On December 6, the 13th edition of Guangming Daily published the article "Implementing the New Curriculum Standards, Teachers Should Move Beyond "Teaching" to "Educating People"" by Professor Zhou Wenye.

1. From subject centred and knowledge centred to student literacy centred

For a long time, people have always been accustomed to equate teachers with people who "teach", and understand a teacher of a certain subject as a person who teaches knowledge of a certain subject. We would say that Mr. Zhang teaches Chinese, and Mr. Li teaches mathematics. "Teaching" is a generalization of teachers' work in the traditional understanding, reflecting the most basic daily work of teachers - teaching the contents of books to students.

The newly revised curriculum plan and curriculum standard return to the educating essence of education and the educating function of the curriculum, condensing the core literacy that students need to cultivate in learning each course, and answering the unique educating value of each course. What is even more commendable is that core literacy guides and runs through all aspects of curriculum objectives, curriculum content, teaching implementation and teaching evaluation, integrating them into an organic whole. At the same time, taking core literacy as the main dimension, each curriculum standard has developed academic quality standards, so that core literacy can be seen and evaluated. In short, the new curriculum with core literacy as the soul fully highlights the educational value of the curriculum.

To implement the new curriculum standards, teachers need to go beyond "teaching" and move toward "educating people", from subject-based and knowledge-based to student quality-based. It is necessary to study the new curriculum plan and the new curriculum standard, clarify the requirements of the times of "why to teach" and "for whom to teach", deeply understand the value of curriculum education, and implement the concept of educating people. Accurately grasp the core literacy of students to be cultivated in the course, clarify the literacy requirements of teaching content and teaching activities, cultivate students' correct values, necessary character and key abilities, set teaching goals, reform the teaching process and teaching methods, and cultivate people's morality The tasks are implemented in specific educational and teaching activities.

2. Implement the integration of literacy-oriented teaching and evaluation

Fulfilling the mission of teaching and educating people requires teachers to carry out literacy-oriented teaching in their daily teaching work. In terms of what to teach (teach), how to teach (teach), and to what extent, teachers should always focus on whether it is beneficial to the cultivation of students' core literacy.

Literacy-oriented teaching requires teachers to jump out of the stereotype of disciplinary logic and knowledge point list in terms of what to teach (learn), pay attention to the relevance, integrity and comprehensive effect of teaching content, and organize with big problems, big tasks, and big ideas teaching content. Based on the core literacy requirements, select important concepts, thematic content and basic knowledge and skills, select and design course content, carry out structured and integrated large unit design, strengthen the internal connection between knowledge learning and students' actual life and the overall structure of knowledge, and pay attention to the "structure", "connection" and "transfer" of learning content of students. On the issue of how to teach (learn), from "one-way knowledge transfer" to typical and real inquiry of the subject, create learning tasks for students such as "experience", "situational dialogue", "problem solving" and "social interaction". These task are created to foster a learning environment and conditions changed from symbolic mechanical learning of knowledge to meaningful understanding , guiding students to solve real problems in doing, using, and creating, and acquire core literacy.

The key and also the difficulty of promoting literacy-oriented teaching is to implement literacy-oriented evaluation in teaching, that is, to implement the integration of literacy-oriented teaching and evaluation. If you don’t know how to evaluate, or the focus of evaluation is still on the mastery of fragmented knowledge and skills, then quality-oriented teaching will not be truly implemented.

The premise of literacy-oriented teaching evaluation integration is the consistency of teaching evaluation. What teachers teach, what students learn, and what teachers and students evaluate all commit to the same goal. Evaluation guides the design and implementation of the entire unit, and embeds it into the teaching.

After clarifying the unit goals, it is first necessary to think about what students need to do based on the goals to prove that such goals have been achieved, that is, to determine the evaluation tasks. Core literacy needs to be evaluated through performance tasks rooted in the situation. The process of students completing performance tasks is not only the process of evaluation, but also the process of teaching and learning. These 'assessments as learning' are embedded directly in the teaching process, rather than as an isolated unit after or outside of teaching or learning.

Finally, and most importantly, on the premise of ensuring the consistency of teaching evaluation, use evaluation to give full play to the main role of students in literacy-oriented teaching. Teachers need to guide students to understand the connotation of good performance in this unit or task, use evaluation tools to monitor, manage, and reflect on their own learning in real time during the learning process, and teachers should use evaluation to provide them with timely feedback. In this type of "assessment for learning," teachers share learning objectives with students to facilitate teaching and learning based on evaluation evidence. As a result, deep learning is possible, and literacy can be improved.

3. In-depth collaboration to form an across-grades and interdisciplinary teaching and research community

When we set the goal of cultivating students' core literacy, we no longer just focus on the books we teach, and no longer think about how to compete with teachers of other subjects to seize students' time, but focus on "I and what I teach" What can the course contribute to educating people" to start teaching. So, what kind of mechanism is used to ensure the better implementation of such teaching? In the face of new curriculum and new problems, teachers need in-depth collaboration, group discussions, and the formation of interdisciplinary and interdisciplinary teaching and research communities to jointly build a synergy in educating people.

One is the collective teaching and research within the subject. Whether it is from subject knowledge to literacy goals, or the refinement of big concepts, the design and implementation of large units, subject practice, literacy-oriented evaluation, etc., all pose a lot of challenges for teachers. This requires teachers to cooperate deeply, conduct joint teaching and research, exert collective wisdom, and overcome the difficulties of quality-oriented teaching.

The second is the collaboration and integration between disciplines. In traditional teaching, each subject does its own thing, fighting alone, and the logic of the subjects is separated and independent from each other. The new educating-oriented and literacy-oriented curriculum in the new era emphasizes the cultivation of "comprehensive learning" and "integrated people". Teachers of various disciplines need to break the boundaries of "silo-style" subjects, form a culture of discussion and sharing of interdisciplinary logic and educational practice wisdom instead of competing with each other, collaborate and integrate curriculum resources, and improve the organization and presentation of course content. They need to focus on the knowledge connection between disciplines, carry out interdisciplinary joint teaching and research, and move towards interdisciplinary collaborative education.

The third is the overall planning and connection among different study phases. Teachers at each grade need to design learning goals based on the development and changes of students in cognition, emotion, sociality, etc., as well as subject logic and thinking advancement, to reflect continuity and advancement, especially to ensure smooth connection among each levels of study

To sum up, teachers under the background of the new curriculum need to have a deep understanding of the value of curriculum education, based on the concept of educating people; further promote quality-oriented teaching, and implement the integration of teaching and evaluation; in-depth collaborate to build a joint force for educating people; be the main force of curriculum implementation in the practices of educating people.