Source: http://www.ied.edu.hk/apfslt/v5_issue2/Freeword/cindex.htm#content
Asia-Pacific Scientific Education Forum, Fifth, the second foreword
Professor Gao Lingri Professor, China Science Court
Director of the Institute of Curriculum Research Institute, South China Normal University, member of the Basic Education Curriculum Reform Expert Working Group
Email: gaulb@scnu.edu.cn
content
O one, background
o Second, the goals and measures for curriculum reform
§ 1, the goal of new courses
§ 2, the structure of the new course
§ 3, the content of the new course
o I third, the practice and existence of new courses
o Note and reference
I, background
China's scientific curriculum reform is carried out in the context of the entire basic education curriculum reform. Since 2002, all schools in China have begun to implement new national courses. The new courses have been revolutionary changes from the original courses from the objectives, structural, and content, and the evaluation leather, known as the most profound reform in the past 50 years. Why do you want this reform? There are two main reasons:
First, since the 1980s, China's basic education has been developed, but there are some problems. From the perspective of the course, it is mainly the tendency of "Elite Education" and "Knowledge Center" (Gaoling, 2002). Course to ensure the basic knowledge and basic skills of students' acquisition and basic skills for the most important goals, the ability to explore, solve practical problems, and the cultivation of innovative spirit and ability is not implemented (Gao Ling Yu, 1998). The country basically uses a unified textbook, and its content is generally criticized as "Fan, Difficult, Partial, Old" (Wang Zhan, 2001). From the perspective of teaching, teaching, training, teaching is the most important teaching method, the test has become the starting point and destination of teaching, and through a large number of practice training, students will be good at cashing exams and become the actual pursuit of teaching. The biggest motivation to learn is to try to enter a high-level school. Students have worked hard for this, and they don't have fun, and there is no time to dominate. As a paper pen test as the only way to evaluate students, use the exam fraction to rank students, deepen the differentiation of students (Liu Jian, 2004). Table 1 lists the Chinese Ministry of Education in 2002, a survey conducted by 20,000 high school students in 10 provinces in the country. The top 4 disciplines of the disciplines, which can be seen from the table, students are physics to high school physics The feelings of the chemical class are all negative. For more than 20 years, more and more students have gone and fearful and fearful emotions, although a few students can obtain the basic knowledge about science, their innovative spirit and inquiry ability have not been appropriate.
Table 1, high school students feel the feelings of each discipline [1]
The most favorite foreign language, mathematics, sports, information technology is the most political, physics, math, foreign language pressure, and the worst political, historical, art, and mathematical mathematics. , Physical, political, historical content is too difficult, physics, chemistry, foreign language
The reason for causing the above problems is multifaceted. In the early stages of reform and opening up, due to the serious shortage of talents, due to the restrictions on national economic power, it emphasizes more talents, come out of talents, pay attention to the excellent students who choose the potential for learning, and lay a good foundation for the country to cultivate high quality talents. It is undoubtedly positive. However, as nine-year compulsory education has changed in China's basic popularity, basic education tasks and side focus. Implement quality education, maximize the comprehensive development of all children and adolescents, becoming the most important tasks and fundamental goals of primary and secondary schools (Wang Zhan, 2001). However, existing courses are still the main goal of cultivating students who can enter the high-level school study, subject to the discipline, to teach knowledge as basic tasks, and cannot adapt to quality education. Do not carry out curriculum reform, the goal of quality education will fall, and promote students' comprehensive development is an empty talk. Second, this course reform is still the requirements of the times and the situation. Today, the era of science and technology, especially the development of information technology, and promotes the arrival of the knowledge economy, a large number of high-quality labor has become the main driving force of social and economic development, and the competition between countries is mainly presented as the competition of population quality. To this end, all developed countries in the world have undergone curriculum reforms. First, adjust the development target, so that the new generation of nationals have the necessary quality of the 21st century society, science and technology and economic development; the second is to change the training model of talents, and achieve the fundamental changes in student learning methods; three is further concern in the content of the course Student learning experience, reflecting the latest developments of society and science and technology, to meet the development requirements of students 'diversified development; four is the way of reform evaluation, making evaluation becomes a positive means of promoting students' development. In the face of such a situation, if China's courses are not reform, they cannot cope with international competition and future challenges in the new century.
[1] See Liu Jian (2004)
Second, the goals and measures for curriculum reform
China's curriculum reform hopes to achieve six goals:
First, the change course is too focused on the tendency of knowledge, emphasizes the formation of a proactive learning attitude, enabling the process of obtaining knowledge and skills to learn and form the correct values.
Second, the change course structure is too emphasizing the status quo of the discipline, too much door class and the lack of integration, so that the course structure is equalized, comprehensive and selective.
