Implement the spirit of "double reduction" and new curriculum standards with "thinking guidance"

"Learning" requires learning. The core of enhanced learning ability is to enhance thinking power. So, how to improve your mind?

In the context of the new curriculum standard, how can the teaching change based on literacy be effective?

How to jump out of the existing educational internal rolls and achieve the purpose of "double reduction", so that students can really have a sense of gain and accomplishment in their studies?

How to let students discover the charm of knowledge during the learning process, see a greater world other than knowledge, and gradually gradually from "want to learn" "I want to learn"?

On the occasion of the first anniversary of the "double reduction", one point becomes more and more consensus, that is, it must be returned from "reduction" to "quality improvement and efficiency". How to achieve quality and efficiency in the classroom? The thinking guidance class that aims to improve students' thinking as the goal provides effective ways to learn from.

With the release of the 2022 version of the compulsory education curriculum and the release of the 2020 version of the general high school curriculum standard, the training of students' thinking quality has become an important goal of the training of various disciplines. This means that the cultivation of thinking quality is no longer the development goal of excellent students, but the universal requirements of all students in the basic education stage.

From the perspective of Fang Chaoping, the advocate of the thinking guidance class, the cultivation of students' thinking is the guidance of the teacher's method, that is, to help students grasp key, build structures, find ties, and change. To grasp the key, teachers are required to make a choice in the classroom.

After practicing thinking guidance for a period of time, Yan Shunde, a teacher at the Plain Campus of Zhengzhou Foreign Languages ​​School, said that he did not put his mind on his thinking before. Charm. "Thinking guidance has great practical guiding significance and vitality when the implementation of the new curriculum standard." Zhang Nanyu, a teacher of Xi'an High -tech No. 1 Middle School, also said, "I desire in my classroom. Students not only learn knowledge, the most important ones, but the most important ones. It is through thinking guidance to form a super -learning ability. "Xiaoxia Xiaxia, a teacher of the junior high school school in Luohu in Shenzhen, also said deeply:" As a young teacher, in the practice of thinking guidance, he has benefited a lot. "

So, what is the connotation of thinking guidance and what is its connotation? What are the specific implementation paths in classroom teaching practice?

"What" of thinking guidance

The basic connotation of thinking guidance can be summarized as one sentence: "Adhering to a basic principle, highlighting a basic way, emphasizing three core elements, practicing five main methods, and achieving a primary goal."

Adhere to a basic principle, that is, learning. This principle is reflected in three aspects: first, the goal is based on learning, that is, to determine the learning goals based on the students' foundation and ability; The change; the third is to evaluate the teaching theory, that is, the criteria for evaluating classroom teaching, not what teachers have taught, but what students have learned. This principle fully reflects the word "learning", clarifies the relationship between learning subjects and learning responsibilities, and emphasizes the achievement of autonomy, cooperation, inquiry, and results in the process.

Highlight a basic approach, that is, autonomy, cooperation, and inquiry. Autonomous, cooperative, and exploring the six -character mantra of learning methods advocated by the reform of the new curriculum. The important way of thinking guidance in the class is autonomous, cooperative, and inquiry. The purpose is to change the phenomenon of over -emphasis on the accepted learning, dead memories, and mechanical training in traditional teaching, and advocate students to take the initiative to participate, work hard, explore, cultivate, and cultivate Student practice and innovation ability.

Emphasize three core elements: First, target navigation. Pay attention to how to design and achieve learning goals. The second is path guidance. Pay attention to how to plan and implement the path of learning goals. The third is the problem orientation. Pay attention to the design of learning goals and learning resources and solve key issues. "Navigation", "Guide", and "Guidance" constitute the core element of supporting thinking guidance.

Practice five learning concepts: First, the overall learning, including three ways of understanding of units or modules, concept systems, and phenomena. The second is associated learning, including three ways of concept -based, between disciplines and knowledge and society, knowledge and life, knowledge and technology. The third is to create learning, including three ways: knowledge discovery, problem -changing questions, and discipline ideas. The fourth is dialogue learning, including three ways: group learning, teacher -student communication, and transcendence of text. The fifth is to choose learning, including three ways: learning goals, after -class exercises, and free grouping. The five learning methods contain advanced learning concepts and methods, and also incorporate the unique strategies of thinking guidance at the practical level, such as creating practitioners, such as overall teaching, dialogue and creative learning.

Realize a primary goal: comprehensively enhance students' thinking and learning ability. Fang Chaoping believes that thinking power is the ability to reveal the essence and regularity of things, and the basis and key to learning ability. Without thinking, it is impossible to learn. Therefore, in the thinking guidance, the key to improving students 'thinking is the key to promote the transformation of students' learning methods.

