How to reflect the transition from three dimensional goals to core literacy in lesson plans? Thank y

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The differences and connections between three-dimensional goals and core competencies are as follows:

Differences: 1. The three-dimensional goal is an intermediate link from the external to the internal, with both external and internal things. It contains the elements of knowledge, method, and value

The first is the system that constitutes the basic knowledge and basic concepts of the discipline; second, the knowledge background of the discipline and the way of thinking and behavior behind the knowledge system; The third is the emotion, attitude, and values behind the knowledge system of the discipline and its way of thinking and acting. The revelation of the discipline by the double base is one-dimensional, and the three-dimensional goal is comprehensive.

2. The core literacy of the discipline is not only the unique contribution and role of the discipline to the development of people's core literacy, but also the embodiment and implementation of the unique educational value of the discipline in students. Discipline core literacy is the main line, which governs the selection of subject course knowledge, the organization of course content, the determination of course difficulty, the arrangement of course capacity, the implementation of courses and the establishment of academic quality evaluation standards.

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The core literacy comes from the three-dimensional goal, which is the further refinement and integration of the three-dimensional goal, and is obtained through systematic subject learning. In terms of performance, the core literacy is higher than the three-dimensional goal. The three-dimensional goal is not the ultimate goal of teaching, but the element and path of the formation of core literacy.

The ultimate goal of teaching is competence and character, that is, core literacy.

On January 16, 2018, the Ministry of Education released the curriculum plan and curriculum standards for ordinary high schools, fully implementing the cultivation of morality.

Highlight the three orientations, that is, fully implement the spirit of the 18th and 19th National Congress of the Communist Party of China, and cultivate new people with ideals, skills and responsibilities; Effectively strengthen the education of excellent traditional Chinese culture and revolutionary tradition, enhance cultural self-confidence, and implant red genes; The third is to further strengthen the function of discipline education, and for the first time condense and put forward the requirements for discipline core literacy and academic quality. The Ministry of Education organized research and proposed the core literacy system for the development of students at all stages, cultivating students' necessary character and key abilities, emphasizing personal accomplishment, social care, family and national conditions, focusing on independent development, cooperation and participation in innovative practice, and foreign core literacy focusing on five prominent aspects, one is reading and mathematics literacy, the second is communication and cooperation, the third is information skills, the fourth is communication skills, and the fifth is critical thinking, creativity and problem-solving skills.

The core literacy of sinicization is that students should have the necessary character and key abilities to meet the needs of lifelong development and social development, emphasizing personal cultivation of society, caring for the family and country, paying more attention to independent development and cooperation, and participating in innovative practice.

That is, the student core literacy target system released by China has three major parts, that is, the cultural foundation, then independent development, and then social participation, and its Chinese foundation refers to the humanistic heritage, scientific spirit, independent development refers to learning to learn and healthy life, and social participation refers to responsibility and practical innovation. Discipline core literacy is the development and deepening of the three-dimensional goal, which directly points to the real purpose of education is to educate people. If the implementation of the double base is the version of the curriculum objectives, the three-dimensional goal is the version, and the core literacy is the version, the core literacy of the history high school history is the materialist view of history, the concept of time and space, and the empirical evidence of historical materials, and the core literacy of high school Chinese is the construction and application of language, the development and improvement of thinking, the aesthetics and creation, and the inheritance and understanding of culture.

Ma Yun said that the next 30 years belong to those who make good use of Internet technology.

In the future, the form of teaching will shift from expert guidance to crowdfunding learning.

1.Truly renew the philosophy of teachers. Under the trend of today's new curriculum reform, teachers must change the outdated educational concept, establish the concept of "cultivating people with virtue", infiltrate more moral education content in curriculum teaching, and incorporate the content of socialist core values into the teaching system.

At the same time, high school political teachers should also pay attention to practicing the concept of practical education, adhere to the principle of unity of knowledge and action, actively organize relevant practical activities around the core literacy of high school politics, and encourage and guide students to actively participate in it. It is also necessary to create opportunities for students to get out of the classroom and school as much as possible, constantly enrich the ways of practical education, and exercise high school students' practical innovation ability, unity and cooperation ability, and knowledge application ability in the practice of education, so as to gradually realize the cultivation of the core literacy of the discipline.

2.Strive to innovate teaching methods. Under the requirements of the new curriculum standards, high school political science teachers should innovate teaching methods, including in several aspects.

