How can framework questions be designed to address the requirements of curriculum standards and unit learning objectives?

My opinion and feeling: It is painful to discuss this issue, but of course it would be comfortable if it is clear. Because the face of the framework of the problem, unit learning objectives and curriculum standards, curriculum objectives, content standards, I always feel a little far-fetched, is to know the reason why I do not know, have not eaten through the curriculum standards, the framework of the problem is not well digested, and recently carried out the project to deepen the application of teaching and guidance, the application of the application of the difficult line is very prominent, and occasionally even suspected of several years of hard work. Here I want to divide the problem into three to reflect on, I hope to get your help. That is: 3, the framework of the problem with the curriculum standards, and the relationship with the unit learning objectives. 1: the framework of the problem and the reality of the problem I like the summer Institute of teachers do not have a clear answer to the problem. That is: the content issues around is the unit problem raised, and the unit problem is the basic problem as the premise of the problem, the basic problem is open, controversial, breadth, penetration, and can cause students to advanced thinking, because this basic problem is no clear answer to the question. In a symposium in the recent stage of research on the pedagogical application of project deepening, we listened extensively to the opinions of front-line teachers around the issue of how to carry out the pedagogical application of project in conjunction with the reality of the school to get a preliminary understanding of the teachers' understanding, process and practice of project deepening, especially the confusion in the pedagogical application of project. Mr. Chen Ying firstly mentioned several problems: Firstly, this project is in the process of digestion and absorption, and there is a sense of relaxation after completing and submitting the work, but the time is short, and most of us are teaching graduation classes, so how to apply the project to the teaching practice in a complete way is the biggest difficulty; secondly, it is limited to downloading the general teaching resources on the network, and fewer are made by themselves, and the technical problems need to be improved; thirdly, it is hoped that the main teacher would give Thirdly, we hope that the lecturer can give us some advice and give us theoretical guidance and technical help in the whole process. And Hu taught that the project work unit problem design is the fifth grade, now teaching sixth grade, it is difficult to apply, apply will also account for a lot of time, affecting the students' secondary school exams; through the project to learn, the greater harvest is the mastery of such as PPT technology, and animation production, audio-visual technology processing and other technologies is very insufficient, courseware production level is low, it is recommended that provincial and municipal project lecturer teachers to specialize in the study, to open a class of courseware production to Improve everyone's technical problems. Teacher Hu also mentioned that in the project series works, is the whole application or can be partially applied, completion time limit and other issues. Some teachers also mentioned in their speeches that how to implement the theoretical project design into practical classroom teaching is the biggest difficulty; how to effectively apply is even more difficult, are to continue to explore; don't know how to apply and dare not let go of the application of the technology backwardness is still a problem, expanding the learning space for students need to be guided by experience. In response to the issues raised, some of the presenting teachers combined their own experience and experience to talk about the program in 2007 when learning that Intel? Future education is about computers and computer technology; in fact, it is not. The main core of Intel's future education teaching model is to adopt problem design. It is consistent with our new concept of education; if not the complete application, at least the evaluation of the gauge and research learning, and support materials, are often applied, a link with the regular teaching can be closely linked to the design of the project does not necessarily have to be a complete application of the project, you can use the framework of the problem of lesson planning; sometimes teachers can not speak of the students instead of speaking very clearly, the reason is that we created a good platform also have a lecturer teacher! Think 1, the project teaching application of the source of confusion, mainly lies in the understanding of the project teaching model and the use of habits. Because, as the use of problem design as the main main core of the Intel Future Education teaching model, the goal is to cultivate students' advanced thinking skills, so that teachers in the teaching activities as soon as possible to adapt to the needs of the new curriculum reform, giving full play to the leading role of teachers. Well, this, for example, with today's test system, backward teaching models and habits have contradictions; to solve this contradiction will be painful, and people often say that today's children are particularly happy, but the happiness index is also the lowest, so we try and make a breakthrough, will be our happiness to come. 2, the professional development of teachers need to make sense of the new education to construct their own, the project is a very good opportunity. Because, knowledge does not have to be through the teacher to get, but learners in a certain situation that is the socio-cultural context, with the help of learning is the process of acquiring knowledge of other people (including teachers and learning partners), the use of the necessary learning materials, through the construction of meaning