to implement core literacy, how to give full play to the curriculum leadership of principals?

For the implementation of core literacy, Ren Xuebao, the former principal of the middle school affiliated to Hangzhou Normal University, started from the level of "the principal's curriculum leadership". He vividly said that it is also a process of "processing delicious food" to let students' core literacy fall to the ground.

1 Three factors need to be considered in order to achieve core literacy

Some people compare school management to cooking a delicious food, and the author agrees with this metaphor very much. In fact, it is also a process of "processing food" to make students' core literacy: students are our customers, their future development is the last food we hope to present, and the process of cooking food is the process of "cutting through difficulties" and "shining" of the principal's curriculum leadership. Before that, we need to consider the following three factors.

First, consider positioning and list the existing ingredients.

The premise of cooking any food is to see what processed ingredients you have. In order to give full play to the principal's curriculum leadership, the confirmation of orientation is an indispensable condition.

If a principal wants students' core literacy to take root in our school, he must first consider the orientation and basic situation of the school. For example, the understanding and implementation of students' core literacy in academic high schools is obviously different from that in application-oriented high schools, and the conditions for running a modern high school and a rural school are also different.

If all schools want to cultivate people with all-round development, it's like asking chefs to make the same Manchu-Chinese banquet with different ingredients, and the final result is nothing more than likeness, which goes against the essence of education.

Second, consider the demand and establish the consciousness of "customer is God"

In the service industry, "customer is God" has always been the highest standard, which embodies the concept of "customer demand is supreme". For the school, there are two kinds of objects it serves: the broad object is the suitable talents for the society. As for what kind of talents the society needs, there are detailed indicators in students' core literacy.

and the narrow target is students. The concept of students' subjectivity has been recognized by most educators, so the principal's curriculum leadership must fully consider the needs of students in order to make the core literacy fall. On the one hand, the strength of all kinds of core literacy is different in everyone, which requires paying attention to students' existing foundation; On the other hand, students want to achieve different goals, so their specific needs for core literacy are different.

Third, consider the unknown, and don't be a "chef who can only cook one dish"

Many principals will think of the first two factors, but they are not good at future research. In fact, an excellent chef can't always serve a customer with only one dish. He needs to know the tastes that customers may like in the future and constantly improve his cooking skills. The same is true of school management. In this ever-changing era, "constant change and eternal change" is the only unchanging fact.

Therefore, in the process of making students' core literacy fall to the ground, the principal's curriculum leadership cannot be limited to the present, and the school should be considered in the historical development.

At present, Zhejiang is experimenting with the reform plan of college entrance examination enrollment. Many principals have spent a lot of thoughts on the choice of students, the adjustment of teachers, the allocation of classrooms, etc., but they have not considered the future enrollment reform and the ability that students need to develop in universities and society. This narrowness will highlight its influence in a few years.

2 ways to transform students' core literacy

At the school level, core literacy is still too "superior", so the principal's curriculum leadership plays an extremely important pivotal role among the three dimensions of students' core literacy, school curriculum construction and student growth.

The most direct role of the principal's curriculum leadership lies in the construction of the school curriculum system, and completing the curriculum design according to the actual situation of the school and the needs of students is the most direct and effective way to promote the students' core literacy.

First, it is necessary to effectively link school-based elective courses with national and local courses

The core word of the new college entrance examination reform and curriculum reform in Zhejiang Province is "choice", so schools need to offer enough school-based elective courses with high quality to meet students' diverse choices.

However, the development and setting up of elective courses are not decided by a slap in the face, nor is it what teachers are good at. Only the elective courses that focus on national and local courses and are constantly derived from the surrounding areas are the elective courses that meet the core literacy of development.

In addition, the school should arrange and integrate the national courses and local courses according to the actual situation of the school, and open the channel between compulsory courses and elective courses, so as to decompose the indicators of core literacy into specific courses, so that students can meet the requirements of development through course practice.

Second, we should develop and set up curriculum groups according to core literacy.

Curriculum groups refer to a series of courses with the same theme that are combined according to certain logic and levels.

Generally speaking, there are two sources of high-quality curriculum groups: on the one hand, we can construct professional subject curriculum groups by excavating the logic within or between disciplines; On the other hand, we can also make full use of the characteristics of schools or regions to penetrate many disciplines.

For example, there is a school in Zhejiang that builds a characteristic elective course group with Xixi Wetland course, which integrates many courses such as chemistry, biology, art, history, Chinese and foreign languages, reflecting the diverse needs of students' development.

