With Xiaoyu's soft voice, the afternoon lesson reform micro-report was slowly unfolded under the auspices of Mr. Tong Huawei, the head of the Curriculum and Teaching Center of Xinwangshi. Nine secretaries or principals from all over the country took the stage one by one with their deep understanding and practical experience of education reform to share their stories of curriculum reform.
Nine micro-reports
Vice Principal Wu Yanping shared the experience and ideas of Wuxiang No. 4 Middle School in educational practice with the title of "Life Grows Jointed Here". As a township middle school, Wuxiang No. 4 Middle School has adopted a series of innovative educational strategies to activate students' life conditions and promote their all-round development in the face of the challenges of students' diverse backgrounds, learning habits and lack of motivation. It is mainly reflected in the following three aspects:
First, the school has launched inspirational education, and created a passionate campus environment by building a student inspirational system, a full-staff education system, a class curriculum system and a home-school co-education system. Through activities such as passionate early reading, passionate letter reading, inspirational class meetings and inspirational growth, students' internal motivation is stimulated and students' sense of responsibility and mission is cultivated.
Second, based on the theory of "learning pyramid", Wuxiang No. 4 Middle School has established an ideal five-link classroom model that is student-centered, problem-based, and task-driven. This model includes self-directed preview, teacher-student cooperative problem solving, in-depth thinking, discussion and identification, and consolidated feedback, aiming to realize the transformation of students from passive acceptance of knowledge to active exploration and innovation.
Third, in order to ensure the implementation of the ideal classroom, the school has adopted the learning framework of "one case and three orders", and provides students with an environment conducive to learning and communication through the training of group cooperation rules and the construction of dialogue spaces.
Vice Principal Wu Yanping emphasized that through these measures, the school not only activates the life state of students, but also promotes the development of students' thinking and achieves the goal of learning-centered education. As a result, the school has received recognition and many honors from all walks of life. She concluded that the ideal classroom is a platform for teachers and students to jointly create infinite possibilities for the future, a part of life, and a cradle for students' growth.
He Ke, secretary of the Party branch from the No. 3 Middle School of Jingning County, Gansu Province, shared the school's unique understanding and practical actions on the ideal classroom around "eBay" Ideal Classroom, Our Pursuit and Action". Jingning No. 3 Middle School, a school that once faced social skepticism and parental rejection, established the eBay education system by establishing the concept of "eBay", thus achieving significant changes and improvements in the field of education.
With "eBay" as the core, the school has built a comprehensive educational framework that includes eBay culture, eBay curriculum and eBay classroom. Under this framework, Jingning No. 3 Middle School is committed to the pursuit of the "eBay Ideal Classroom", and its exploration process includes the "six learning" model, "one subject, one model", "one teacher, one style" and "three-step" strategy, aiming to create a real, effective and efficient classroom environment.
In the "Six Learning" model, the school stimulates students' interest in learning and ensures that students can truly participate in the learning process through guidance, trial learning, mutual learning, comparison of learning, evaluation, and extension of learning. In particular, the "learning competition" link, through the competition and display between groups, not only promoted the students' enthusiasm for learning, but also enhanced the students' collective sense of honor and responsibility.
The school has also designed unique teaching methods according to the characteristics of different disciplines, such as the "Three Ones" model for Chinese and the "Five Steps for Questions" model for mathematics, so as to improve the effectiveness of classroom teaching.
In the process of pursuing efficient classrooms, Jingning No. 3 Middle School encourages teachers to develop personalized teaching styles, that is, "one teacher, one style", and introduces high-quality teaching resources to meet students' personalized learning needs through the opening of Internet + curriculum reform experimental classes.
Through these innovative educational practices, Jingning No. 3 Middle School has not only improved the comprehensive quality of students, but also significantly improved the quality of teaching, which has won wide recognition from the society. The school's educational and teaching achievements have been displayed and exchanged nationwide, and it has also actively participated in assistance activities such as the "National Training Program", showing its firm pace and unremitting pursuit on the road of education reform. With the continuous deepening of the construction of eBay Ideal Classroom, Jingning No. 3 Middle School looks forward to achieving more fruitful results in the future.