and access. Only when an activity of each participant has gained and inspiration, this activity is meaningful, to continue, in order to promote our research more in-depth, better to promote the professional growth of teachers, so that is, other people do not understand, I do what I do is also its own gain. 3, we do not easily worship mode but can not be without a model. That this project is in line with the education reform is an advanced teaching model, the provincial bone teachers do not apply it well and who else? Haikou does not apply it well, who is waiting? So we must take the lead to make the project achievements, get results; according to the provincial and municipal project requirements, complete, serious, in-depth deepening of the project, the joy will come with the pain. 4, classroom teaching is a combination of scientific and artistic, the past teachers basic skills, basic skills of the subject are the main subject of the art of teaching, that is, the lack of advanced concepts, today we have advanced concepts can not be ignored the art of teaching, the new curriculum reform since the effective teaching, effective teaching, teaching and learning, the new curriculum reform, the new curriculum reform, the new curriculum reform, the new curriculum reform, the new curriculum reform. Since the new curriculum reform, effective teaching, subject integration and so on a series of lesson study, most of the emphasis on teaching scientific and efficient so that people can easily ignore the artistry; in fact, as the use of the problem design as the main core of the Intel future education teaching model, in all aspects of the teaching are full of artistry connotations, but also easy to show the charm of teachers' teaching. Therefore, the standardized exchange and display to improve reflection and then enhance will be the footprints of teachers and students to move forward creatively. Professor Chang Xiuze in the 11th Five-Year Reform: goals and tasks in the reform of the reform of the reform of the Institute of the situation analysis of the speech, now more popular view is that the basic framework of China's socialist market economic system has been established, the basic pattern has been formed, the main contradiction is the lack of perfection of the problem; accordingly put forward the 11th Five-Year Plan during the reform of the economic system of the goals and tasks is in the basic framework of the system has been established, further The main contradiction is the lack of perfection. Such a viewpoint is based on the basic knowledge that the established institutional framework is fully recognized. In my view, the established institutional framework has major flaws and needs to be corrected or newly constructed. Prof. Chang has given three very convincing reasons. So I also hope that our experts will correct the meaning problem. 2. How should the framework problem be rationally designed for teaching and learning applications? Mr. Xiao Wude said: the most basic principle of frame question design is that it must be consistent with the teaching objectives. The teaching process is not exhaustive framework question design of all the problems, but intended to teach the application of attention. In fact, we are centered on the teaching objectives to put forward the problem. Teaching objectives are clear, the problem is the students to achieve the learning objectives of the guide. At the same time, we also need to pay attention to whether the questions have the meaning of inquiry, whether it is closely related to the students' life, whether the use of students' language, the logical relationship between the questions and so on. Thanks to Mr. Xiao, I understand the logic of effective (or high-quality) teaching and learning with clear objectives and meaningful questions. In order to achieve the goal of developing advanced thinking skills, and to acquire the ability to compare, synthesize, interpret, evaluate, etc., we need to use the curriculum framework questions. There are different types of questions and there are different tasks for you to accomplish. When we consider using curriculum framework questions (including basic questions and unit questions) to guide the learning of a unit, whether at the design stage or at the stage of pedagogical application, we often think about whether our curriculum framework questions reflect the cognitive laws and the pedagogical principles of the new curriculum? Does it focus on the core of the discipline? Does it ask important questions about the content area. Does it give students enough room to answer? Do they stimulate student interest? Question design is a consistent thread throughout. Question design in instructional applications remains a priority and a challenge. In a project research symposium, the award-winning teachers to introduce the organization of the work and guidance experience is still very encouraging; we ask you to pay attention to the project's special website, fill out the students' demand for the status of the questionnaire, teaching and learning application of the evaluation form, please focus on the main tasks of the various phases of the school, the actual teaching of individuals, and initially fill in the demand for counseling in order to increase the relevance and effectiveness of the main teachers counseling; and then tell the main teacher to the main line of question design is still a focus, but also a difficult. Effectiveness; then tell you the content and methods of counseling that the lead teacher's work team can provide in terms of information resources, educational technology and educational practice; also make arrangements for the final display of project results in graphic design, electronic video production, etc.; ask you to plan your personal project process, make more contacts and cooperate with the implementation; encourage the backbone teachers to integrate their own advantageous resources, and encourage the full cooperation of the teachers; about the contradiction between different unit plans and applications, it can be appropriately liberalized and applied flexibly; clarify the mode and concept of project application, equipment and technology, methods and requirements, don't overemphasize the hardware, pay attention to the software, especially the human problem. Strengthen the improvement of courseware and other auxiliary means, must be linked with teaching, can be through photos, video clips and other technical means to show the classroom teaching sessions, reflecting the concept of teaching. The various stages of learning and practicing play a role in supporting guidance and extensive exchanges through the publication of Learning Bulletins. These are the voices of front-line teachers. I hope that our experts and counterparts to recommend this, do not hesitate to advise. 