Design of Teaching Activities for Comprehensive Practical Activities in Primary and Secondary Schools

Author: Zeng Lingge
Publisher:
Publish Date: 2005-06-01
Features: Today, the world is undergoing profound changes. Social development determines that education must keep pace with the times, and therefore, education must undergo profound transformation to adapt to the future. Since the launch of China's new round of basic education curriculum reform in September 2001, significant qualitative changes have been taking place in the classrooms of primary and secondary schools, and the philosophy of curriculum reform has begun to manifest in the practice of basic education reform. Classroom teaching design is a crucial component of teaching, embodying the unity of purposefulness, process, scientificity, and artistry in teaching. It requires not only a solid foundation in educational theory but also the appropriate application of diverse teaching methods and techniques. As a national curriculum reform experimental zone, Shenzhen's Nanshan District has long adhered to the guiding principles of the new curriculum, conducting in-depth explorations in classroom teaching and accumulating valuable experiences. , it has made beneficial explorations in the integration of educational theory and practice. For a long time, teachers have generally believed that systematic and complex teaching theories are difficult to be effectively applied in classroom teaching. During the advancement of the new curriculum, teachers have strived to learn the teaching theories advocated by the new curriculum and actively explored and practiced their integration. They have placed particular emphasis on applying teaching theories and research findings to actual teaching, guiding teaching practices, while also focusing on summarizing teaching experiences to elevate them to a theoretical level. It has been proven that theory must be continuously combined with practice to be mastered and applied by teachers; similarly, only through frequent reflection on classroom teaching practices, deep thinking, and organization, can teaching understanding be elevated to a rational level. This series of "New Curriculum Teaching Activity Design Books" is precisely a product of such active explorations in the integration of educational theory and practice.
Second, it has made beneficial explorations in the professional development of teachers. The advancement of the new curriculum has posed significant challenges to teachers but also presented them with excellent opportunities for professional growth. The nature of teaching work determines that it is not mechanical repetition. Teachers must steadfastly implement the educational policies of the Party while, as professionals, they must adhere to the psychological development patterns of children and adolescents, understand their needs, and master the content and methods of subject teaching. In the context of today's rapidly developing society, teachers' professional cultivation must also keep pace with the times. Therefore, the transformation of student learning methods and teaching methods advocated by the new curriculum requires teachers to constantly reflect and progress in their work, achieving professional development. The education researchers and administrators in Nanshan District have deeply understood the importance of professional development for advancing the new curriculum. They have gone to great lengths to provide opportunities for teachers' professional growth, encouraging them to engage in conscious reflection and summary of their classroom teaching, guiding them to engage in repeated "dialogue" between theory and practice, and expressing the outcomes of these dialogues in the form of classroom teaching designs. This has helped teachers organize their teaching thoughts, elevate their educational concepts, and promote their professional development.
Third, it has made beneficial explorations in changing teaching and learning methods. Charles H. Hamel, in "Today's Education for Tomorrow's World," pointed out that in an era where encyclopedic knowledge has become outdated and encyclopedias grow older faster than the elderly, teachers can no longer be limited to imparting knowledge but must "awaken abilities that are unknown or dormant, enabling everyone to share the happiness of fully realizing their talents." Therefore, changing teaching and learning methods has become one of the important goals pursued by this curriculum reform. Shenzhen's Nanshan District has taken the transformation of teaching and learning methods as a breakthrough point, conducting extensive and in-depth explorations on how classroom teaching can reflect students' subject status, highlight the construction process of knowledge, enhance students' emotional experiences, and foster correct values. The teaching designs in this series, while focusing on activity-based approaches, strive to reflect a philosophy in every activity design: only by transforming learning tasks into students' self-needs can the desire for knowledge truly be awakened, the intrinsic motivation for learning be activated, and students truly become the masters of their learning.
As a national curriculum reform experimental zone, Shenzhen's Nanshan District has never ceased its efforts and explorations in bridging the gap between educational philosophy and educational practice. The launch of this series of "New Curriculum Teaching Activity Design Books" represents another significant step forward in their curriculum reform. This series embodies the hard work of all basic education workers in Nanshan District, reflecting the strong sense of historical mission and responsibility of the teachers there, as well as their educational wisdom.
Shenzhen's Nanshan District, as one of the national curriculum reform experimental zones, has already gone through four years. How to further deepen curriculum reform is a question being contemplated by experimental zones facing the "high-altitude hypoxia" challenge. Looking back at the journey of curriculum reform, it is rare to find teachers who do not accept the new philosophy of curriculum reform or oppose it during training. The vast majority of teachers have enthusiastically and actively participated in the tide of curriculum reform. However, there have been voices suggesting that after hearing reports on curriculum reform, teachers feel inspired but are helpless when standing in front of the classroom. This indicates that advancing and deepening curriculum reform requires cultivating teachers' professional skills. The severe lack of professional skill cultivation in teacher training institutions, the tendency to prioritize theory over teaching methods in curriculum reform training, and the insufficient professional guidance in teachers' skill cultivation are important reasons for the many issues arising in curriculum reform.
Changing teachers' educational philosophy is crucial, but new philosophies do not naturally transform into new teaching designs and behaviors. This process requires the support of professional skills, such as how to conduct effective discussion classes, how to help students master English tenses through games, how to help students understand abstract mathematical concepts through engaging activities, and how to enable students to grasp the legislative procedures of the People's Congress through discussions on spring outing arrangements, etc. Only in these specific implementations can the new curriculum philosophy truly be reflected—this is the original intention behind compiling this series of "New Curriculum Teaching Activity Design Books."
Who are the leaders in cultivating teachers' professional skills? They are the creative teachers who dedicate their passion and wisdom to the cause of curriculum reform. The teachers in Nanshan District have made beneficial explorations in this regard. The activities collected in this series differ from traditional cases; they are a segment of classroom teaching or a carefully designed introduction, or a small game designed for a specific learning task. Each activity design reflects the philosophy of student-centered learning and has been proven to be an effective method through teaching practice. This series is not based on any specific textbook version but is written in line with the philosophy of curriculum reform and the curriculum standards, making it universally applicable. Teachers using any version of textbooks can utilize this series. The types of activities designed are diverse, like a "supermarket" of classroom activities, allowing teachers to freely select and combine them according to their teaching needs. Even within each book or design, we have not insisted on a uniform format, as we want each teacher's distinct personality to shine through.
This series can be considered a very practical reference book for teachers. As teachers' professional skills gradually improve, the cause of curriculum reform will unfold even more magnificent prospects! The purpose of compiling this series is to contribute to the improvement of teachers' professional skills. We also look forward to receiving valuable feedback from enthusiastic readers.