Integrating Informal Knowledge In Classroom

In the field of contemporary curriculum,there is a distinction between formal knowledge and informal knowledge:The former refers to the knowledge that the state presents in curriculum plans,standards or textbooks and explicitly requires teachers to teach and students to learn;The latter refers to students(and teachers)acquired experience in the daily family or social life,often combined with unstructured or non-reflective characteristics.Studies have shown that whether school education concerns and integrates students' informal knowledge not only affects their grasp of formal knowledge,but also relates to education equity and social justice in some extent.However,these studies are mainly carried out in the western context along the theoretical framework,provided by Dewey,Bernstein,Apple,Giroux,etc.,less based on the reality of our school,focusing on the real classroom teaching process,and a more micro empirical analysis.In view of this,this study focuses on the description and analysis of the integration of informal knowledge in classroom teaching and the problems it faces,and then explore the strategies to optimize the integration of informal knowledge.Based on comprehensive consideration of the characteristics of the school section,subject and school,this study mainly takes the Chinese subject as an example,and takes the Chinese class of S primary school in S City as the analysis object,collects 19 on-the-spot observation of classroom teaching and video materials,transcribes these materials,selects the integration fragments of informal knowledge,and carries on the preliminary sorting and coding analysis.The findings are as follows:(1)most of the informal knowledge integrated in the classroom is cultural or historical knowledge,and less involves individualized experience and local knowledge.(2)informal knowledge presented in the classroom is usually in the form of pictures,background knowledge and extended reading,its function is mainly to stimulate and guide students' interest in formal knowledge,and help students to understand,retell and reorganize formal knowledge.(3)the actual integration of informal knowledge in the classroom is mainly from teachers,but also closer to the formal knowledge,thus showing characteristics of high center of gravity,formalization and strong structure,also limits the understanding and expression of students in a certain extent.Aiming at the integration problem of informal knowledge in classroom,this study proposes that teachers should actively explore the educational value of informal knowledge in classroom teaching,pay attention to the difference characteristics of informal knowledge,and promote the systematic transformation of informal knowledge to improve students' understanding of formal knowledge.