Knowledge, ability and accomplishment are owned by people and can be transformed. Knowledge and ability can be transformed into literacy, and literacy can also produce knowledge and ability. This is the interrelated side of the three.
Core literacy is the most critical, important and indispensable literacy. As far as a subject is concerned, the connotation of core literacy includes core knowledge, core competence and core quality, but it is not a simple addition of them. The goal orientation and teaching activities of any subject should be carried out from the height of literacy. Value guidance, ideological enlightenment and character shaping are the three core tasks of schools and teachers.
First, the teaching significance of core literacy
Professor Xiao Chuan of Beijing Normal University thinks: "From the perspective of discipline, teaching for literacy (teaching people by discipline), discipline and its teaching serve students' literacy, rather than teaching for discipline. It is very unfavorable to train talents with broad vision, quick thinking, rich cultural literacy and philosophical temperament to limit teaching to a narrow discipline standard and pay too much attention to the knowledge and content, tasks and requirements of this discipline. "In fact, any subject knowledge, in terms of its structure, can be divided into surface structure (surface meaning) and deep structure (deep meaning). The surface meaning is the subject content (concept, proposition, theory) (connotation and meaning) directly expressed by language symbols, while the deep meaning is the spirit, value, methodology and life meaning (cultural meaning) contained in or behind the subject knowledge content and meaning. The existence of surface structure and meaning is clear, logical (systematic) and mainline. Deep structure and meaning are hidden, penetrating (scattered) and hidden. But it is the fundamental (decisive thing) for the formation and development of students' literacy.
The teaching of any subject is not only to acquire some knowledge, skills and abilities of the subject, but also to generate and improve people's spirit, thoughts and feelings, way of thinking, lifestyle and values. Subject teaching should have cultural significance, thinking significance and value significance, that is, human significance!
The cultivation of core literacy needs good education. Unfortunately, in our primary and secondary schools, we can often see that some students are very skilled and firm in subject knowledge and have strong problem-solving ability, but when you get along with him, you will immediately feel that he is missing something, and this thing is literacy! Discipline teaching should strive to cultivate students into people with rich knowledge, profound thoughts, good humanity, integrity and free mind.
Second, school education should focus on cultivating students' three core qualities.
We regard reading ability, thinking ability and expression ability as the three core abilities of students, and also regard correct values, scientific (advanced) way of thinking and excellent (good) character (character) as the three core qualities of students.
Values are the vane of a person's mind. One should first have a correct basic understanding and judgment of what is valuable, meaningful, good, right and worth pursuing, persisting and emulating. This is the root of human beings (it is the "root directory" of human conceptual system, and other concepts are "subdirectories"). If school education is not rooted in this, it will lose its way and people's literacy will have fundamental defects.
The mode of thinking is the weapon (medium) of one's mental work (cognitive activity). It is the synthesis of thinking direction, thinking quality, thinking method and thinking ability. The scientific way of thinking determines the level and quality of a person's mental work. School education and teaching should not only make a fuss about the details of knowledge points and abilities, but also work hard to guide and inspire students to learn correct thinking.
Personality is a person's behavior (in a broad sense) and image (in charge of behavior). It is a direct manifestation of one's self-cultivation. Values and ways of thinking are recessive, while personality is dominant. A person's words and deeds are vulgar, his manners are bad, his character is bad, and he lacks basic manners, manners, self-restraint and education. What's the point of everything else? "If you lose your character, everything is lost." These three core literacy are the three pillars of students' overall literacy, and none of them will cause the collapse of people's literacy building.
School education and teaching should spare no effort to cultivate students' three core qualities. Value guidance, ideological enlightenment and character shaping are the three core tasks of schools and teachers.
(A) value guidance (the cultivation of correct values)
The purpose of value guidance is to cultivate students' correct values. From the perspective of school education, values are concepts, norms and guidelines about how to behave. They are the cornerstone (core) of a person's beliefs, beliefs and ideals, and determine a person's spiritual character. Teachers must do the following three things in teaching to guide students' values.