From the above narrative, it is not difficult to see that the basic connotation of thinking guidance is reflected in the following three aspects: First, the basic principles of thinking guidance are "based on learning" - " "Education" constitutes the logic of thinking guidance. The starting point and end of the thinking guidance are "learning". The diagnosis of path planning and learning results is "learning". If the thinking guidance is compared to a computer, then this basic principle is its "operating system". Secondly, "target navigation, path guidance, problem orientation" is the core element of thinking guidance, which constitutes the path support of thinking guidance. "Design goals, planning paths, and refining problems" is a methodology for implementing thinking guidance, and it is also the basic skill that teachers must master. In other words, this core element is actually the "CPU" of thinking guidance. Thirdly, the five learning methods that reflect the characteristics of "independent cooperation", and in the integrated and creative application based on learning, determine the breadth and depth of thinking guidance. These five different characteristics of learning are the "app" of achieving goals. "WHY" of Thinking Guidance

"Education is what a person has left after forgetting all the things left in school." If you have "the rest" in classroom teaching, you must do everything possible to improve the learning ability of students with their thinking as the core.

According to the "three elements" of learning ability, learning ability is a comprehensive manifestation of learning motivation, learning perseverance, and learning ability.

Among them, learning ability is the basic element of learning ability, including perception, memory, thinking, imagination, etc., and thinking power is the key to learning ability. Therefore, in order to improve the learning ability of learners, we must start with the learning ability of the learner. To improve learning ability, we must focus on the cultivation of thinking capabilities.

As we all know, the learning motivation includes two aspects: external power and internal power. The stronger the internal power, the weaker the external motivation. vice versa. External motivation is mainly related to factors such as competition, rewards, and expectations, and the internal power is mainly related to factors such as curiosity, sense of accomplishment and creativity. Appropriate external motivation can improve the ability of students to learn, and can also play a certain role in promoting the formation of internal power. However, excessive external motivation will inhibit the formation of internal power.

With the intensification of the internal volume of the education system, to some extent, the external power has enlarged to the degree of unsuccessful, and benign competition (moderate competition, mutual challenge, and joint improvement) becomes a vicious competition (over -competition, fighting and fighting, you lose me) , Mental encouragement (let students have a sense of honor, pride) into material stimuli (linking learning with material, money, and even future), good expectations (the pursuit of truth, goodness and beauty, the process of yearning for the future, the process of realizing dreams) into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuit into pursuing into pursuit into pursuit into pursuit into pursuit. The fame (excessively emphasizes the relationship between the glory and dignity of learning with individuals, families, teachers, and schools), and the elements of the internal power that is closer to the learning relationship is continuously weakened: throwing the best teacher in interest, not to satisfy students' Curious; with the frustration and failure of most students, in exchange for the success and vanity of some students, more students lose their confidence; with short -term, mechanical, duplicate, and large -scale training, one -sided pursuit of high scores, making the creativity of learning disappear.

Obviously, to improve the internal motivation of students 'learning, we must promote the transformation of learning methods, meet the curiosity of students, improve the sense of achievement of students, and activate students' creativity.

Thinking is the analysis and integration of rich emotional materials by language to use language to remove the essence and save the truth. From the table and inside, it reveals the essence and regularity of things that cannot be perceived intuitively. The size of the mind depends on the amount of information about the object of thinking by the learner. The direction of the mind depends on the value goals of thinking and the path to achieve the goal. If the thinking is based on the point of view Thinking on the target and grasping the key links. Among them, the size, direction, and action points of the mind are related to the dimension, direction and intensity (height and depth) of the thinking.

The size, direction, and role of thinking power are directly or indirectly related to learning motivation and learning perseverance, but it is more important to be closely related to the basic elements of learning ability. The key to improving learning ability is effective teaching design. You must expand teaching design around the three elements of thinking: the amount of information about thinking objects that learners need to master are closely related to learning tasks and learning content; The ideas of the formation of targets are closely related to learning goals and "implementation paths"; and consciousness must be focused on the key links on specific objects and grasping the key links, the key issues of classroom teaching must be designed. Based on this, thinking guidance proposes the "three guidance" teaching design ideas: target navigation, path guidance, problem orientation, and strive to achieve clear goals, clear paths, and accurate problems -the goals of learning are clear. The path makes the learning process clearer. At the same time, it is also possible to design accurate problems to effectively reduce students' operating amount.