On behalf of Dongfeng Primary School in Qin County, Changzhi City, Shanxi Province, Principal Pei Fengping shared the school's in-depth thinking and practice in building an ideal classroom. Her micro-report "Focusing on Core Literacy and Building a "Children's Classroom" elaborated on the connotation of "Children's Classroom", that is, emphasizing children's subjectivity in primary school teaching, paying attention to their learning needs, and promoting students' comprehensive and individual development through happy classroom life.
Principal Pei pointed out that the construction of a "childlike classroom" needs three concerns: the interpretation of teaching materials should be from the perspective of children, the teaching design should give priority to children's development, and the learning activities should be child-oriented. In addition, she described in detail the six links of the "Childlike Classroom": situational introduction, classroom signing, mutual learning and communication, questioning and difficulty, cooperative inquiry, reporting and display, evaluation and supplementation, teachers' doubts, combining practice and testing, consolidating new knowledge, returning to the key points, expanding and extending. The aim is to stimulate students' interest and promote active learning and in-depth inquiry through these sessions.
In the "Childlike Classroom", students not only learn knowledge, but also develop emotional elements such as autonomy, passion, self-confidence, success and happiness through participation and experience. Principal Pei emphasized that the ultimate goal of the ideal classroom is to pursue the unity of vitality and classroom efficiency, and the "childlike classroom" is an effective way to achieve this goal.
Principal Pei's sharing not only demonstrated Dongfeng Primary School's active exploration in education reform, but also provided valuable experience and inspiration for the participants to build an ideal student-centered classroom. She firmly believes that through continuous efforts and practice, students with core literacy can be cultivated and the quality of education can be continuously improved.
Vice Principal Peng Yuyang, on behalf of Wangcang County Experimental Primary School in Sichuan Province, shared the school's innovative practice and deep understanding in classroom teaching reform. Mr. Peng's micro-report "Deep Cultivation of "Collision Classroom" into "Learning-centered" introduced in detail the concept, implementation steps and value significance of "Collision Classroom", and showed the active exploration and remarkable results of Wangcang County Experimental Primary School in promoting the development of students' subject literacy.
Principal Peng first pointed out that in the classroom reform, the school found that some teachers have a vague understanding of how to truly achieve student-centered teaching, and some classrooms pay too much attention to the form and ignore the in-depth development of students' thinking. To this end, the school has put forward the concept of "collision classroom", which aims to stimulate students' deep thinking and innovation ability through the collision of concepts, thinking and emotions.
In the process of constructing a "collisional classroom", the school adopts a "five-step step-by-step" strategy: stimulating the introduction of interest and designing high-quality questions that can trigger cognitive conflicts, target guidance and constructing theme activities to enhance students' interest in inquiry, independent learning and providing learning scaffolds to support students' learning, cooperation and communication, embedding ability evaluation to promote students' interaction and reflection, and feedback and evaluation, focusing on quality and effectiveness improvement to ensure timely feedback on learning results.
President Peng emphasized that the value of the "collision classroom" lies in integrity and innovation, which can promote students to generate wonderful ideas, generate vitality, and achieve a win-win situation for teaching performance and student development. Through this classroom model, students can truly become the main body of learning under the guidance of teachers, and experience the joy of learning and growth.
Finally, Principal Peng expressed his persistent pursuit of education and his firm belief in educating people in poetic language. She believes that although the road to education is long and challenging, perseverance will yield fruitful results. Principal Peng's sharing not only provided valuable experience and inspiration for the participants, but also demonstrated the responsibility and innovative spirit of Wangcang County Experimental Primary School in the education reform in the new era.
On behalf of the No. 2 Primary School of Qinhuangdao Economic and Technological Development Zone, Secretary Wang Zhipeng shared the school's exploration of school-based construction in building ideal classrooms. The theme of Mr. Wang's speech was "Focusing on the "Three Key Points" and Building an Ideal Classroom", which deeply discussed how to solve the problems of "what to teach", "how to teach" and "how to teach" in teaching by focusing on the three key links before, during and after class.
