Last July, just as Dr. Ted put it, ?"It has demonstrated the exponential growth of knowledge in our times". That is, we live in the digital time, while our concepts that define knowledge, education have to change in a good way. In the fall of 2015, there is a group of American students came to Shanghai, East China to study. Some Shanghai schools have already prepared the class and instruction schedules. Surprisingly, they did not go to the local schools but went straight and immersed themselves into field studies of the companies in urban and rural areas. On the contrary, the process that American students explore, learn and acquire the knowledge from the field study has been integrated with their talent, innovation, and observation. After this field study, they would write reports on it. There is no doubt that what they learned must be more valuable than the knowledge in the books.
This kind of international study combines study and social reality indeed, which is more vivid and realistic than the normal instructions in China. Actually, the students in European and American secondary schools are planned to complete this kind of international programs every year. This is the reason why an increasing number of Chinese students choose to participate summer and winter programs each year. All above the programs have in common that they are intended to foster students' Core Values. Their common original expectation is to combine knowledge with action, namely, combining students' knowledge, creativity, observation and integrated practical capacities in order to foster their Core Values.
Classwork should be not restricted in the classroom but out of the class. After the graduation, graduates will figure out that old knowledge on the books has already been replaced by the newest updated knowledge. The old knowledge has been outdated and not handy as our guideline for practices. Therefore, what students should learn is not the knowledge itself but the Core Values.
So, the question goes by, what is the Core Values and how to foster it in our education system? The Core Values are a multi-subject combination of knowledge, capacity and EQ, etc. At this point, our students need to absorb the newest knowledge in every subject, to explore, activate and acquire the new knowledge in their lives. In a nutshell, the Core Values are the most useful and basic values for students. Specifically, they are necessary for doing everything, profoundly influencing and even determining their future and development of personal lives.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 教育應(yīng)培養(yǎng)學(xué)生核心素養(yǎng)
去年7月的中美校長(zhǎng)高峰論壇上钙皮，Ted博士用經(jīng)典示例論述了知識(shí)呈現(xiàn)指數(shù)增長(zhǎng)的趨勢(shì)癌压，這就意味著在數(shù)字化時(shí)代大背景下，“知識(shí)”误澳、"教育"需要重新定義敏沉。 去年秋天果正，美國(guó)一群中學(xué)生前往上貉茁耄“訪學(xué)”。上海學(xué)校立即安排班級(jí)秋泳，制定教學(xué)計(jì)劃潦闲。可美國(guó)中學(xué)生直奔上海的企業(yè)迫皱、社區(qū)歉闰、農(nóng)村，開(kāi)展實(shí)地調(diào)研卓起。如果美國(guó)學(xué)生通過(guò)這種室外實(shí)地調(diào)研和敬，寫成報(bào)告，也許比書本知識(shí)更有價(jià)值戏阅。這次訪學(xué)活動(dòng)昼弟，不僅讓教育與社會(huì)現(xiàn)實(shí)相結(jié)合，而且讓我們的教學(xué)活動(dòng)更顯生動(dòng)奕筐、更接地氣舱痘。
其實(shí)，歐美等發(fā)達(dá)國(guó)家的中學(xué)每年都會(huì)規(guī)定完成這樣的國(guó)際性的游學(xué)項(xiàng)目离赫，以及每年中國(guó)學(xué)生都會(huì)選擇參與寒暑假國(guó)際項(xiàng)目芭逝，都是出于以上考量，它們共同的初衷簡(jiǎn)單來(lái)說(shuō)渊胸，就是知行合一旬盯，將學(xué)生的知識(shí)儲(chǔ)備、創(chuàng)造力蹬刷、觀察力和綜合實(shí)踐能力相結(jié)合，培養(yǎng)學(xué)生的核心素養(yǎng)频丘“斐桑“課堂”不能局限在教室里，更應(yīng)該在課外搂漠，等到我們畢業(yè)以后才發(fā)現(xiàn)迂卢，教材里的舊知識(shí)部分已經(jīng)被新生事物所取代，不再適應(yīng)高速發(fā)展的時(shí)代需求了桐汤，更別說(shuō)用于指導(dǎo)我們的實(shí)踐而克，所以學(xué)生需要培養(yǎng)的不是知識(shí)本身，而是更具價(jià)值的"核心素養(yǎng)"怔毛。
那么员萍，何為"核心素養(yǎng)"？如何培養(yǎng)所謂的"核心素養(yǎng)"拣度？ "核心素養(yǎng)"是"知識(shí)＋能力＋情商"碎绎、跨學(xué)科的集合體螃壤，學(xué)生需要最前沿的學(xué)科知識(shí)，通過(guò)親身實(shí)踐筋帖，去探索奸晴、激活和收獲新技能∪蒸铮總之寄啼，核心素養(yǎng)就是一個(gè)學(xué)生最有用的基礎(chǔ)素養(yǎng)，所謂“做什么都離不開(kāi)”代箭，它能深刻影響甚至決定一個(gè)人的格局與發(fā)展墩划。