First, we should have a more comprehensive understanding of values. From the perspective of value orientation, we can divide values into: (1) basic human values, that is, values generally recognized and advocated by all mankind, such as humanistic care, sympathy and gratitude, freedom and equality, fairness and justice, respect for nature and respect for life. Although different countries have great differences in ideology, political ideas and social concepts, they all have basic ethical values and behavioral values, especially the distinction between good and evil. (2) Excellent traditional values of the Chinese nation, such as patriotism, filial piety, kindness, diligence, courtesy, modesty, honesty and so on, are formed in the historical development process. (3) Modern social values, that is, values that are compatible with contemporary social and economic development, such as individual independence, social justice and equality, and economic marketization. Teachers should fully understand the connotation and significance of various values, and on this basis, form and construct value cognition and value norms that conform to socialist core values, guide and motivate students with distinct value pursuit and position, and help students gradually form correct values and outlook on life.
Second, we should pay attention to improving our value judgment ability. Today, with diversified values and increasingly complicated social practice, it is not easy to guide students to make rational, just and appropriate value choices and judgments. If there is a lack of rational observation and basic value judgment ability in education and teaching, value guidance may become a kind of blind obedience, lose the correct direction, and even fall into the misunderstanding of "worthless" or "anti-value". Therefore, teachers should fully and correctly understand various values and have the ability of value judgment. Teachers' own values of being a man and doing things convey values explicitly or implicitly, and influence the formation of students' values. From the "positive" point of view, value orientation is value guidance, which directly guides students to accept mainstream values recognized by society; From the "side" point of view, it is value clarification, that is, clarifying students' incorrect and one-sided values.
Third, combine subject teaching to lead the value organically. The knowledge of various disciplines in the school is the basis for students to establish their values, outlook on life and world outlook. Different disciplines contain rich but different values and forms. Subject teaching contents can be divided into three categories according to the degree of including value goals: "First, the teaching contents with clear value goals, that is, the teaching materials directly reflect the value goals through written materials, such as the article" Contract Workers "in senior high school Chinese, which directly reflects the values of resisting oppression, maintaining justice and loving justice. Second, the hidden value goal mainly reflects the teaching content of objective facts and laws, which seems to contain no value factors, but it also contains value goals in the process of reflecting objective reality and revealing objective laws, which requires teachers to be good at discovering the value factors behind the teaching content, digging out the hidden value factors in the teaching content and forming value goals. For example, in the teaching of biological "hereditary diseases", teachers can describe the physical pain of patients when they are sick, as well as their inner pain, thus arousing students' sympathy and cultivating students' love. There is also a kind of teaching content itself does not imply value goals. For professors of this kind of content, if teachers have the awareness and ability of value education, they can achieve value goals in action through teacher-student exchanges and teaching organization forms. "
(B) Enlightenment of thinking (cultivation of scientific way of thinking)
From the perspective of epistemology, thinking mode can be regarded as the sum of human cognitive set and cognitive operation mode; From the individual's point of view, the mode of thinking is the comprehensive expression of individual thinking level (depth), structure (type) and direction (thinking), and it is the core of a person's cognitive quality. American educator Crowell pointed out: "The biggest challenge facing education is not technology, resources or sense of responsibility, but … discovering new ways of thinking."
Life is an open and generative existence, so should human thinking. This is the internal mechanism of the continuous development of human ability. Once thinking is patterned and formatted, there can be no innovation, and the development of ability will stop.
Schools and teachers should promote the cultivation of students' scientific thinking mode to the height of laying the foundation of students' ability and the long-term development of students' lives. At present, we should focus on the following two dimensions: first, from the perspective of objectivity and scientificity, we should pay attention to the cultivation of scientific spirit and objective thinking ability, that is, to cultivate students' ability to think with facts, evidence, logic, reasoning and argumentation. To the Analects of Confucius, "not for meanness, not for importance, not for solidity, not for me". "Don't care" means you can't speculate subjectively, and everything is based on facts. "Don't have to" means that you can't absolutely affirm or deny things, but have dialectical thinking. "Don't be rigid" means you can't stick to your own opinions. "Don't be me" means don't be self-righteous. Secondly, from the perspective of subjectivity and subjectivity, we pay attention to the cultivation of students' critical spirit and questioning ability, that is, to cultivate students' independent, unique, individual and innovative thinking and imagination ability.