In terms of pre-class preparation, the school clarifies the core concepts and objectives of teaching through collective lesson preparation and unit management, and ensures the accuracy of teaching content. In terms of in-class implementation, through lesson discussions, learning activities are optimized, core tasks are released, student scaffolds are built, and co-learning fields are created, so that learning can really happen in the classroom. In terms of after-class feedback, the teaching effect is evaluated and fed back through classroom observation and scales, forming a closed-loop teaching and research model.
Through specific classroom examples, Secretary Wang vividly demonstrated the three characteristics of the ideal classroom: task-driven, deep learning, using scaffolds to learn to learn, and there are no silent people in the classroom, and learning is truly carried out in co-learning. He emphasized that teachers are the first key to building an ideal learning-centered classroom, and by focusing on teaching, research and teacher development, the vision of the ideal classroom can be gradually realized.
Secretary Wang's sharing not only provided participants with practical paths and strategies for building ideal classrooms, but also demonstrated the active exploration and remarkable results of the No. 2 Primary School of Qinhuangdao Development Zone in promoting the growth of young teachers and improving the quality of teaching. His speech sparked in-depth thinking among the participants, and provided valuable inspiration and reference for other schools in the construction of ideal classrooms.
Wang Hongxia, Secretary of the Party Branch and Principal of the Party Branch, shared the school's innovative practices in situational teaching and the cultivation of students' core literacy on behalf of Shahe No. 5 Primary School at the seminar of Xinwang Division. Her keynote speech "Student-oriented Cultivation of Literacy, Contextual Teaching for Growth" elaborated in depth how the school can achieve a student-centered teaching model through the "Two Fives" research direction, namely "Five Elements" and "Five Contexts", so as to effectively cultivate students' core literacy.
In terms of the "five elements", Shahe No. 5 Primary School has designed a student-centered tutorial case and three orders (pre-study list, student aid sheet, and continuation study list) according to the connotation of "true beauty and feelings" of situational education, focusing on the five key elements of interest, observation, thinking, emotion and ability, forming a set of situational teaching mode process, aiming to stimulate students' interest in learning and improve their independent learning ability.
The "Five Contexts" include red education, subject integration, theme poetry clubs, scholarly campuses and happiness platforms, which not only combine with subject knowledge, but also integrate traditional culture, current affairs of the times, and social practices, so as to comprehensively promote the cultivation of students' sense of social responsibility, practical innovation ability, unity and cooperation literacy, extensive reading habits and humanistic heritage.
Principal Wang's sharing showed the active exploration and remarkable results of Shahe No. 5 Primary School in situational teaching, and the school not only enriched the students' learning experience, but also improved the students' comprehensive literacy through a series of innovative teaching activities, such as red research, poetry creation, theme poetry clubs, reading festivals, etc. The quality of the school's teaching has improved significantly in the city's evaluation, and teachers and students have shown their growth in various sharing and presentation activities.
Principal Wang said that Shahe No. 5 Primary School will continue to deepen the concept of situational education in practice, accumulate classroom experience, and pursue to create a more active and efficient classroom to promote the all-round development of students. Her speech provided valuable experience and inspiration for the participants, and demonstrated the innovative spirit and practical wisdom of the school in the new era of education reform.
On behalf of the No. 2 Primary School of Science Avenue in Zhengzhou High-tech Industrial Development Zone, Principal Chen Jiaquan delivered a micro-report entitled "Building an Ideal Classroom and Educating "Everyone's Youth" at the New Net Teachers Seminar. Principal Chen introduced that the school is committed to cultivating good teenagers in the new era with everyone's demeanor through the curriculum system of "Everyone and Excellence", and has implemented a series of innovative educational practices inside and outside the classroom.
In terms of curriculum construction, in accordance with the requirements of the "Core Literacy of Chinese Students' Development", the school starts from the three major areas of basic courses, extended courses and comprehensive courses, and integrates the ten major actions of new education, so that knowledge can resonate with life and life, so as to establish the goal of educating people.