Third, fully tap the resources inside and outside the school to ensure the effective implementation of core literacy

One of the responsibilities of the principal is to tap and effectively use the resources inside and outside the school, which is a necessary condition to promote the implementation of core literacy through the curriculum.

Principals need external resources such as social enterprises and institutions, colleges and vocational colleges to support students' diversified core literacy training; The headmaster also needs to further tap the resources in the school, and escort the core literacy to take root through the construction of subject classrooms, the professional training of teachers and the construction of school culture.

If the construction of curriculum system is the most direct way for principals to promote students' core literacy through curriculum leadership, then it is a way to "save the country by curve" by decomposing core literacy into professional literacy of disciplines. Different disciplines contribute to the development of students' core literacy, but the contribution degree is different, so studying the literacy system of disciplines has become an indirect way to promote students' core literacy development.

First of all, the core literacy goal of the discipline is to develop students' professional literacy, which is formulated on the basis of fully considering the contribution of the discipline to the development of students' core literacy. Secondly, the teaching content of the subject must fully consider the infiltration and implementation of professional literacy. Thirdly, in the subject teaching suggestions, we should promote the core literacy to be truly internalized in students through courses in a variety of forms. Finally, in the construction of evaluation system, the implementation of students' core literacy should be regarded as an important basis for achieving the discipline objectives, thus providing diagnostic information for further teaching.

Based on this transformation, we can construct a pyramid model of discipline literacy from four levels: discipline knowledge, discipline learning methods, discipline thinking and values, and standardize the teaching requirements, teaching schedule, examination node suggestions and other contents with the help of the writing of discipline curriculum outline.

For front-line teachers, the way of transforming students' core literacy into discipline professionalism is more in line with their daily work habits, and it also points out the direction for them to carry out teaching activities and evaluation activities of students at all levels and categories.

At the same time, by constructing a series of models of "core literacy-subject literacy-curriculum construction-classroom teaching-comprehensive evaluation", principals can better concretize and operate students' core literacy.

The above two are just some specific operational strategies of the principal's leadership in promoting students' core literacy. It should be noted that no matter what measures are taken, stimulating students' enthusiasm at all times is the fundamental condition to ensure the effective implementation of core literacy. "Don't let the students' spirit wander" is the first mission and responsibility of the school's education work, so the principal should pay more attention to the docking of explicit and implicit courses in curriculum leadership, and build a platform in a way that students like and accept.

how can teachers change the teaching mode to implement core literacy?

For teachers, implementing "core literacy" is to change "knowledge-based" teaching into "core literacy-based" teaching.

In this regard, Yin Houqing, president of Shanghai Education Society, national inspector and deputy director of the Expert Working Committee of Basic Education Curriculum and Textbooks of the Ministry of Education, pointed out that we must vigorously promote the change of learning methods and teaching modes.

1 Need to emphasize problem-based learning in teaching

To truly realize this change, we need to deeply understand how people learn, and then return to the essence of learning. Throughout human society, no matter the history of ideological development, social progress, scientific discovery and technological innovation, all of them solve problems by constantly discovering new problems, and find new problems by solving them; For every independent individual, it is in the constant self-questioning to find their own spiritual home.

It's just that in the ocean of modern knowledge, we seem to have lost ourselves. Therefore, it should be the original intention of learning to return to the exploration of problems and find back one's due wisdom in this process.

From teaching-centered to learning-centered classroom, the bridge between them is "problem-based learning". "Problem-based learning" shows us that all teaching must be designed with students' learning as the main line, and students' real learning process must take place and unfold. However, in today's teaching process, students' learning has not been fully developed, and even "pretending to learn" has appeared.

Therefore, it is necessary to emphasize problem-based learning in teaching today. To form a problem chain and problem matrix with real problems is to try to let children gradually form a knowledge structure-from low structure to high structure, from the structure of the subject to interdisciplinary structure, from knowledge to the real world.

In the process of problem-based learning, the problem and content are reorganized by cognitive construction, so that children can collide with knowledge in the connection between problems, in the comprehensive zone and the marginal zone, and make the connection between knowledge. This is the value of problem-based learning.

2 Teaching activities that are not divorced from the situation are the ways and methods to cultivate students' core literacy

At the same time, problem-solving and situational are closely related, and problems often arise from situations. Real life scenes are of great value in core literacy-based teaching. If the knowledge that students learn in school can't be connected with real life, then the important reason is that the situation that school teaching activities should depend on is missing.

