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Han Lifu: to deepen the curriculum reform, it is urgent to cultivate students' ten learning abilities.

Release time: 2018-10-03
Views: 4242

In the traditional teaching perspective, students'learning ability mainly refers to listening and speaking ability, recording ability, response ability and so on. In the new curriculum perspective, teachers are required to guide students to carry out independent, cooperative, inquiry-based learning, which requires the cultivation of students' new learning ability.
In grass-roots schools, after the curriculum reform, there are three major problems: first, the slow progress of teaching can not be completed on time; second, teaching has no depth and breadth, affecting the construction of students'knowledge system; third, the gap between students widened, polarization is serious. The author believes that the main reason for these problems is to pay too much attention to the changes of teachers'teaching behavior and neglect the changes of students' learning behavior.

Structured preview capability. It refers to the ability of students to carry out pre-learning according to the logical relationship among knowledge structure, goal structure and problem structure. In traditional teaching, we also emphasize preview, which is inefficient or ineffective because of the ignorance of method guidance and process evaluation due to cognition and orientation. From the perspective of curriculum reform, structured preview guides students to effectively preview through reading, guiding and evaluating strategies. Teachers should guide the "poor students" through a special "structural preview guidance course" and give them pre-preview guidance so that the "poor students" can preview in advance. Schools are required to set up a structured preview inspection and evaluation mechanism for each subject preparation group and grade group. Each grade group or school educational administration office should regularly commend and encourage advanced individuals, groups and classes in structured preview to ensure the overall quality of preview.

Autonomous learning ability. Individualized learning ability refers to the ability of students to learn independently according to their learning goals, tasks and requirements, especially in class. In the traditional teaching perspective, students seldom have the time to study independently in classroom teaching, and teachers seldom have the consciousness to cultivate students'ability to study independently. In order to cultivate students'autonomous learning ability in unit time, teachers should guide students to master autonomous learning methods and strategies, such as "123" strategy. "1" is "shut up", teachers should not because of the discovery of individual students do not learn or problems and speak loudly; "2" is the teacher to inspect and guide between groups, students need help, whisper guidance; "3" is the teacher to adjust the teaching schedule according to the progress of students'independent learning and efficiency in a timely manner. At the same time, we should "set time, assignment and problem" to cultivate students'good habits of self-regulated learning and improve the efficiency of self-regulated learning in unit time.

The group discussed learning ability. It refers to the cooperative learning ability of each learning group to solve pre-determined problems through orderly and effective communication among the members of the group according to certain discussion criteria in the unit time. In order to improve the learning ability of group discussion, teachers should guide students to master certain strategies, clarify their roles and responsibilities, and establish the system of subject leader responsibility. Establish the mechanism of "everyone is the head of a discipline, and every discipline has a leader" and give full play to the role of group leaders and heads of disciplines to ensure the quality of group discussions. When a teacher or academic assistant assigns a discussion task, the head of a discipline should clearly divide the work according to the discussion content designed by the teacher in advance, implement the problem to each member and carry out the discussion quickly to ensure the participation of the whole staff. For example: one student explained, the other students supplemented while thinking, to ensure that the depth and breadth of the discussion, students after the discussion ready to speak. In this process, teachers should pay attention to the guidance of learning methods, put forward the requirements, direction and focus of discussion, and set the time limit for discussion; take the initiative to participate in group discussions and conduct itinerant guidance, not just look at it, but also pay attention to the state of students'discussion and the quality of problem solving.

Demonstrate the ability of dialogue learning. It refers to the learning ability of individual or group students to give a structured presentation of a problem to all students, and to initiate in-depth dialogue to solve the problem through dialogue within the unit time. In order to cultivate students'ability to demonstrate dialogue learning and improve students' subject thinking quality, we can operate from the following points. Teachers should guide students to do "exhibition, thinking, theory, evaluation, performance, memorization", and students should speak loudly and confidently. The group representatives will present the results of the group discussion to everyone. They should clarify the information of the topic, the knowledge points needed to solve the problem, the process and method of solving the problem, and the matters needing attention. The lecturer should clarify the process of thinking in order to arouse other students'thinking and query, so as to prepare for the collision of thinking and the interaction between students and students. If there is any doubt after the presentation, the speaking students can discuss and communicate with the speakers, so as to realize the collision of thinking. In this process, the teacher should control the time, listen to every sentence, pay attention to every detail, give proper help according to the situation, guide the students to associate and query by the way of problem-leading, and inspire the students to expand and deepen and draw regular conclusions on a certain problem. We should carry out immediate evaluation, enlighten, extend, expand and inquire into generative problems and key problems, deepen, upgrade knowledge, or supplement explanations properly. We should pay special attention to "problems" and "poor students".

Instrumental training learning ability. It refers to the learning ability of students to complete training tasks independently with the help of training lists in unit time. The instrumental training learning strategy is a task driven method. We must follow the "one single and three elements" method. "One sheet" refers to the "problem training sheet" developed by teachers before class, and "three elements" refers to "unit time", "independent completion" and "self-evaluation". When the teacher assigns the training task, the students should put themselves into the training situation in time, strengthen the sense of self-training and independent completion in the unit time, and constantly improve the training completion rate in the unit time. When the training is completed, the students will evaluate the training results by themselves and evaluate each other in the group according to the teacher's evaluation requirements. . "Problem training sheet" is one of the important contents for teachers to prepare lessons. In accordance with the requirements of knowledge problem, problem ability and ability hierarchy, teachers can quickly translate text knowledge into problems by entering the text, and design "problem training sheet" according to students'differences and module requirements.

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