In the construction of ideal classrooms, Science Avenue No. 2 Primary School has implemented the "learning-centered" teaching model, improved the professional quality of teachers through the "everyone research" thematic teaching and research activities, implemented the collective lesson preparation path of "three preparations and three grindings", and promoted the collaboration and growth of teachers. The school also focuses on the cultivation of students' core literacy through "classroom modeling", constructs a student-centered classroom model, and realizes the integration of teaching evaluation.
Principal Chen also shared the school's practice of "ideal classroom" outside the classroom, including moral education, co-reading, co-writing and living activities, and the construction of a home-school-community collaborative education system. Through various platforms and activities, such as parent volunteer services, science and technology museum tours, research courses, etc., the school has broadened students' horizons and enhanced their practical ability and innovative spirit.
Finally, President Chen emphasized that under the guidance of the new education concept, the school continues to explore and improve the ideal classroom model, aiming to cultivate good teenagers with everyone's demeanor and implement the core literacy of students.
On behalf of Zhongbao Primary School in Minxian County, Dingxi City, Gansu Province, Principal Liu Han shared the school's exploration and practice in the construction of the "five-link" learning-based ideal classroom at the Xinwang Teachers Seminar. President Liu's keynote speech "Exploration of the Path of "Five-Link" Learning-based Ideal Classroom Construction" introduced in detail how the school can realize classroom transformation, improve the effectiveness of teaching and learning, and comprehensively improve the quality of classroom teaching through the "five-link" model.
The "five links" include situational creation, effective mentoring, cooperative inquiry, questioning and feedback on attainment. This model aims to transform from a teacher-taught classroom to a student-learning classroom, and from a knowledge-mastery classroom to a student-development classroom, reflecting the educational concepts of "student-centered learning" and "student-centered core literacy development".
During the implementation process, President Liu emphasized the transformation of the role of teachers, from the traditional knowledge transmitter to the organizer, guide and facilitator of students' learning activities. Stimulate students' interest by creating situations, guide students to conduct effective guidance and independent learning, organize students to engage in cooperative exploration and interactive exchanges, encourage students to question questions, and summarize and improve through feedback on meeting standards.
Principal Liu also shared the school's experience and practices in forming and training learning groups, emphasizing the important role of group cooperative learning in improving classroom efficiency. The school has promoted the in-depth development of group cooperative learning through scientific grouping, clear division of labor, reasonable selection of cooperation content, and effective inspection and guidance.
Principal Liu's speech provided valuable experience and enlightenment for the participants, and showed the active exploration and remarkable results of Minxian Zhongbao Primary School in the construction of ideal classrooms.
Secretary Huang Huabin delivered a micro-report entitled "Learning as the Center, Let Flourishing Life Take Root in the Ideal Classroom" at the meeting, and shared the exploration and practice of Songzi Shixiao in the construction of ideal classrooms. He proposed that the ideal classroom should be student-centered, promote the all-round development of students, and become a learning place that teachers and students aspire to together. In such a classroom, education is not only the imparting of knowledge, but also the stimulation of thinking and the experience of life resonance.
Secretary Huang emphasized that the construction of the ideal classroom needs to focus on the "three haves" goal: there is a thinking process, there is life resonance, and there is learning quality. This requires educators to deeply understand the needs of students, create concise and profound teaching situations, and adopt simple and effective teaching methods to ensure the accuracy of teaching content and the clarity of the teaching process.
In terms of implementation strategies, Secretary Huang introduced how the school has formed a three-level discipline consensus based on the idea of the new curriculum standards through the digestion project of the new curriculum standards, and built a "three-learning model", that is, self-learning, cooperation, sharing and dialogue, so as to promote students' active learning and in-depth thinking. In addition, he mentioned the importance of system support, including the establishment of a school value system, a teacher support system, a teaching evaluation system and a school curriculum system to ensure the smooth implementation of the ideal classroom.