1) The combination of explicit education and implicit education, the cultivation of high school political core literacy is a subtle and dynamic process, taking the cultivation of political identity literacy as an example, on the basis of explicit education, teachers can use ritual education and cultural edification to play the role of implicit education. For example, mass commemoration activities to commemorate the martyrs are held on the Qingming Festival, and the patriotic feelings of teachers and students are stimulated through ritual education such as raising the national flag and silent mourning, and the political identity literacy of students is cultivated. (2) Create a combination of situation and practice, such as when teaching "Seeing Problems from the Perspective of Unity of Opposites", teachers can hold a small Chinese idiom conference in the class, and test students in groups, through the test results of students, students understand the relationship between the opposition and unity between the computer and the human brain, on the one hand, the computer provides great convenience for our daily communication, but it also makes people's writing ability and ability to use increasingly weakened.

This method of linking theory with practice allows students to understand the connotation of dialectical thinking in specific situations and learn to look at problems from a dialectical point of view. (3) Combination of theoretical teaching and social practice, such as after learning "Establishing a Correct Concept of Consumption", students are assigned to participate in family financial management - "one month in charge", requiring students and parents to remember the items and amounts of family consumption every day, settle once at the end of the month, and analyze their own family consumption. Through such practical training, students understand the truth that "only when you are in charge can you know the price of firewood, rice, oil and salt", so as to cultivate students' sense of public participation and the spirit of hard work.

3.Actively develop curriculum resources. On the one hand, we must make good use of the existing curriculum resources provided by the teaching materials, and on the other hand, we must develop new curriculum resources to serve the actual teaching, such as interdisciplinary resources, current affairs resources, red resources, network resources, etc., in order to make the political scum cave governance classroom more colorful and rich in connotation. So as to improve the core literacy of students.

Talking about the difference and connection between core literacy and three-dimensional goals:

After figuring out what core literacy is, the next step is the relationship between core literacy and education and teaching, especially how to transform classroom teaching under this concept.

The first problem is the relationship between core literacy and disciplines, the second is to figure out the relationship between core literacy and three-dimensional teaching goals, and the third is the problem of core literacy and educational evaluation. The relationship between core literacy and three-dimensional objectives, subject core literacy, and educational evaluation is presented as the system characteristics of "curriculum view-curriculum content-curriculum performance".

Clarifying these three pairs of relationships provides a basic framework for grasping core literacy. "Double base" to three-dimensional goals to core literacy is usually expressed as a process of development and transcendence. However, it should be noted that the relationship between the "double base" and the three-dimensional goal, and the relationship between the three-dimensional goal and the core literacy, is not equidistant or equivalent.

The former are turning points and conflicting with each other; The latter is progressive, and there is a high degree of internal consistency between the two. The development and transcendence of core literacy to three-dimensional goals is mainly manifested in the further "deepening" of curriculum reform, "transcendence" is not "exceeding", and core literacy is not a substitute for three-dimensional goals. Now, there seems to be a perception that with core literacy you can dilute or even stop talking about three-dimensional goals, which is obviously a misunderstanding.

As a new curriculum concept, the three-dimensional goal advocates that the curriculum returns to real knowledge and real knowledge learning. The questioning of three-dimensional goals is mainly based on the old view of knowledge, that is, knowledge is objective and objectified. All knowledge is human knowledge, and knowledge does not matter if there is no one.

The relationship between core literacy and three-dimensional goals is that core literacy can better reflect the people-oriented idea of teaching and brightening friendship. The core literacy comes from the three-dimensional goal and is higher than the three-dimensional goal.

The core literacy of student development mainly refers to the necessary character and key abilities that students should possess and can meet the needs of lifelong development and social development. It is an important measure to implement the fundamental task of cultivating morality and cultivating people, and it is also an urgent need to adapt to the development trend of world education reform and enhance the international competitiveness of China's education.

Core literacy is the embodiment of the party's education policy, and it is an intermediate link connecting macro education concepts, training goals and specific education and teaching practices. Through the bridge of core literacy, the party's education policy can be transformed into specific requirements that can be used in education and teaching practice and easy for educators to understand, clarify the necessary character and key abilities that students should have, and go deep into the fundamental question of "what kind of virtue and what kind of person to build" from the mesoscopic level, and lead the curriculum reform and education model reform.

Basic principles: First, adhere to scientificity. Closely focusing on the fundamental requirements of cultivating people with virtue, adhering to the people-oriented, following the laws of students' physical and mental development and education, the scientific concepts and methods run through the whole process of research work, attaching importance to theoretical support and empirical basis, and ensuring that the research process is rigorous and standardized.

Second, pay attention to the nature of the times. It fully reflects the new requirements of economic and social development in the new era for talent training, fully embodies advanced educational ideas and educational concepts, and ensures that research results keep pace with the times and are forward-looking.

Third, strengthen national character. It emphasizes the inheritance and development of the excellent traditional Chinese culture, roots the research on core literacy in the cultural and historical soil of the Chinese nation, systematically implements the basic requirements of the core socialist values, highlights social responsibility and national identity, fully reflects the national characteristics, and ensures that it is based on China's national conditions and has Chinese characteristics.