From the perspective of teaching, we should first actively advocate the original ecological teaching (learning). We must fundamentally change our teaching methods and models, which take imparting and accepting knowledge as the task and are characterized by "memorizing, practicing and testing". This kind of teaching is almost cutting and castrating thinking, and students don't have much meaning and content to rethink. It is necessary to return the core learning of the original ecology to students, so that students have more opportunities to directly face the original ecological problem situation and the text itself, so that more original ecological thinking can participate in it. "For example, Chinese requires direct reading and thinking, not language analysis and word-sentence-text decomposition. The former is the basic process of the formation of people's Chinese literacy. "
Second, actively advocate the in-depth teaching of higher-order thinking. Without high-level thinking participation and input, knowledge learning can only stay in the study of symbolic knowledge (surface structure) forever, but can't go deep into the connotation (deep structure) of knowledge to obtain the value and significance of knowledge, so that knowledge and thinking ability can develop in a virtuous circle. The development of thinking level mainly includes the improvement of thinking ability, the improvement of thinking quality and the cultivation of scientific thinking attitude Implementing in-depth teaching is the only way to realize the rich value of knowledge teaching and make students' knowledge learning and thinking ability develop simultaneously. In-depth teaching refers to "symbol teaching beyond the surface, from symbol teaching to the unity of logic teaching and meaning teaching" In other words, teachers should guide students to go beyond the superficial symbolic knowledge learning, enter the logical form and meaning field of knowledge, promote symbolic learning to the acquisition of deep meaning, and let students learn to think and learn to be human.
Third, we should pay attention to the original ecological problems. First, according to the different nature of the concept of questioning, questioning can be divided into "life questioning" and "logical questioning". The former is mainly based on real life practice, while the latter takes abstract logical thinking as the main way. We know that textbook knowledge itself is fundamentally different from what students learn in classroom teaching. The compilation of teaching materials mainly follows the logic of subject knowledge system, which is divorced from real life and tends to "ask questions logically". From the perspective of students' knowledge learning tasks, it is necessary to restore and apply subject knowledge to students' real life world, rather than just learning isolated and static subject knowledge content. The second is the original question and textbook exercises. Primitive problem refers to the description of unprocessed scientific phenomena and facts in nature, social life and production, which can reflect the essence of scientific concepts and laws. Textbook exercises are exercises that abstract scientific phenomena and facts to a certain extent.
(3) Character building (cultivating excellent and good character)
A reporter interviewed a Nobel Prize winner and asked, "What did you learn in which university is the most important?" The Nobel Prize winner calmly replied, "In kindergarten." The reporter then asked, "What did you learn in kindergarten?" The Nobel Prize winner said: "Learn to give half of your things to your friends; Don't take things that are not your own; Things should be placed neatly; Wash your hands before and after meals; Honest, don't lie; Disturb others to apologize; Do something wrong and correct it; Nature is beautiful, so we should observe it carefully. I have been doing what the kindergarten teacher taught me. "The Nobel Prize winners' answers to reporters' questions tell us: First, good conduct and habits are the basic conditions for a person's career success; Second, the education he received as a child played a great role in the development of his life. I think we should pay special attention to these two points in school and family education. The critical period of children's character formation is in childhood. Ignoring or even giving up the education of children's character in childhood will inevitably leave hidden dangers and even dangers for children.
Some experts pointed out that the fundamental criterion to measure whether a person is a "educated person" is not knowledge, but virtue. In addition to all kinds of good behavior habits, it also includes more moral qualities, such as kindness, justice, honesty, tolerance and trustworthiness.
