6 Practical Strategies to Help Front-line Teachers Improve The Core Competence
A challenging year, so far, 2020 is also a year full of opportunities. BRS is beginning another school year focused on enhancing and reforming our academic curriculum and prioritizing the integration and improvement of new curriculum standards.
Professor Cui Yunhuo, Director of the Key Research Base of Humanities and Social Sciences of the Ministry of Education, East China Normal University Curriculum and Teaching Institute; Leader of the Compulsory Education Reform Expert Group of the Ministry of Education; and Doctoral Supervisor, gave a lecture on the theme of core curriculum competence and teaching reform at BRS on September 14. Professor Cui used six easy-to-understand practical strategies to explain to our teachers how to improve core curriculum competence and to transition from merely teaching knowledge towards the ultimate goal of cultivating people.
What is core competence? Professor Cui believes that the core competence of any curriculum is concentrating on expressing its innate value, stressing the unique contribution it plays in implementing the Party’s educational policy and implementing the fundamental task of cultivating people with morality. It is a key competence and essential character and value system that students gradually develop after studying the curriculum.
Professor Cui vividly compared the core competence to “home” of our knowledge base and teaching methodology. Most importantly, it is the significance of realizing the difference between providing information versus educating.
When addressing how front-line teachers can improve the core competence of the curriculum, Professor Cui proposed 6 practical strategies: 1) Establish a goal system for the core competence, which includes educational goal, curriculum goal, and teaching goal; 2) Design deep learning, which requires high-level cognition, a high level of engagement, real-life scenarios for application, and students’ reflection time; 3) Prepare lessons to follow a systematic approach which combines six elements: course title, unit goals, evaluation tasks, learning process, homework and testing, and after-school reflection; 4) Teach textbook content while combining and linking it with the curriculum objectives to insure that the textbook content is interesting, useful, and meaningful by supplementing the corresponding background knowledge, creating real-life scenarios, and sorting out the structure of knowledge; 5) Explore a typical learning method that matches the new learning methods of “independent, cooperative, and inquiry-based” curriculum advocated by the new curriculum goals in 2001; 6) Implement a consistent teaching method of “teaching, learning, and evaluation”, so as to achieve a real transition into education, as opposed to just teaching knowledge.
Professor Cui encouraged our teachers to become learning-oriented teachers while also empowering student-centered knowledge acquisition. Beijing Royal School remains committed to building our academic curriculum and to accelerating curriculum reform. We offer many challenging, enjoyable and creative learning opportunities to our students by organizing a series of academic activities, such as student academic forums, designed to stimulate students’ sense of independent exploration, to cultivate students’ hands-on learning and teamwork ability, and to create a strong academic atmosphere on campus.