2. In the view of curriculum, it opposes the tendency of subject centralism and advocates the construction of dynamic and open curriculum. Postmodernists, from their respective positions, oppose various forms of dualism, demanding that different voices be heard in curriculum organization, and paying attention to the instability, discontinuity and relativity of curriculum activities, as well as the complexity of the interaction of individual experiences. Post-modern curriculum is a development process, not a carrier of specific knowledge system, so the curriculum content is a dynamic development process, and it is a development process in which teachers and students explore new knowledge together, with openness and flexibility.
3. On the relationship between teachers and students, we advocate the establishment of equal dialogue between teachers and students. In the view of postmodernism, both "teacher center" and "children center" have fundamental defects. "The former is basically to let teachers act as the carriers of cultural traditions, while students or children play the passive and tamed role of' the wisdom of the elderly'", while the latter "also puts children in a fragile situation, in a sense, laissez-faire, so that they can't get the lessons of life experience that adults have". Therefore, postmodernism emphasizes equal dialogue between teachers and students. (Excerpted from https://www. omitted)
Connotation of workplace learning
□ Zhao Jiacheng
Billrtt (1993) believes that workplace learning is a way to acquire knowledge and skills in activities involving real tasks and get direct or indirect guidance from skilled members. He pointed out that learning knowledge includes three forms: declarative knowledge or conceptual knowledge (knowledge about what), procedural knowledge (knowledge about how to do it) and emotional knowledge (knowledge about values and attitudes). Conceptual knowledge is used to provide facts and statements, and procedural knowledge is used to provide rules for doing things. In workplace learning, procedural knowledge can usually be observed directly, while conceptual knowledge is vague and opaque.
Mansfield (199 1) defines workplace learning from the perspective of skills. He believes that workplace learning is a way for learners to develop their working ability in the workplace. Cunningham (1998) tends to define workplace learning from the perspective of social interaction. He pointed out that learning in the workplace is a series of informal interactions in which one person tries to help another. At every level of an organization's daily work, it is one of the most common and successful forms of interaction.
Meziro (199 1) described the concept of workplace learning from another angle. He believes that there are three forms of workplace learning: tool type, dialogue type and reflection type. The purpose of tool learning is to develop skills and improve productivity; Dialogue learning focuses on the position of the organization and individual learners in the organization; Reflective learning improves learners' understanding of themselves in the workplace and urges them to ask about their identity and the changes they need. (Excerpted from Comparative Education Research,No. 1 2008)
From "Knowledge Classroom" to "Life Classroom"
□ Xia Jinxiang
Human's understanding of the function and form of classroom teaching, from "knowledge classroom" to "wisdom classroom" and then to "life classroom", is a leap in the rational understanding of the essence of classroom teaching, which reflects human's rational care and humanistic care for their own values, the urgent call of classroom teaching practice and the main needs of teachers and students' life development.
"Life classroom" means that teachers and students regard classroom life as an important part of their lives. In the process of teaching and learning, teachers and students not only learn and generate knowledge, but also acquire and improve their intelligence. The most fundamental thing is that the life value of teachers and students has been reflected, and their souls have been enriched and developed. Classroom life has become a temple for teachers and students to learn and explore knowledge, show their wisdom and development ability, blend their feelings and cultivate their humanity, and fully reflect the value and significance of life. While "knowledge classroom" and "intelligent classroom" refer to the classroom life formed under the guidance of "knowledge center" and "ability standard", which alienates colorful classroom life into a monotonous "arrogant" classroom teaching mode with no vitality, focusing on imparting knowledge and completing cognitive tasks or taking imparting knowledge and cultivating intelligence as the only task. (Excerpted from "Course? Textbooks? Teaching Law (No.1 2008)
A wonderful class comes from grasping the teaching content.
□ Shen Jianchun
One is to think about what the mathematical essence of content is. There is a difference between school mathematics and scientific research mathematics, but the latter is inseparable, which is its root and source. When teachers think about the teaching content, they must first understand what the mathematical essence of the teaching content is. Only by clarifying the mathematical essence of the teaching content can we condescend to deal with the teaching content and impart mathematical knowledge to students in a simple way. If we don't grasp the essence of mathematics, we will "write a thousand words and digress from Wan Li", not to mention preaching mathematics.
The second is to think about the particularity of mathematics education. Mathematics education is not a simple combination of "mathematics+education", but should be "educational mathematics", which is the integration of mathematics and education. Mathematics education is a part of all human education and has its own educational laws. Therefore, in mathematics education, it is not simply to apply educational theory to set mathematical examples, or to say mathematics education. Only by studying the particularity of mathematics education clearly can mathematics class have the taste of mathematics, embody the style of mathematics and let students feel the charm of mathematics.