3, the basic issues, unit issues and the relationship between the content issues I share the views of Mr. Zhou Pingfan, that is, the excellence and limitations of Intel's future education program (can not replace the entire teacher training), I associate the framework of the issue and the curriculum standards, the framework of the issue of the unit of learning objectives of a number of issues. Recall the curriculum standards issue. Curriculum objectives are the general and section objectives of the curriculum that are the same but distinctive for each subject in terms of knowledge and skills, processes and methods, and affective attitudes and values***; too short a division of sections (grades l-2, 3-4, 5-6, and improved for grades 7-9) is not conducive to the diversification of teaching materials and to teachers' Creative teaching and learning, and too long division of the school period is difficult for the majority of teachers to grasp and manage the curriculum standards. Therefore, experts have made process and method as one of the curriculum objectives, which is a prominent feature of the standards and a helpless move. While the content standards according to the learning area, theme or goal elements to elaborate students in different stages should achieve specific learning objectives; curriculum standards in the objectives are mainly according to the results of the objectives and experiential objectives to describe. Outcome objectives are mainly used to portray the target areas of "knowledge and skills", while experiential objectives are mainly used to reflect the requirements of the target areas of process and methodology, affective attitudes and values. Both the outcome and experiential objectives are portrayed as much as possible in terms of behavioral verbs that are easy to understand, manipulate, and assess. The various pedagogical suggestions seek to reflect the basic concepts of this curriculum reform and provide for improved teaching behavior. Changing learning styles, improving the quality of materials development, and reflecting the developmental function of assessment provide guidance. The Essential Questions in the Framework Questions help teachers ask important questions across disciplines; centering on major ideas, issues, concerns, interests, or themes that appear in other unit lesson plans. Essential questions also help and facilitate meaningful learning by helping students to focus on content and themes for what may seem like random or unrelated activities or lessons; using students' language in their approach, helping them to participate, developing their imagination by comparing, contrasting, and making analogies, and encouraging deeper discussion and research that leads to future questions. So the design of the framework questions is not about the goals of the academic period or the content standards, it is about the methodology of teaching and learning. The main principles of project-based learning such as self-activity (students are self-conscious and self-motivated in their learning, practicing, experiencing, summarizing and innovating independently to acquire knowledge and form competence from it. Teachers just provide them with the necessary conditions and relevant help; the principle of living and the principle of integration (project learning in the learning content is integrated; students in the project learning, both thinking, but also to do, but also to create, the student's senses to participate fully, shaped or full of personalized understanding and experience, in the way of learning to reflect the integration; and optimization, the principle of innovativeness, the content of the project on the theme-based, Action-oriented, problem-based, free-form and so on, to me in this Intel education has brought great help. The gains of project learning are multifaceted, the ways of solving problems are open, and the results of many problems are not unique. Therefore, in Intel education, I can boldly encourage learners to be bold and innovative, and to look for all possible and appropriate ways and means of solving problems. Although there are different ways of saying things and different points of view, I feel that the question of the relationship between basic, unit and content questions has a very rich connotation when it comes to different teachers and students. Essential questions and unit questions provide the fundamentals of learning, help students recognize why and how and encourage inquiry, discussion and research. They lead to personalized learning and promote deeper insight into a topic. Good Essential Questions and Unit Questions allow students to develop critical thinking, increase curiosity, and form pathways for questioning the curriculum, Content Questions help students identify the who, what, where, and when, and support Essential Questions and Unit Questions by focusing on comprehension details. The big difference between here and the National Distance Education Training Webinar is the difference between a large space and a small assembly. Here the space is large, so it's a bit empty, but allows for deeper thinking; there the space is relatively small, so the assembly is lively but unimpressive when all is said and done.