With the release of the Chinese Curriculum Standards for Compulsory Education（2022 edition）（hereinafter referred to as the "New Curriculum Standard"）, the core literacy-oriented learning task group teaching will become a norm, and how to generate learning objectives based on the core literacy-oriented primary school Chinese learning task group has become a difficult point in teaching. In view of this, we take the core literacy-oriented learning task group learning goal as the research object, understand the relationship between the core literacy and the learning task group, explore its transformation mechanism, present its generating logic, and refine its remarkable characteristics, which has a strong practical significance for the effective promotion of teaching practice. Research found that the learning objectives of the learning task group need to go through multi-level transformation and multiple generation steps. The specific operations include: the Chinese curriculum objective system of related literacy, analysis of the dimension and essence of the curriculum objectives of the learning task group, and determination of the learning objectives of the primary school Chinese learning task group.
素养的内核是创造性地解决现实世界的问题,遵循高通路的迁移机制,调用位置记忆构建脑内的地图,而大概念是脑内地图中的主干道.研究认为,大概念教学能激发学生探索现实世界的内在动机,同时从现实世界汲取丰富的学习资源.大概念教学的单元整体设计以现实世界为始终,具体体现为从局限到开放的单元结构设计,从内容到素养的单元目标设计,从真实到真实性的单元评价设计以及从验证到揭示的单元过程设计.
核心素养的形成需建立在学生科学概念理解的基础上,而迷思概念对科学概念理解产生重大影响,因其具有内隐性、经验性、特异性、顽固性等特征,概念教学存在教师无从下手、学生难以表述,教师避而不谈、学生概念叠加,教师以练代思、学生机械记忆等现实问题,迷思概念成为阻碍核心素养形成的重要因素.基于国内外概念转变理论,借鉴科学解释模型构建思维外显型概念教学模式,通过阐述主张过程外显迷思概念、寻求证据中激化认知冲突、科学推理中解离重构概念、科学解释中重释迷思概念的过程实现概念教学.研究认为,在实践中运用概念认知单、构建小组合作学习、创设友善的课堂氛围等给予学生概念转变的时间与空间,保障概念转变的彻底性与教学的高效性,推动学生物理核心素养的形成.
追求有效的历史叙事,是对中学历史教学价值性的回应.研究发现,中学历史叙事的有效性表现在学生的有效获得上.教学中可以通过协调内容逻辑、教学逻辑、学习逻辑和历史逻辑,规范叙事行为.据此,中学历史叙事有效性可从以下四方面寻找教学突破口:确定主体,明晰历史叙事的价值性;围绕主题,揭示历史叙事的意义性;搭建结构,组织历史事件的关联性;确证事实,突出历史叙事的思维性.
速度概念是小学中重要且较难的跨学科概念.围绕着速度这一核心概念,主要采用访谈法、专家咨询法构建了小学生速度概念学习进阶初始模型.使用测验法和Rasch模型对该进阶模型的有效性进行检验和修订,并对学生的表现进行了分析.结果表明研究工具的质量良好,学生的实际表现与前期构建的速度概念进阶模型基本相符;最终得到的小学生速度概念学习进阶模型包括五个层级(具备速度的经验、辨别速度的形式、认识速度的本质、理解速度的本质、应用数量关系)九个水平;不同年级学生的速度概念发展水平有显著差异.构建的小学生速度概念学习进阶模型,可以作为跨学科教材编写的参考依据,也为指向大概念的深度教学提供了证据支持.
《义务教育语文课程标准(2022年版)》以"学习国家通用语言文字运用"为课程建构基点,体现了强化语用的鲜明导向,即语文学习指向语用、课程内容定位语用、教学改革聚焦语用.基于语用的课程逻辑是显而易见的:以培养具备核心素养的"语文人"为目标,预设学习任务群和学习路径、教学模式.研究认为,实施任务群教学有六个环节:确定核心素养、设定学习任务群、开展主题(专题)学习、组织语文实践活动、实施任务型教学、实现学习成果化.基于语用的教学实践具有五个显著特征,即语用表现,体现实践性;学习形式,凸显探究性;能力迁移,导向综合性;学习延展,倡导跨学科;教学组织,彰显活动化.
In 2022, middle school history education research papers published on the Replicated Journal of the Information Center for Social Sciences of RUC: History and Geography Teaching and Learning were paid a comprehensive attention to various fields of history education. This reflected the deep interpretation and effective output of history education research to the practice of history education, and played an important leading role in improving the quality of history education. According to the study, the characteristics and prospects of history education research in 2022 were: the trend and promotion of history education theory research, the obvious and deepening trend of discipline integration research, the deepening of hot research on history curriculum reform,and the need of strengthening research on history learning and teacher education.