"How" of Thinking Guidance

How does thinking guidance land? Reflected in the "Three Directors" teaching design. "Three -guide", "target navigation, path guidance, problem orientation", has a pivotal position in thinking guidance teaching design. The "three guides" include six variables. Teachers must not only "design learning goals, planning paths, and refining key issues" according to the requirements of learning and thinking guidance. question". Therefore, the core essence of "three guides" is to pay attention to the process of "guidance", scientifically and reasonable "design goals, planning paths, refine problems", but also pay attention to implementation, pay attention to the results of "guide", ensure that "achieve the goals and implement the path of implementation path ,Solve the problem". In specific practice, the design and implementation of the "three guides" need to do the following:

The first is to emphasize the design and learning goals. Designing and narrating scientific and reasonable learning goals is the basis of implementing thinking guidance, and it is also the primary steps and basic skills for implementing thinking guidance. Teachers should design the basic, expandable, and challenging goals for each learning task based on the classification system and the classification system and academic situation of Bloom Education. The goal should be "clear, visible, touched, layered, challenging, and incentives", so that "different levels of students have‘ peaches ’that can be picked up. Students with 100%of the basic goals must be achieved, and more than 80%of students with scalability learning goals must be achieved. The challenging targets about 10%of students have the power to learn and have better foundation.

The second is to emphasize the implementation path of planning and learning goals. Starting from the entire process of learning before, in -class, and after class, and effective planning the implementation path of learning goals is the key to implementing thinking guidance. Some people may think that this is not to design the classroom teaching process? In fact, this is different from the previous teaching process of the classroom. This is the path required by students to complete the learning goals. This path pays more attention to the overall learning process. Design the different requirements of distinguishing between its openness, direction, effectiveness, and flexibility: different disciplines, different teachers, different courses, and different students to achieve different paths; For example, basic goals require students to complete their autonomous learning, expanded learning goals require students to complete through independent learning and cooperation, challenging learning goals require cooperation to learn and explore and learn; Complete their respective learning tasks; design the path according to the different requirements of the three goals and the characteristics of different disciplines, and according to the characteristics of different courses.

The third is to emphasize the key issues of improving the society based on learning goals and teaching content. This is the guarantee of thinking guidance. In the process of the problem conversion, according to the target design problems, each learning goal should be converted into key issues, so that the learning goals and problems correspond to them. Students can solve the problem through self -learning, companion answers, group exhibition learning, teacher ordering and other channels to solve the problem Essence In this way, it can effectively reduce the number of students' homework. If the amount of operation is reduced, the students have sufficient time to think about problems and solve problems, so as to do it. On this basis, teachers guide students to change the questions and compile questions in accordance with the rules of the discipline, and conduct high -level thinking training, and then treat the problem to solve the problem as an important way to test the learning goals. "Burid reduction" will be done.

The fourth is to emphasize teaching design based on "target navigation, path guidance, problem orientation". This is an important part of implementing the core elements of thinking guidance. This requires two aspects of design. The first is the expression of the text (image) of the learning goals -the "learning map" visible to the design. For example, the completion period of the completion period of "preparation of knowledge learning, basic goals achieve paths, expandable goals, and challenge goals" (before class after class). The second is to design the classroom learning process based on the implementation path. Make specific planning for the "process, time, and teaching activities" of classroom learning.如果说，“三导”的核心要义是既要关注“导”的过程，科学合理“设计目标、规划路径、提炼问题”，又要注重落实，关注“导”的结果，确保“达成目标、 If the implementation path and problem solving ", then the core of this core is because it is a unity of closely linked and depends on each other. The three are indispensable, and the interlocking of each other constitutes a logical iron triangle. The goal is the foundation and the banner. If there is no goal, you can't talk about the path and problem. If the goal is unreasonable, the path planning and the problem of improving problems are useless. The path is a method, a means, and a channel for eliminating all the ways to block the goal. If the path is unreasonable, you cannot effectively guide students to learn. The problem is the key, the key. With appropriate goals, no good problems are refined, that is, Fang Chaoping's fat or key issues, the goal will also become no one.

"Where" of thinking guidance

Thinking guidance is an action research result. So, which schools do it get practical verification?