Scenario is the way and method to cultivate students' core literacy, and it is the realistic basis for the realization of core literacy. Knowledge is the medium and means of literacy, and the important way to transform knowledge into literacy is situation. If you leave the scene, knowledge will only be symbols, and the application of knowledge and the cultural spirit contained in knowledge will be out of the question.

Therefore, we should re-recognize the real value of subject activities.

Carry out discipline activities that are not divorced from the scene in combination with the subject content

In teaching, we should vigorously advocate and carefully design discipline activities. Students' academic ability and academic accomplishment are formed and developed in corresponding academic activities. The purpose of subject activities is to connect learners' personal experience with subject knowledge.

Subject activities should reflect experience, so that students can reconstruct their knowledge through the acquisition of experience; It is necessary to embody subjectivity, respect students' initiative spirit, and let students become the main body of activities, rather than being "active"; To reflect the school-based nature, we should choose resources and organize activities according to the characteristics of different regions and environments; It is necessary to carefully design activities, fully reflect the educational nature of activities, and design activities in combination with subject content and characteristics under the goal of core literacy.

1. Political discipline

For example, political discipline should have both social practice and "activity curriculum", and the teaching of knowledge content can be designed as an activity to be implemented, through social investigation and interview, question inquiry and debate, etc., learning and thinking, cognition and action in the activity.

2. Chinese subject

In the revision of the national Chinese curriculum standard for senior high schools, experts creatively designed a "learning task group". The task group takes learning projects as the carrier, integrates learning scenarios, learning contents, learning methods and learning resources, and takes students' autonomous learning, cooperative learning and experiential inquiry learning as the main ways. Through tasks, it enables students to pursue the comprehensive effects of multi-faceted and multi-level goal development such as language, skills, knowledge, thoughts and feelings, and cultural accomplishment in pragmatic practice, so as to avoid the mode of teachers explaining and analyzing a lot and training skills item by item.

3. Mathematics discipline

Mathematics should also design activities such as mathematical application, mathematical modeling and mathematical inquiry.

4. Other disciplines

Other disciplines, such as geographical investigation, historical activities, scientific experiments and exploration, technical design and other activities, will make learning activities full of interest, which will not only transfer, strengthen and regulate the learning of subject knowledge, but also make learning bear unique, potential and comprehensive educational functions in terms of knowledge ability, process methods and emotional attitude. In fact, the key to the implementation of core literacy lies in the principal and the main body lies in the teacher. Only with teachers can we better implement and implement core literacy. Without principals and teachers, it is difficult to implement core literacy.

—— Lin Chongde, a senior professor at Beijing Normal University

Editor's note

After the framework of "Core Literacy of Chinese Students' Development" was released, various forms of fast "reading" core literacy followed. The ultimate goal of core literacy is still on the front-line principals and teachers. So after reading it, principals and teachers are most concerned about how to implement it.

this paper will explain how to implement core literacy in schools from the aspects of school, principal's leadership and teacher's research.

should schools develop their own core literacy?

"Should schools develop their own core literacy? In my opinion, the main task of the school is to understand and transform the core literacy and form a school-based expression, rather than engaging in another set of core literacy. " Cheng Shang Rong, national inspector, member of the primary and secondary school textbook review committee of the Ministry of Education and former director of Jiangsu Institute of Education, said.

cheng shangrong also pointed out that we must clarify the following three issues when we carry out core literacy research and implement core literacy idea in practice.

1 Clarifying the functional boundary of core literacy

As mentioned above, core literacy is very important, but if its functional boundary is infinitely enlarged, it seems that it can drive everything and even solve all problems, which is obviously unrealistic.

However, on the other hand, core literacy is, after all, an essential character and key ability for human development, the purpose and purpose of curriculum reform, the main basis for textbook compilation, teaching reform and examination evaluation, and its function cannot be underestimated. Here is an accurate positioning problem.

We believe that the fundamental function of core literacy lies in guiding, which should guide almost all links of curriculum reform and lead the deepening of curriculum reform. Some people think that core literacy is aimed at national curriculum, which should implement core literacy, while school-based curriculum does not. This is really a misunderstanding and a bit ridiculous.

people's literacy is a whole, and school curriculum is a complete structure, which can neither dismember people's core literacy nor the curriculum structure. How can we make the curriculum aim at core literacy and non-core literacy respectively?

we can neither make the core element