In this paper,98 modern primary and secondary school geography textbooks from the late Qing Dynasty are compiled and divided into three main categories: self-published textbooks led by subject experts,printed textbooks organised by new publishing institutions and foreign-language geography textbooks translated by foreign students. Moreover, the paper analyses the progressiveness of science and democracy and the shackles of feudalism and conservatism, taking into account the social trends, the nature of the regime, the cultural traditions and the mentality of the people of a particular period. Furthermore, the study of geography textbooks is placed in the macro-historical context of a hundred years ago and combined with dynamic and open qualitative analysis, that provides a mirror for contemporary geography textbook construction. Especially, the geography curriculum standards are supposed to be considered as the orientations of geography textbooks writing, that highlights the values of geography curriculum. It is essential to conduct a multi-lerel team in order to promote the diversification. Meanwhile, the rural geography editing can be regards as the entry point to bolster cultural selfconfidence and identity.
The work production course is an important way to implement the learners′ practical and creative ability. At present, the preset designed imitation teaching model of teaching-practice-task driven in the work production courses, resulting in the lack of learning content, learning process biased towards technical experience, and the results focusing on the structure of knowledge and ability. The research believes that the theo ry of embodied cognition and the course of work production have an inherent fit in the level of learning content,learning process and learning results, which can promote the realization of embodied turn in the process of work production such as situational awareness, problem-focusing, program conception, dynamic creation and evaluation-reflection. A case implementation of 30 students in Grade 4 of a primary school in Nanjing City, the re search proved that the development of a work production course from the perspective of embodied cognition can improve the learning effect, and effectively promote the learners′ problem-solving ability and the development of high-order thinking.
The History Curriculum Standards for Compulsory Education（2022 Edition） has a new section of "interdisciplinary subject learning", which is an inevitable requirement for developing students’ core literacy.The interdisciplinary theme learning in history education needs fully drawing on the existing experience of "interdisciplinary learning" and "thematic learning", which is characterized by the authenticity of learning activities, the openness of the content and the inquiry of the process. According to the research, when implementing interdisciplinary theme learning, learning activities can be designed according to the history unit theme, thinking questions can be raised from a multidisciplinary perspective, and exploration activities centering on students’ comprehensive practical experience can be carried out.
Through the analysis and comparison of "probability" in primary school mathematics textbooks of People’s Education Press（PEP）, Beijing Normal University Press（BNUP） and Jiangsu Education Press（JSEP）, it is found that the content covers all the knowledge mentioned in "curriculum standard" and is con centrated on the fourth and fifth grades’; BNUP textbook has two units,while the others have only one unit; the five categories of knowledge are more evenly distributed in PEP textbook,while JSEP textbook focuses on the probability of random phenomena,and BNUP textbook focuses on all possible occurrences and their likelihood.In terms of cognition, the cognitive process is mainly based on "experience", followed by "exploration", the cognitive results are mainly based on "mastery", followed by "understanding", "application" and "knowing", covering all cognitive levels mentioned in "curriculum standard". Compared with PEP textbook and JSEP textbook,BNUP textbook has fewer examples for "understanding" and more examples for "application". Therefore, when using textbooks of JSEP, teschers need to strengthen the hierarch of examples and exercises of the same knowledge content. When using textbooks of BNUP, they need to consider the hierarchy of exercises and the relevance of most students’ cognitive level. When using the textbooks of PEP, it is necessary to strengthen the redesign of the topic itself.
Biosafety education in middle school is not only the need to serve the national biosafety strategy in the new era,but also the urgent requirement to cultivate outstanding young scientists. Biosafety education has profound value, which is an inevitable requirement for realizing national security education. It is beneficial to integrate curriculum and deepen the value of education. At present, there are some problems in biosafety education in China, such as the fading of biosafety knowledge in practical transformation,the absence of experience in subject-based learning, and the obstruction of organization in curriculum design. Therefore,several strategies are suggested, including enhancing the knowledge of biosafety education reserves by teachertraining, strengthening the awareness of biological safety through the principle of acquaintance and live experience, and optimizing curriculum structure by interdisciplinary subject learning.
At present, the legal education of ideological and political courses in junior middle school is faced with four practical dilemmas, which are: the function of moral education is relatively weakened; the teaching content is lack of connection; and the inquiry learning is just a formality and the connection between learning sections is not smooth. The New Curriculum Standard of Morality and Law shows that the teaching should define the nature of the curriculum, emphasize the deep integration of morality and law; the teaching should adhere to the quality orientation and select the important ideas of legal education; the teaching should strengthen the practice orientation and promote the change of legal education mode; and the teaching should be paid attention to the vertical connection, break through law education and other reform requirements. According to the research,teachers of ideological and political courses in junior middle school can actively explore the topic teaching to promote the quality and efficiency of legal education according to the New Curriculum Standards of Morality and Law. They can sublimate the theme of legal discussion by strengthening the function of moral education. They can pay attention to the content correlation in lecture, the implantation of the core values of the law in the heart of students, promote inquiry learning and cultivate students’ legal behavior habits and improve the teaching and research mechanism, so as to promote the organic connection between learning segments.