The third is to think about how students learn mathematics. In order to teach mathematics well, make students love mathematics and learn mathematics easily, teachers must study how students learn mathematics. This is a necessary work before class, and it can also be regarded as a part of the teaching content. Mathematics curriculum reform especially emphasizes the change of students' learning style, such as inquiry learning. When dealing with teaching content, teachers should think about students' learning methods and set appropriate questions to facilitate students' inquiry learning. Therefore, if the current math class does not consider the way students learn math, it will not be wonderful, nor is it a good math class. (Excerpted from Hunan Education,No. 1 2008)
Hong's Writing Teaching Thought
□ Yan Huayin
First, it is clearly put forward that composition teaching should follow the "order" step by step. Teacher Hong believes that although the "order" of writing teaching is hard to find, it will be chaotic without it, and the basic rules and order can still be found. He explored a relatively perfect and practical writing teaching sequence and system, which was recognized by the majority of Chinese teachers. The characteristic of this system is to change the single angle in the past into "multi-strand interweaving" and "spiral progressive", that is, to set the order of writing teaching by comprehensively considering factors such as writing knowledge, ability, cognitive psychology, writing thinking, writing habits, writing content, form and expression.
Second, the ideal state of writing teaching lies in "living". The basic requirement of writing teaching is to cultivate students to express their thoughts and feelings freely, happily and flexibly. Mr. Hong put forward the idea of "from death to life", which caused widespread discussion. The so-called "death" means that there are few rules and regulations in composition teaching; "Living" means teaching vividly. In view of the reality, Mr. Hong put forward seven suggestions of "living": let students find "rice" in their own lives and establish their own granary of writing resources; Encourage students to "write my heart by hand" and tell the truth, remember the truth, tell the truth and be a real person in their compositions; Let the students have rules to follow, and don't draw them; Advocating simplicity is beauty; Let students "eat and drink enough" and give high nutrition; Plug in the wings of the network for students; Always guide students to "think".
Thirdly, it is pointed out that the key to composition teaching lies in "citation". "Lead-in" means that teachers guide students to gradually cultivate their writing ability and habits through repeated practice. Lead-in is not only a concept of Chinese education, but also a teaching method. It defines the role and position of teachers in writing teaching and writing class, and defines the methods and strategies that teachers must adhere to when implementing teaching, which are only inspiration and encouragement, not ultra vires. How to "quote"? Teacher Hong summarized many effective teaching methods, such as knowledge introduction, example introduction, situation introduction, inspiring thinking introduction, source introduction and so on. (Excerpted from China Education News on February 22, 2008)
The basic idea of classroom observation
□ Zhang Jurong
1. Promote three transformations. The first is the conscious change of teachers' personal theory. What really determines teachers' teaching behavior is teachers' personal theory. This kind of personal theory based on public theory and teachers' practical feelings is implicit and profound, which is not easy to form, and it is difficult to change once it is formed. The second is the fundamental change of teaching research methods. The transformation of teaching research methods brought by classroom observation is mainly manifested in the following aspects: First, the teaching research methods have changed from "extensive" to "fine". Secondly, from "discreteness" to "focus". Finally, from "paradigm" to "situation". Third, the important transformation of the scientific research function of the school. The essence of classroom observation is to solve classroom problems through research. The problem it studies is "small", the method it adopts is reasonable, the theory it relies on is scientific, and the help it provides to teachers is concrete. "Solving practical problems" is the first pursuit of school scientific research.
2. Realize the three unifications. The first is the unity of purpose and method. Classroom observation is a kind of research with clear purpose and method. The purpose of classroom observation is varied, which varies from school to school, from person to person, from time to time and from the needs of research. The second is the unity of description and explanation. Class description is not a description of the new content of the class, but a selective description, which can ignore some "useless" information. After describing the classroom phenomena and details, it is necessary to make an educational interpretation. Unexplained phenomena and details are primitive, and their research value is sleeping. Classroom phenomena and teaching details are meaningful only in a profound interpretation. The third is the unity of construction and operation. Classroom observation places great emphasis on "constructiveness". In the specific practice of classroom observation, it is particularly emphasized that observers make specific suggestions to the observed objects. These suggestions are based on an accurate interpretation of the classroom and a "redesign" of the phenomena and details interpreted by observers. (Excerpted from China Journal of Pedagogy, No.9, 2007)