Different from many classroom teaching reform results, unlike weak schools, thinking guidance classrooms are landed in leading schools in various places. In recent years, thinking guidance has successively settled in high schools such as Tsinghua Affiliated High School Cooperation School, Xi'an High -tech No.1 Middle School (Group), Hainan Middle School and Zhengzhou Foreign Language School (Group). The discipline comprehensively opens the practice of thinking guidance. At the same time, the Affiliated School Affiliated to the Southwest United University of Kunming, Shenzhen Luohu Foreign Language Junior High School, Xi'an Qing'an Junior Middle School Education Group, Shandong Yantai Third Middle School, Wuhan 23rd Middle School, Henan Province Zhumadian Senior Middle School, Hangzhou Fenghua The junior high schools such as middle schools and other cities have gradually implemented and achieved preliminary results. The reason why I chose a high school school is because Fang Chaoping, the advocate of thinking guidance, believes that only in such a school can be more convincing, can we improve the momentum of implementation. The thinking guidance not only applies to the new courses of all disciplines in the junior high school segments, but also explores and summarizes various courses such as exercises, test papers, review classes, and review classes in practice.

Today, after four years of deep cultivation, Heilongjiang, Inner Mongolia, south to Guangdong, Hainan, Shanghai, Shandong, west to Shaanxi and Yunnan have more than 10 provinces and cities, and more than 50 schools and universities such as Shaanxi Normal University. In the practice of thinking guidance classrooms, the initial results have been achieved, and the trend of star fire in the north and south of the river.

The "reduction" and "change" of thinking guidance

If the students "do not want to learn and do not learn", there is no real high -efficiency learning. How to make students "want to learn and learn"?

The solution strategy of thinking guidance is "reduction" and "change". Reduce, that is, "reduce" academic burden (including reducing mechanical operations, reducing external pressure, and reducing mental burden); change, that is, "change" learning methods, and revitalize students' learning motivation through learning changes.

The strategy of "reduction" of thinking guidance reflects the requirements of the new curriculum standards, which is mainly reflected in the following three aspects: First, according to the "three guides" design, the goals are clear, the path is clear, and the problem is accurate (this is both possible (this can be both capable To ensure the realization of the goals, it can reduce the effective ways of mechanical operations); the second is to change the evaluation methods, change the evaluation rules, pay attention to learning progress, etc., pay more attention to the learning process, pay more attention to learning progress, and enhance students' sense of honor and pride. Instead of paying more attention to learning results, more attention to learning gaps, and reducing students' external pressure; third, change the course implementation method, more attention to the course implementation, guide students to participate in discipline inquiry activities, experience problems, solve problems, build knowledge, use knowledge, and use knowledge The process of reducing students' spiritual burden. Among them, the first article is particularly important.

How does the "change" advocated by the thinking guidance, that is, how the change of learning is carried out? What are the aspects of it?

The first is overall learning. With the in -depth advancement of new curriculum reform, learning must gradually move from fragmented learning to overall learning. The overall learning under the concept of thinking guidance is reflected in three aspects: the overall learning based on the unit (chapter, module), the overall learning based on the conceptual system, and the overall learning based on phenomenon understanding. This "big framework of weaving knowledge", "see forests before, then know trees, build the main body of the house, then consider the local decoration of the house, first establish the overall framework of knowledge, and then focus on key issues." Compared with the teaching of specific knowledge points one by one, it is easier for students to establish a connection between knowledge points, form an overall perception of knowledge points, and realize the book "from thick to thin".

The second is related to learning. Related learning refers to learning methods based on concepts, between disciplines and the relationship between knowledge, society, life, and science and technology. Without correlation, there is no structure. The process of association is the process of structured. From the disorderly point between knowledge, to the establishment of associations, to structured, to the new structure of structured, and the structure has undergone disorderly and orderly. Correlation is a connection. Establishing new knowledge and old knowledge, concepts and concepts, knowledge and knowledge, ideals and reality, the discipline with him, you and me, everyone, and each other, reality and future, help build the network and form a structure. Related learning lies in the forward extension and extension. Association makes learning more meaningful. The most taboo related to related learning is the dead cycle of "textbook teachers" to cultivating "textbook students".