The effective connection of labor education curriculum in primary and secondary schools is an important link for the effective implementation of the curriculum and achieving the goal. The connection of labor curriculum follows the logic of experience generation, the logic of curriculum level and the logic of cognitive development. However, in the process of curriculum design and implementation of labor education in primary and secondary schools, there are some problems, such as the fragmentation of curriculum objectives, the discretization of curriculum content, the closure of curriculum implementation, the termination of curriculum evaluation and so on, which affect the effective implementation of the curriculum. Therefore, the curriculum objective design of labor education must maintain integrity and periodicity, the selection and organization of curriculum content must be paid attention to coherence and synergy,the curriculum implementation must adhere to consis tency and continuity, and the curriculum evaluation must reflect comprehensiveness and development, so as to promote the effective implementation of the curriculum and achieve the expected objectives of the curriculum.
Through the statistics and analysis of the 2022 reprinted papers of the NPC copy newspaper and periodical Junior High School Language Teaching and Learning, the research hot spots of junior high school language education mainly focus on the new perspective of language curriculum reform, the interpretation of the Compulsory Education Language Curriculum Standards（2022 Edition）, literacy-oriented language teaching and learning, the understanding and cultivation of reading literacy, the reflection and development of writing teaching,the cultivation of thinking in language teaching, and the literacy-oriented language testing and evaluation. The theoretical connotation and practical innovation of the compulsory education language curriculum "cultivating virtue and cultivating people", the effective implementation of the new version of the compulsory education language curriculum standards, the understanding and implementation of learning task groups, the literacy-oriented practice of language subjects, and the reform of language curriculum evaluation will be the research priorities that need to be paid attention to in the future.
The core of teaching design of mathematics big unit is to realize structure. The research believes that focusing on the high-quality connection between the core quality of mathematics and the teaching design of big units requires finding three focus points of high school mathematics unit teaching, namely, concept, task and advancement. Taking the "conic curve" as an example, this paper puts forward corresponding strategies from three aspects of teaching objectives, teaching content and teaching evaluation: focusing on the "big framework" interpretation of mathematical core literacy, promoting the "big task" design oriented to independent construction, and generating the "big advanced" evaluation oriented to in-depth learning, so as to achieve the effective connection between teaching design and discipline literacy.
Improving the public awareness of maritime rights and interests is the realistic demand of safeguarding the national security strategy. The cultivation of middle school students’ awareness of maritime rights and interests faces the challenge of the reform of learning and evaluation methods. On the basis of clarifying the connotation of maritime rights and interests consciousness, this paper takes project-style learning and performance evaluation as the entry point,and determines the performance evaluation level of Marine rights awareness of middle school students by clarifying the expected results of the study section and refining the rules of project evaluation. Through the integration of the four elements of the project situation, content, activities and results, the project tasks of maritime rights and interests consciousness are designed. This paper puts forward three strategies for implementing the performance evaluation of the awareness of marine rights and interests in project-based learning: establishing the concept of big data, embedding project-based learning, and paying attention to thinking externalization.
Social Science Issues（SSI）, as an interdisciplinary carrier beyond science, involves science,politics, society and ecology, which is a bridge between science and students′ life experience. It is of great significance to introduce it into biology teaching to cultivate students′ scioscientific reasoning. SSI teaching can promote students′ understanding of the complexity of practical problems, carry out social scientific inquiry,question and refute, and integrate multi-disciplinary perspectives to improve students′ scioscientific reasoning.Taking the "restoration of ecological engineering of lakes around the school" as an example, the study aims to develope students′ scioscientific reasoning through solving interdisciplinary situational tasks, applying distribured scaffolding, participating in group communication activities, and appliying reflective practice models,in order to provide a feasible path for cultivating students′ interdisciplinary literacy in biological teaching.
The evaluation of geographical thinking structure plays an important role of the new geography curriculum reform. Our work focuses on the lacking of evaluation tools, classification and example selecting,which obscure the objective of evaluation. This paper combines thinking structure evaluation with online teaching to construct the Online SOLO Mode. It consists of three parts:teaching platform, teaching activities and teaching evaluation. Guided by the files issued of Ministry of Education, one example "Oriental Cape of good hope" is selected and the teaching practice is carried out. Our study shows that the level of the geographical thinking structure of the participated students is low. Reason analysis suggests that logical reasoning is widely absent for most students. Our research gives the following teaching suggestions: refine the teaching content, deepen the cognition of geography, focus on logical reasoning, improve the quality of geographical thinking and homework and innovate teaching forms.
The construction of public service system for pre-school digital educational resources is of great significance to improve the quality of pre-school education, optimize the resource allocation structure, and ensure that pre-school children receive basic and high-quality education. The construction of the public service system for preschool digital educational resources should adhere to four value orientations, namely, children′ s development-oriented, balanced quality, supply and demand matching, and collaborative co-governance. The research found that: the current public service system for preschool digital education resources in our country mainly has problems such as lagging construction concept, low supply quality, serious mismatch between supply and demand, and single supply subject. In order to better promote the construction of public services system for preschool digital education resources, it is necessary to build a public service system for preschool digital education resources centered on promoting children′ s learning and development in the future, to establish a government-led multi-supply model for preschool digital education resources public services, to standardize standards public services of digital educational resources and to focus on the needs and expectations in the process of supplying public services for pre-school digital educational resources.