Broadly speaking, character can be divided into three parts: behavior habit, personality cultivation and moral quality (demeanor). Character emphasizes the word "quality", and students must be cultivated into people with quality and taste. This is the image of "educated people". "Thank you, I'm sorry, please forgive me" should be a common phrase of every student; "Honesty, tolerance and gratitude" should be the constant consciousness of every student.
Years of educational practice have proved the necessity of publicizing individuality, but we must never ignore children's public morality education, and cultivate children's courtesy, righteousness and cooperative human wisdom from an early age. It is worth emphasizing that character can only be shaped by character, and character can only be cultivated by character. Teachers who ask students to be teachers must be teachers first. Teachers' work is special. While guiding students to know the surrounding world, they also appear in front of students as an important part of the surrounding world (living image) and participate in the process of students' understanding. This is because teaching is not only the output of knowledge, but also the display of teachers' inner world. Teachers' thoughts, morality, style, knowledge, talent, style, etiquette and treating people naturally influence, infect and edify students' hearts. Students have a tendency to learn from teachers, from kindergarten children to college students have a tendency to imitate teachers. Therefore, whether the teacher realizes it or not, in fact, the teacher's words, behaviors and attitudes towards life are all taken as examples by students and imitated by them.
The guidance of Shenzhen Education Bureau on further improving the comprehensive quality of primary and secondary school students is the first in China. The Guiding Opinions lists the promotion of eight qualities as the main task: covering eight aspects: morality, body and mind, learning, innovation, internationalization, aesthetics, information and life; Specifically, it puts forward five main paths and safeguard measures, such as building a new curriculum system, establishing a "sunshine evaluation" system for comprehensive literacy, building a new education team, giving full play to the positive role of family education, and creating a good social environment. Adhering to the core concepts of "children first" and "all for the healthy growth of students", the Guiding Opinions aims to cultivate a new generation of young people in the SAR who love learning, labor, the motherland, physical and mental health, sound personality, strong sense of social responsibility, international vision, strong innovative spirit and practical ability. Wang Hailin, the principal of Shenzhen Primary School, said that the accurate positioning and profound exposition of the "eight qualities" showed the three major regression of Shenzhen's basic education: return to children, return to life, return to aesthetics, and finally point to happiness.
"Eight Accomplishments" are interlinked with Cui Luan, president of the National Association of Small Languages. Chinese literacy is a comprehensive literacy centered on Chinese ability, and its elements include Chinese knowledge, language accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability and humanistic literacy. So, how to find a suitable way to integrate into our Chinese curriculum?
First, Chinese teaching should establish the basic principle of "people-oriented". Chinese is the spiritual home where human beings live poetically. Yu Yi said: "The national culture is the root of the nation, and the national language carries the national culture and is the root of the root." "Chinese carries thousands of years of ancient culture of the Chinese nation. It is not a symbol without life, but an elf with the unique character of the Chinese nation. " Chinese teaching not only enables students to learn the language of the motherland and its various forms of expression (spoken and written language, etc.). ), but also learn to use language for image and abstract thinking. What is more important is to learn the language of the motherland, inherit the national spirit and human heritage, improve cultural literacy, cultivate noble sentiments, form a good personality and a sound personality, and shape a noble soul. Chinese teaching should carry forward humanistic spirit and scientific spirit, spread advanced culture and lay a "spiritual foundation" for students' development. The advanced culture here can not be simply understood as the excellent traditional culture of the Chinese nation, but also the excellent culture of all nationalities in the world and the modern culture full of the flavor of the times. This coincides with the eight qualities of "virtue", "body" and "international"
Secondly, Chinese teaching should implement the concept of lifelong education and put the sustainable development of students in an important position. Chinese is the foundation of a person's survival and development. It is through listening, speaking, reading and writing that people communicate with the outside world (nature, others and society), constantly enriching and developing their inner world, opening up spiritual freedom space and developing imagination and creativity. In the future information society, the speed of knowledge updating and social development is accelerating, and people's occupations, positions and roles are characterized by variability and diversification. Therefore, Chinese teaching should shift from the orientation of knowledge accumulation to the orientation of promoting students' ability development, based on promoting students' lifelong sustainable development. In teaching, we should pay attention to cultivating students' self-study ability, cultivate self-confidence and good study habits in Chinese learning, master the most basic learning methods, make students like Chinese, learn to learn Chinese, and lay the foundation for their lifelong learning. This is closely related to the cultivation of "learning" and "information" literacy in the "Eight Literacy".