Third, change the curriculum content, difficult, narrow, old and budware knowledge, strengthen the curriculum content and student life and the development of modern social science and technology development, pay attention to students' interest and experience, including information technology Lifelong learning essential basics and skills.
Fourth, the change is too emphasized to accept the phenomenon of learning, death hard, mechanical training, advocating students to actively participate, be happy, diligent, cultivate students to collect and deal with information, and obtain new knowledge, analysis and solve problems Ability and the ability to communicate and cooperate.
Fifth, change excessively emphasized the function of the screening and selection of evaluation, and play the functions of promoting students 'development, teachers' improvement and improvement of teaching practices.
Sixth, changing the curriculum management is too centralized, implementing national, local, school three-level curriculum management policies, enhances courses to facilitate local, schools and students.
To this end, China has made several countries in national courses:
1, the goal of the new course
2, the structure of the new course
3, the content of the new course
Second, the goals and measures for curriculum reform
1, the goal of the new course
Although China has implemented national unified courses, it has never made a clear statement on the overall goals of the national curriculum. Some are only the teaching objectives of each discipline, or the statement of the national leadership is an elaboration, or education administration. Policies published by the department. The total goal of the new national curriculum is clearly published by: "To make students have patriotism, collectivism, love of socialism, inherit and carry forward the outstanding traditions of the Chinese nation; have socialist democracy legal consciousness Compliance with national laws and social morality; gradually form the correct world outlook, outlook on life, values; social responsibility, strive to serve people; have initial innovation, practical ability, scientific and humanistic literacy, environmental awareness; Basic knowledge, basic skills and methods; with robust body and good psychological quality, develop healthy aesthetic taste and lifestyle, become an ideal, moral, cultural, disciplined new generation "[2]. Under this summary, the science course goals emphasize to improve students 'exploration of natural and scientific exploration and knowledge, improve students' scientific literacy and innovative spirit, and help students establish the correct scientific and values, and cultivate science. Explore the ability and solve problems. The basic knowledge of the discipline is still valued, but now is the basis for promoting the development of the knowledge, and regards the necessary platform for students to conduct scientific activities, and the original courses will be the most important goal of the knowledge and skills as the course. Essentially different.
[2] Ministry of Education of the People's Republic of China: "The Basic Education Curriculum Reform Outline (Trial)",
2001
June
8th
Announce
Second, the goals and measures for curriculum reform
2, the structure of the new course
China's new courses have a large change in structure. In order to increase the elasticity of the course, the new course will no longer divide the course into primary school and junior high school in the two stages of the compulsory education. The 1 -6 grade course is mainly based on, the 7 -9 grade course division courses and comprehensive courses, and the school can decide which course adopted. The course of high school (9-12 grade) is based on the science course, and the "domain-discipline-module" structure is adopted. Table 2 gives a new curriculum program in the compulsory education phase, Table 3 gives a new curriculum plan for high school stages.
Table 2, compulsory education phase courses and proportions
Years Less Lessons (%) 123456789 Course Mate Germans and Life Morals and Social Thoughts 7-9 History and Society (History, Geography) 3-4 Science (Biology, Physics, Chemistry) 7-9 Foreign Language 6 -8 language 20-22 Dithology 13-15 Physical Education Sports and Health 10-11 Art (Music, Art) 9-11 Comprehensive Practice Activities 16-20 Places and School Course
In the course plan of compulsory education, the natural class opened from the primary school 1-6, replaced by the 1 -2 grade and the scientific courses opened by the 3-6th grade; the physics, chemistry, biological, biological, creatures opened in junior high school The course is now changed to two different courses, the first is to open a comprehensive science, the second is to still reserve the physics, chemistry, biological classes of the discharier, which type of category is decided from local (region or city). class. Due to various reasons, except for Zhejiang Province, most areas still choose a course in the 7 -9 grade. The new curriculum has opened a comprehensive practical activity class, some of the activities are research learning, which is one of the main activities of the actual activities by the exploration activities of the students.
Table 3, high school stage courses and proportions
Learning field subject must be credited (118 credits, 62.4% of total credits) Elective credit I Elective credit II Language and literary Chinese 10 Total 55 credits, accounting for 29.1% of total credits, students based on their own interests and future towards to determine the elective course. A total of 16 credits, accounting for 8.5% of total credits, students gain the courses of this credit for the course of school independently. Foreign language 10 Mathematics 10 Humanities and Social Politics 8 History 6 Geographical 6 Science Physics 6 Chemistry 6 Biological 6 Technical Information Technology 4 General Technology 4 Art Art Or Music, Art 6 Sports and Health Sports and Health 10 Integrated Practice Activity Research Learning 18 Community Service and Social Practice 8 High School Courses Change the original discipline program, using the "domain-discipline-module" structure. The settlement of the learning sector has better reflected the trend of modern scientific integration, which is conducive to developing national curriculum standards in the field of view of the study, guiding teachers' teaching to prevent the discipline. The setting in the field of learning is also conducive to the overall planning course, improve students' comprehensive literacy, reflecting the comprehensive development of high school students. Requires students every academic year to get certain credits in all learning areas, preventing students from being prematurely poor, and avoiding too many subjects, and laying the foundation of students' comprehensive development. There is a discipline under the field of learning, each subject consisting of several modules. Each module has a clear educational goal and focusing on a particular content, integrating student experience and related content, and constitutes a relatively complete learning unit. Each module has the requirements and recommendations for teachers' teaching behavior and student learning. The modules are both independent of each other and reflect the internal logical links in the discipline.