Secretary Huang's sharing demonstrated the innovation and efforts of Songzi Elementary School in the construction of ideal classrooms, and their practical experience provided a valuable reference for the education community. He encouraged educators to continuously infiltrate the concept of the new curriculum standards in their daily teaching, and promote the change of thinking and the breakthrough of action through gradual reform, so as to gradually realize the construction of the ideal classroom. Secretary Huang's speech is not only an explanation of the ideal classroom concept, but also an encouragement and inspiration to education colleagues.
An invited lecture
On behalf of Liangshuijing Experimental School in Cuiping District, Yibin City, Principal Wu Ge shared the school's history, philosophy, practice and future planning in the reform of self-guided teaching classrooms at the Xinwang Teacher Seminar. Principal Wu's report was entitled "Living Water from the Source" - Self-guided Teaching Classroom Reform of Liangshuijing Experimental School, which comprehensively introduced the practical exploration and theoretical innovation of the school's three rounds of curriculum reform in the past 20 years.
The classroom reform of Liangshuijing Experimental School has gone through four stages: initiation, adaptation, characteristics and internalization. Under the leadership of Principal Zhao, Principal Long and other previous principals, the school has accumulated rich experience in curriculum reform and cultivated a group of curriculum reform talents through field trips, expert guidance, and resource linkage. Since 2018, the school has introduced the theory of self-guided teaching, carried out theoretical support and in-depth combing of classroom reform, and formed a creative classroom with self-guided teaching with school characteristics. Since 2021, under the guidance of self-guided teaching theory, the school has taken learning as the center, joined the curriculum reform community, developed case lists and classroom rubrics, built its own management system and teaching and research system, and formed the school's cultural characteristics.
At the practical level, the school has built six major systems for curriculum reform, including an autonomous management system, a spatial learning system, a resource support system, an evaluation rubric system, a teaching and research improvement system, and a classroom operating system. These systems interact with each other and progress together to form an organic whole. By cultivating four core teams of curriculum reform, developing four key projects of curriculum reform, and accumulating high-quality education and teaching resources, the school has built a model system and provided strong support for the specific transformation of the curriculum reform system.
In the basic framework of "learning-centered" classroom reform, the school proposes the teaching model of "five rings of learning" and "five chains of teaching". The "Five Rings of Learning" include Entering (Contextual Import), Putting (Directed Opening), Receiving (Interactive Feedback), Becoming (Gathering Generation), and Using (Consolidation and Transfer), while the "Five Chains of Teaching" include Contextual Import, Directed Opening, Interactive Feedback, Aggregation Generation, and Consolidation Transfer. This model is student-centered, and through the support of the information platform, the effective use of resources such as learning maps and learning scaffolds is realized.
President Wu also introduced the school's specific practices in the freshman experience camp, future school movies, online and offline combined teaching and research, classroom creation, etc., as well as practical details such as the evaluation criteria of self-guided teaching classrooms and the implementation cases of one case and four single platforms.
Finally, Principal Wu looked forward to the future of classroom reform, emphasizing that manufacturing is 10 to 100 times more difficult than design, expressing the school's determination and confidence to continue to explore and forge ahead on the road of classroom reform. The classroom reform experience of Liangshuijing Experimental School provided valuable inspiration and reference for the participants, and demonstrated the innovative spirit and practical wisdom of the school in the education reform in the new era.
A wonderful review
After the micro-report, Mr. Lin Zhongling, executive director of the Research Center of the New Education Research Institute, made professional and profound comments and summaries on the micro-report. With the theme of "Cultivating towards the Triple Realm", he discussed the construction path and practical strategies of the ideal classroom.
Teacher Lin first vividly emphasized the necessity of curriculum reform through the metaphor of the four cities. He proposed that educators should recognize the seeds of education and actively nurture them for mutual growth and progress.
Mr. Lin then proposed three levels of the ideal classroom: the framework of effective teaching, the exploration of the charm of knowledge, and the deep resonance between knowledge and life and life. He emphasized that teachers should have a clear teaching proposition, build a stable and effective teaching structure, integrate across borders to explore the inherent charm of knowledge, and promote group cooperative learning to achieve a profound dialogue between knowledge and life.