Thirdly, Chinese teaching should highlight students' dominant position and cultivate innovative spirit and practical ability. Chinese teaching must change students' feelings. The learning mode of mechanical drilling has changed the teacher-centered teaching mode, advocating independent reading and writing, heuristic teaching and dialogue teaching, and promoting research-based learning and cooperative learning. We should pay attention to students' individual differences and different learning needs, encourage students to adopt their own learning methods, attach importance to students' personality development, allow students to have their own opinions, allow each student to develop in different directions, and require different evaluations for different students.
Fourthly, considering the characteristics of Chinese, it emphasizes the integrity and practicality of Chinese learning. Some new linguistic theories, especially advanced cultural linguistics and applied linguistics, have been widely recognized in the field of Chinese teaching. Chinese teaching should attach importance to the successful experience of traditional Chinese teaching and embody the basic laws of Chinese teaching. What is outstanding is that reading teaching should attach importance to the overall perception of the article, strengthen synthesis and highlight key points; We should pay attention to reading, feeling and accumulation, pay attention to the cultivation of Chinese application ability and language sense, downplay the requirements of language knowledge teaching, reduce single and mechanical repetitive exercises, and avoid tedious analysis and formalism. Composition teaching should be linked with students' life, emphasizing observation, thinking and true feelings; Desalinate style, strengthen experience, encourage imagination and fantasy, and encourage creative expression. This is closely related to "life" and "innovation" in the "eight qualities" Fifth, behave gracefully. The "Eight Accomplishments" put the promotion of moral quality in the first place, and clearly put forward the task of "inheriting the spirit of Shenzhen": Chinese teaching should pay attention to cultivating students' refined temperament and civilized manners. Treat people generously, speak gently, and choose the right words according to different occasions. We should dare to put forward our own ideas, but also listen to others' opinions patiently and respect their views. We should have the courage to admit our own shortcomings, appreciate the advantages and strengths of others, and learn to communicate and communicate with others in a civilized way. The cultivation of moral quality is the first. A person's morality is not good, no matter how high it is, it is futile! As for the promotion of moral quality, I personally think that we are duty-bound to inherit the national culture, a discipline of China, and have a long way to go. To sum up, as a mother tongue education course, Chinese is not only a communication tool, but also a window to understand human civilization. Chinese plays a very important role in promoting students to form a good personality and a sound personality, and promoting the harmonious development of students' morality, intelligence, physique and beauty. "Chinese ability", which was originally confined to the cognitive field, can no longer comprehensively summarize the goals and achievements of Chinese teaching in the new period. ...
In short, literacy teaching requires teachers to have a positive attitude towards life, be kind-hearted, caring and full of energy, shoulder morality to society, love and respect their jobs, be optimistic about life, be more and more brave in difficulties, unite and cooperate with others, and be diligent and enterprising towards themselves. Secondly, we must have a strong feeling of educating people. Teaching and educating people is the bounden duty of teachers, teaching is the way and means, and educating people is the purpose and foundation.
We take "eight accomplishments" as the coordinate of action, and the originally boring Chinese class can be as colorful as it. The above is my opinion on how to integrate the "eight qualities" into the Chinese curriculum. If there is anything wrong, please criticize and correct me. thank you
Hope to adopt thank you! ! !
Which is stronger, Southwest University or beijing international studies university undergraduate English major?
Although Beijing Foreign Stud