom state based on the "three students and three actions" (ecology, growth, life, initiative, vividness, and interaction) based on student development, and promote students' active learning. In the continuous teaching and research, taking more than 150 typical lessons in various disciplines as the starting point, teachers are allowed to take root in the classroom, study the transformation of the teaching center from teaching to learning, summarize, refine and optimize the practical experience of classroom teaching, and compile and publish 25 "Subject Teaching Suggestions" to ensure the quality of each lesson. In the classroom, teachers focus on combining learning content with direct materials and experiences that are observable, perceptible and experiential, helping students to establish connections with existing cognitions in specific situations, and realizing the in-depth construction of knowledge and ability through interaction with learning materials, partners and teachers. Students enriched their learning methods in more than 500 comprehensive special topic activities focusing on problem solving in various disciplines, improved the learning effect in personalized participation, display and practice, and enhanced the sense of learning achievement.
Take, for example, the "debate" activity.
The teacher first sorted out the progressive spiraling debate curriculum objectives of grades 1-6 in combination with the language curriculum standards, and then sorted out the topics suitable for children to carry out micro-debates in all the texts in the 1-12 volumes of the unified textbook (such as the second grade book "Pony Crossing the River"), and extended the debate topics from the texts learned (such as learning "The Only Listener" to expand the debate topic of "Should there be white lies in life", and learning "Uta" to expand the debate topic of "whether it is good or bad for primary school students to travel alone"). At the same time, other debate topics are developed in combination with the actual life and social hot topics (such as "the advantages and disadvantages of having a second child are big or the disadvantages are great", "tax evasion and tax evasion are punished in lieu of punishment", "the prevention of bullying in school mainly depends on the legislative system or education guidance", "the existence of vibrato is beneficial or harmful", etc.).
In the specific implementation of the activity, the children of grades 1-6 will participate in the actual situation, including the debate of the low-level children, the micro-debate of the middle-aged children, and the debate competition of the high-level children; both the debate between the groups in the class, the debate between the classes of the same grade, and the debate between the school districts; both the guidance of the basic skills of the debate combined with the topic in the language classroom teaching, the complete and formal debate guidance in the language special activities, and the debate club activities for children with special needs. To help children learn more professionally. Under the guidance of the teacher, in each debate activity, the child will first investigate extensively around the debate topic, search for information, and then organize the data to argue their own views and respond to the other party's questions, and finally use and express all the materials in the debate field, which not only exercises the ability of students to remember, understand and judge knowledge, but also improves the ability of students to refine, analyze and use knowledge, and also promotes the ability of students to migrate, transform and create knowledge. In a debate activity, the child's formal speech may only be about 3,000 words, but in the process of preparing for the debate, the information they collect and process may be close to 100,000 words.
In the interactive learning process, children not only develop the ability to understand, dialectical thinking, language expression, and coping ability, but also be able to think objectively, comprehensively and deeply, make judgments and reactions quickly in the face of unexpected situations that have not been prepared, obtain a sense of effectiveness and achievement, shape a correct world view, outlook on life, and values, and form a good personality and a sound personality. It is also in this process that the vitality of the school can be revealed.
(4) Build a consultative and dialogue-based evaluation system to stimulate learning motivation
The scientific and developmental evaluation mode can stimulate students' motivation to learn, so that students can achieve development and comprehensive growth in the process of education and teaching. Xiejiawan School, guided by "focusing on the comprehensive and individual development of students", has built a consultative dialogue evaluation system based on the characteristics of development, interactivity, immediacy, and situationality: First, based on the dialogue-style classroom, the learning process evaluation of "classroom evaluation + thematic activity evaluation" is constructed, and in a large number of heuristic, inquiry-based and cooperative learning, it promotes mutual evaluation between teachers, students and students in high-frequency and efficient dialogue; second, in normal dialogue-style activities, improve the comprehensive evaluation of "comprehensive ability + personality traits". For example, students self-declare evaluation projects and formulate personalized role model goals, and more than 200 club courses are expressively evaluated in the form of displays every semester; the third is to strengthen the situational evaluation feedback of "everyone's participation + independent expansion", fully integrate resources inside and outside the school, provide students with display opportunities, and transform evaluation into endogenous motivation for self-knowledge and self-growth in a large number of real situational dialogue experiences; fourth, improve dialogue-style materials and form a growth file of "academic performance + key events". Based on the subject evaluation dimension, each discipline is decomposed into a daily and weekly process learning evaluation table, accounting for 40%-50% of the end of the semester grade, and at the same time, a "blossom growth record card" is established for students, recording the key events in the growth of the semester, and the teacher gives personalized comments to form a process evaluation data based on realistic records. On the basis of respecting students' subjectivity and differences, dialogue-based and developmental learning evaluation understands the development characteristics of students, stimulates students' multi-faceted learning potential, enhances learning confidence in positive evaluation, and enhances learning motivation and vitality.
bibliography
Liu Haimin. Principles of education[M]. Changchun:Northeast Normal University Press,2006.]
Wang Zhexian. The main role and embodiment of students in stimulating the vitality of primary and secondary schools[J]. Educator, 2020(44).
Chu Hongqi. What kind of school vitality do we need[J]. Primary and Secondary School Management, 2021(01).
(The author is the principal of Chongqing Xiejiawan School)
Article Source | People's Education, No. 1, 2022, the original title of the article was "Running a School Without Bells- Stimulating the Vitality of Primary and Secondary Schools from the Perspective of Learning Style Reform"
The author of the article | Liu Xiya
Source: People's Education