Ms. Lin also shared the teaching ideas and practical cases of many educators, such as the "childlike classroom" of Dongfeng Primary School and the "collision classroom" of Wangcang Elementary School, which reflect the innovation and exploration of different schools in the construction of ideal classrooms.
In discussing the effective teaching framework, Mr Lam pointed out that the framework is the cornerstone of teaching and learning, which can guide the direction of teaching and avoid confusion. At the same time, he also reminded educators to avoid the rigidity of frameworks and encouraged teachers to develop their own teaching styles according to their subject and individual characteristics.
Ms. Lin advocates the creation of situations and scaffolds in the classroom to discover the great charm of knowledge, and the integration into society and the use of living knowledge outside the classroom to make the school a rehearsal of social life. He gave examples of the Henan Zhenyuan literacy curriculum and the practice of interdisciplinary learning and real-life teaching in some schools, highlighting the important role of these practices in cultivating students' literacy.
In terms of group cooperative learning, Ms. Lin believes that this is an important way to achieve dialogue resonance, and shared the effective practices of group cooperation in many schools. He emphasized that cooperative learning should be based on clear rules and purposes to promote real interaction between students.
Regarding the professional growth of teachers, Ms. Lin pointed out that teacher change is the foundation of classroom change. He gave examples of the effective practices of Zhengzhou High-tech Science Avenue No. 2 Primary School and Songzishi Primary School in promoting teachers' professional reading and writing, and emphasized the importance of professional growth for classroom transformation.
Finally, Mr. Lin quoted Ren Zhengfei as an analysis of the challenges that may be encountered in the process of classroom transformation and encouraged educators to take action to achieve continuous progress in education. His comments provided valuable inspiration for the participants and won wide recognition and high praise.
A few key takeaways
The micro-report on curriculum reform shared by school representatives revealed the core elements and practical strategies of building an ideal classroom, and gave us several key takeaways:
1. The threefold realm of building an ideal classroom:
1. Framework for effective teaching: Establish a stable and effective teaching structure, guide the direction of teaching, and avoid confusion.
2. Exploration of the charm of knowledge: cross-border integration, exploring the inherent charm of knowledge, and promoting students' in-depth understanding and application.
3. Profound resonance between knowledge and life and life: Through group cooperative learning and other methods, the profound dialogue between knowledge and life is realized, and the life experience of students is enhanced.
2. Implementation strategies for building an ideal classroom:
1. Teachers' role changes: from traditional knowledge imparters to organizers, guides and facilitators of students' learning activities.
2. Clear teaching proposition: Teachers should have a clear teaching proposition and form their own teaching style and characteristics.
3. Focus on teaching, research and teacher development: Continuously improve teachers' professional quality and teaching ability through collective lesson preparation, lesson case discussions, teaching reflection, etc.
4. Pay attention to the three key links before, during and after class: clarify the core concepts and objectives of teaching, optimize learning activities, create a common learning field, and evaluate and feedback the teaching effect.
3. Classroom Transformation to Build an Ideal Classroom:
1. Transform from a teacher-taught classroom to a student-learning classroom.
2. Transform from a knowledge-based classroom to a student-development classroom, reflecting the educational concepts of "student-centered learning" and "student-centered core literacy development".
Fourth, the "three haves" goal of building an ideal classroom:
1. Have a thought process: Emphasize students' thinking activities and deep learning in the classroom.
2. Life resonance: pay attention to the connection between knowledge and life, as well as students' emotional experience and life resonance.
3. Quality of learning: to ensure the efficiency and quality of teaching and promote the all-round development of students.
Although the micro-report on curriculum reform has ended, the road of curriculum reform continues to extend. These reports not only provide us with a concrete path to building an ideal classroom, but also point out the deep value and long-term goals of education reform. With the deepening of education reform, we will continue to explore and practice, continuously optimize teaching methods, improve teaching effects, and strive to cultivate a new generation of students with innovative spirit and practical ability!
Author: Lu Xuesong
Editor: Wu Wenqin
Review: Song Yanhong