Source: Shanghai Pudong Mingzhu Primary School 2024-04-25 16:01 Shanghai
Take a "new" step and spell out the "hard work".
——The inauguration ceremony and the first training activity of the "Double New" Training Workshop of Pearl Primary School in the second semester of the 2023 school year were successfully held
In order to deepen the concept of "double new" curriculum reform and improve the understanding level of teachers' education method reform and the ability to structure curriculum content, the school launched the "Pearl Primary School 'Double New' Training Workshop" this school year.
On the afternoon of April 19, 2024, the inauguration ceremony and the first training activity of the "Double New" Training Workshop of Mingzhu Primary School were successfully held. The event was presided over by teacher Jiang Yumeng, Professor Wu Gangping of the Institute of Curriculum and Teaching of East China Normal University, Professor Liu Junyan, associate professor and deputy director of the Department of Curriculum and Teaching of East China Normal University, Zhang Li, principal of Shanghai Special Grade, Mingzhu Primary School, Mingzhu Yingqiao Primary School, and teachers from the school's central curriculum teaching department and teacher development department.
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Inauguration Ceremony: Gathering Wisdom and Wisdom
The establishment of the "Double New" Training Workshop is a major initiative for the school to work together with multiple departments and raise the strength of the whole school to further promote the "Double New" work, which is not only a new beginning, but also a clarion call for the "Double New" practice of Pearl Primary School. Principal Zhang Li and Vice Principal Xu Junhua jointly unveiled the workshop, and the shining class card showed that Mingzhu people will promote the continuous deepening and development of the school's "double new" work with the gathering of wisdom.
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Principal Zhang Li mobilized the class, hoping that everyone would practice, create, reflect and refine with the two professors and team partners with the spirit of studiousness, hard work and tenacity, so as to incubate excellent learning results, benefit more teachers and students, and truly do a good job in the vanguard of the "double new" work of Mingzhu Primary School.
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Principal Zhang Li
On behalf of the school, the two tutors were issued letters of appointment.
Teacher He Yumin, assistant to the principal and head of the curriculum and teaching department, explained the content and requirements of the "Double New" workshop.
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Collision of ideas, joint research and progress
Learning is the most beautiful attitude, and the first "Double New" workshop training activity is based on the independent learning of large units and interdisciplinary theories of seed teachers, and the thinking collision between the subject group team and the interdisciplinary team is carried out on the spot, and the practical project is determined.
Under the guidance of experts, teachers conducted in-depth exchanges and discussions on the combination of designated learning materials and optional materials, inspired each other, and determined practical projects. During the group exchange, the teachers fully expressed their understanding of the new curriculum standards, the basic ideas of the overall teaching design and interdisciplinary design of large units based on core literacy, and also raised questions and puzzles. In the process of communicating and colliding with peers and interacting with experts, the learning of teachers is taking place in depth......
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Collective training, chasing the light and going far
In the second half of the training activity, Professor Wu Gangping gave a lecture on the theme of "Literacy-oriented Curriculum Content Structuring and Learning Style Reform" for all teachers of Mingzhu Primary School and Mingzhu Yingqiao Primary School.
Professor Wu shared from the four aspects of "discipline core literacy, core literacy of curriculum cultivation and students' core literacy", "knowledge theory transformation of teaching reform in the era of core literacy", "knowledge concept basis for learning mode reform", "three knowledge forms and three learning methods", Professor Wu's explanation is simple to understand, "speaking well is not really good, learning well is really good", "teachers are not teaching and giving, should stimulate students' interest and potential"" What really needs to change is the relationship between students and knowledge, change the relationship between teaching and learning, and let students take the initiative to approach knowledge" and other golden sentences deeply inspired the teachers present, and also had a deeper understanding and comprehension of "why large units, why interdisciplinary".
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Experience sharing, learning and enlightenment
Pan Chencheng:
I had the privilege to communicate with experts and teachers from various campuses during this "Double New" training activity, and everyone spoke freely and expressed their opinions on the topics discussed, immersed in a strong learning atmosphere. The first activity not only shortened the distance between everyone, but also gave me a lot of unexpected gains from the experts' insights and incisive explanations, as well as the wonderful sharing of the same group of teachers. I am full of expectations for the follow-up training, and I will also spur myself to strengthen independent learning and collaborative learning, and carry out effective exploration and practice in unit design, lesson writing, etc.
Zhang Shijia:
I have gained a lot from this workshop, broadened my new horizons, and made me realize my shortcomings in the study of Chinese teaching theories. Under the leadership of the two professors, our subject group brainstormed, expressed their opinions, and discussed together under the scaffold of theoretical learning in the early stage, and gradually clarified that the next training theme will focus on large-unit teaching and specific activity forms. The implementation of large-unit instructional design allows me to be more clear about the teaching objectives and pay attention to the integrity and relevance of the teaching. This teaching design concept not only improves the teaching effect, but also helps to cultivate students' core literacy, achieve high-quality education, and promote students' all-round development.
Shen Siyuan:
Through the training, I have a clearer understanding that the design of large units in the context of double new refers to the analysis, integration and reorganization of learning content centered on major themes or tasks, so as to form a scientific design with clear themes, objectives, tasks, situations, activities, evaluations and other elements and a variety of course types. I also know that a good interdisciplinary theme learning activity must be guided by an obvious theme and have a cohesive curriculum structure, and teachers and students can complete the tasks of the activity more naturally and smoothly with reference to this theme and structure. The new curriculum standard emphasizes the cultivation of students' core literacy, not only to learn, but also to learn, I will sink my mind to learn more, read more, think more, and write more.
Chen Yibin:
As a mathematics teacher, I believe that it is necessary to follow the trend of teaching reform and develop students' core literacy. After listening to Professor Wu's lecture, I realized that under the requirements of the new curriculum standards, we should pay attention to cultivating students' personal experience and organize classroom teaching with core literacy as the main line. In the future, I will try the teaching design of the large unit of mathematics with my teammates, starting from the actual situation of students, creating problem situations that are conducive to students' independent learning, guiding students to acquire knowledge, form skills, develop thinking, learn to learn through practice, thinking, exploration and communication, and promote students to learn in a subjective and individualized way.
Ji Luting:
In the lecture, Professor Wu analyzed the background of the core literacy era, the necessity of learning style change, and how to deal with this change, which benefited me a lot. Among them, I was deeply impressed by the case of Professor Wu's guidance on argumentative essay writing, in the usual classroom, we always feel that we "speak", but why students "can't do" it may be because we have not built a knowledge scaffold for them. We should use four levels of problem-driven (what→ how→ why → how to be better) to allow students to build and structure knowledge through self-directed learning, so as to provide students with actionable directions from "speaking" to "doing".
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"Hard work" needs the support of studiousness, and the premise of "studiousness" must be "able to learn". On the road of learning and practicing the "double new", we have been on the road all the way.
Written by: "Double New" Seminar Class Committee
Typesetting: Tang Yangyi
Photo: Li Shengjia
Review: He Yumin