The third is to create learning. Zhang Hua, a professor at Hangzhou Normal University, said, "Students did not grow up when they grew up, but grew up in creation." Creation learning is a learning method based on knowledge discovery, question changes, and subject ideas. Creation learning is the highest state of learning. Some people say that being able to create learning naturally, the target of the test is naturally unbelievable. Yes, from changing the question, editing to the qualitative leap of the proposition, letting students dream of dreaming, inserting ideal wings. Facts have proved that from accepting imitation to discovery creation, making classroom learning a process of creation, allowing students to experience the charm of knowledge itself in their studies, students will have a strong internal driving force, and they will enjoy the happiness of learning. Follow the laws of human understanding, and actively create a learning situation from known knowledge to unknown knowledge, allow students to discover new knowledge and create laws in the analysis, expansion and exploration of known knowledge, and turn the classroom teaching process into a creative process. Can cultivate students' creative thinking and creative ability in classroom teaching. Creating learning under the guidance of discipline ideas will make the charm of learning endless. The thinking guidance also gives the general process of creating learning, that is, "strengthening the preparation of knowledge, creating a connected situation, trying to solve problems, and summarizing the formation of conclusions." The fourth is dialogue learning. The significance of the dialogue learning of group learning, teacher -student communication, and transcendence of text is that by creating a situation of communication between teachers and students and between life and interaction, changing passive and one -way teaching methods, so that teachers and students, and life between teachers and students and life through language In the process of asking and answering, giving and acquisition, and consistent with each other, the collision and integration of thinking can be achieved, so as to realize the true sense of learning. The phenomenon of thinking guidance opposes the phenomenon of "Manchuria Questions" and advocates fully show the characteristics of dialogue learning "equal, creative, interaction, interaction, and criticism" in classroom teaching; emphasizes that teachers should play the role of "actors, screenwriters and directors"; Each student becomes a small teacher through activities such as "Select the Lecturer Group, Cultivation Discipline, and Launched the 'One Gang of One"; Speaking of ability to make you love and speak well. The "teacher -student dialogue, living dialogue, dialogue with textbooks, dialogue with textbooks, dialogue with the author, dialogue with the characters in the textbook, expansion content related to text and dialogue with potential research results" is not only related to the new curriculum reform and new The requirements of the curriculum standards are consistent, and they are innovative in terms of content and use.

The fifth is to choose to learn. Choosing learning is based on learning goals, after -class exercises, and free grouping. This way of learning is conducive to students to choose suitable learning goals and content according to their actual situation, and also help students choose the appropriate learning method and effectively carry out cooperative learning to effectively promote the implementation of the principles of teaching according to their aptitude. Selecting respect, choice also increases happiness.

In the selection of teaching, you should pay attention to the following aspects: First, decentralize the right to select. The right to decide the content of the textbook content, curriculum progress, and the difficulty of curriculum to teachers and students, and give the learning goals, after -school exercises, and even the choice of choice of learning to students, so that teachers and students can reasonably determine learning based on the students' learning foundation and learning ability, and reasonably determine the learning of learning. Content, progress, difficulty and learning pathway. The second is to correctly understand the meaning of teaching progress, that is, the key to teaching progress is not where to teach, but where students learn. The third is to establish suitable difficulties and effectively guide students to learn. Avoid students' sigh because of difficulty. The fourth is the target layer. According to the methods of Bloom target classification, design different levels of goals, so that students can choose according to their actual situation. Fifth, path classification, different goals, different paths. Seventh, practice layers, design different levels of exercises according to layered targets.

The characteristics of the five learning methods are different, and the applicable content scenarios are different. How can we change the way of learning and grasp the implementation path of learning methods? The first is to correctly understand the connotation of the five learning methods, fully understand the characteristics of different learning methods, the value, the use scenario, and the content. The second is that everything starts from reality, links life closely, based on learning, integrates teaching materials, and combines its own actual situation. The third is to do the master of learning, do not learn the way of learning, do not do slaves in learning methods, do not move hard, and learn the tongue of the parrot. The fourth is to innovate applications to cultivate and encourage students to establish their own learning system.

In summary, the goal of thinking guidance is "the remaining objects to pursue education". This remaining object is mainly reflected in three aspects: First, discover the beauty of the discipline. Through creating a situation, students 'cognitive conflicts, stimulating students' curiosity, allowing students to discover the charm of knowledge, the charm of thinking, and the charm of learning, then feel the beauty of the discipline, discover the beauty of the subject, explore the beauty of the discipline, enjoy the beauty of the discipline, consciously consciously , Actively and actively invest in learning activities. The second is to explore methods. By setting up a bridge between known and unknown content, guide students to discover the relationship between known and unknown, naturally entering the unknown field, forming new cognition, and discovering new concepts and rules, instead of telling the students directly what the concept is What are the rules and stimulate students' creativity. The third is to learn change and creation. Guide students to learn the laws to change the questions, guide students to gradually adapt a simple problem of consciousness into more complicated creative issues, and gradually change a question to multiple questions, and even the high school entrance examination and college entrance examination. The goals of the same type, one question, one question, and one question "error" to reduce the burden on students and increase the sense of accomplishment of students. (Author: Chu Qingyuan, deputy director of the Editorial Department of the China Teachers News and editor -in -chief of Modern Classroom Weekly)

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