Seven new lines of work designed to make it more colorful
New ideas in the design of the job, making it work! The requirement for primary and secondary school teachers has increased since the introduction of the “dual reduction” policy. Educators must think to the bottom how to improve students ' learning efficiency. At the same time as reducing the burden of work on students, the knowledge acquired by the children is guaranteed and consolidated. There are fewer jobs and the quality must not be reduced but also improved. How to achieve greater efficiency in the light of the low volume of work is also necessary for students to achieve their goals of consolidation and memory. That is what teachers urgently need to address。
Module operations: new ideas for operational design in the context
Objective design of the module operation: highlighting the overall framework of the module
One of the main reasons for the heavy operational burden on students is fragmentation, duplication and mechanization. Many teachers are accustomed to designing and setting up their work in class hours, and lack of systematic thinking about the full development of students, leading to fragmentation of the content and low level of thinking. Students are forced into the “sea of the issues”, struggling to cope and reducing the enthusiasm for active learning. The consolidation of operational objectives based on a modular perspective helps to highlight the integrity and structure of the modules, enhance the relevance and progression of the course hours, deepen the flexibility and integration of the operations, reflect the integrity and integrity of the learning appraisal process, and use the goal-driven learning initiatives of students。
Course-time operational objectives are implemented in accordance with the unit operational objectives. The operational objective of the module is the overall objective. The break-down of the overall objective of the module into the operational objectives of the course allows the design of the operation for each course to be targeted. The purpose of the work is to ensure that there is a hierarchy between the course and the course, and that the work of each course serves the latter and paves the way for the progress of the student's language skills, learning abilities, mental qualities and cultural awareness。
Illustrated, layered design
The teaching principle should be applied throughout the educational process, not only in the classroom, but also in the operational design. Layer design is the key to individualizing the flexibility of operations. Whether based on a knowledge point, a course, or a module, teachers must design their work with precision, studying the six levels of student perception — memory, understanding, application, analysis, evaluation, creativity — and their corresponding theories include multiple intelligence, recent development zones, building learning, learning support, competency migration, learning evaluation, etc。
Depending on the actual situation of students at different levels, teachers can divide their work into different levels, covering basic, outreach, challenges, etc., so that students at all levels can “eat and feed”. With regard to potential students, teachers are required to guide students to achieve small goals in a phased manner, and then gradually to achieve larger goals that allow students to gain a sense of achievement and self-confidence. It is particularly important for teachers to design their work with a sense of creating a thinker for students to progress and grow at different levels by completing their work。
For merit students, teachers are not content with “doing everything right”, but rather to guide students in their further reflection on alternative solutions to problems, thus seeking better solutions. For secondary school students, teachers are not satisfied with “revisional errors”, but rather are urged to find the cause of the mistakes and prevent similar errors from recurring. For potential students, the teacher's work is written as detailed as possible, preferably “face-to-face”, pointing out the students' specific errors and helping them to find out whether their problems are conceptual errors, intellectual errors, or methodological and normative errors. Teachers also urge students to revise their mistakes and find topics close to the difficulty factor to help students to practice more intensively。
Work done around the house, timely feedback
One of the functions of the operation is to consolidate the knowledge acquired through the performance of specific tasks, which is a classic competency training and an effective way of developing core competencies. The traditional classroom is predominantly lectured and the work is generally done after the course; in the context of the “two-declining” scenario, the classroom teaching structure must be restructured and the teacher's “talking” closely linked to the student's “doing”, thus creating a deep link between the classroom teaching and the exercise. The students' work is as “work-in-house and clear as possible”, which also facilitates timely feedback from teachers。