New courses are divided into units to calculate students' studies, each of which is 1 credits every 18, and each module is usually 36 hours. Science accounts for 21 bids, accounting for 18% of the best credits. There are also information technology, general technology and research learning activities related to science, and the compulsory credits related to science and technology will be between 25-30%, which is basically flat with the original courses.
Figure 1. High School Physics Course Structure
Figure 2, high school chemical curriculum structure
Since the new curriculum has strengthened the elective class, the type and share of the elective course and the original curriculum have changed. The past courses are linear development. The new high school physics courses use the structure of "2 compulsory modules 3 side elevator" (see Figure 1); after learning the two modules that work together, they must have from 3 Elective Series is selected in a module to complete the compulsory credits, and then choose different series according to their own interests, or no longer repaire. The chemistry uses the structure of "2 compulsory module 6 side selection module" (see Figure 2); students must choose a module in six elective modules after learning 2 common compulsory modules, and then according to their own interests Elective module, or no longer elective. Biological uses the structure of "3 compulsory module 3 side elevator" (see Figure 3); students can choose different elective modules according to their interests after studying together, choose different elective modules according to their own interests, or no longer elective.
Figure 3, High School Biological Course Structure 2, Goals and Measures for Courses Reform
Second, the goals and measures for curriculum reform
3, the content of the new course
The new course emphasizes the time, basic and selectivity of teaching content. The course of the course requires the content of the new curriculum to reflect the progress of contemporary social progress and scientific and technological development, and timely reflect the development trend of each discipline; pay attention to students' experience, enhance the linkage of the course content and social life; to adjust according to the development needs of the times, timely adjustment, update . The basicity of the course emphasizes the ability to master the necessary classic knowledge and flexible use; pay attention to cultivate students' strong learning interest, strong understanding, active exploration spirit, adhere to the truth; pay attention to cultivate the ability to collect and deal with information, get new The ability to analyze and solve problems, the ability to exchange and cooperate. The course content is necessary to further enhance the common foundation of all students, and it should be a different foundation for each student. In order to adapt to the demand for social pairs of diversified talents, meet the development needs of different students, and the new courses have been designed in various situations, and the subclassials are designed for different development potential students. The curriculum is to meet the different needs of students, reflecting the choice of courses. In the 3-6-year level (primary school stage), scientifically positioned as an enlightenment course. The goal of the course is: 1 understanding the simple scientific facts and phenomena in daily life; 2 Sleeping scientific processes and methods, thinking about scientists thinking and behavior, appreciation of scientific exploration; 3 preliminary understanding of scientific, technology and society; 4 training students Interest, curiosity, scientific attitude and values.
3-6 grade scientific courses:
(1) Life World: Diverse Biology, Common Characteristics, Biological and Environment, Healthy Life; (2) Material World: Objects and Materials, Sports and Force, Energy Performance Forms; (3) Earth and Universe: The Overview of Earth and the substance of the earth, Earth movement with changes in the sky.
The scientific curriculum is positioned as a scientific entry course in the 7 - 9th grade (junior high school stage), its goal is: 1 for scientific interests and curiosity; 2 scientific spirit, attitude and values; 3 basic knowledge and skills; 4 A preliminary understanding of scientific processes and methods; 5 scientific inquiry ability; 6 knows how to solve daily life problems in science; 7 scientific, technical and social concepts and concept of sustainable development. The course is divided into two categories of comprehensive courses and science courses, and the school chooses one of them.
The content of science courses (7-9 grades) in a comprehensive form:
(1) Scientific exploration: the goals and requirements of scientific exploration, the experimental skills needed for scientific research; (2) Life Science: The constituent level of life system, the constitution of biological metabolism, the regulation of life activities, the continuation and evolution of life, people, health and the environment (3) Mass science: common substance, substance structure, material movement and interaction, energy and energy; ⑷ Earth, universe and space science: Earth in the universe, the earth survives earth; ⑸ Science, technology and society Relationship: scientific history, technical design, contemporary major topics.
The content of the physics (7-9 grade) course in the form of the science:
(1) Substance: The morphology and changes of matter, the properties of the substance, the structure of the material and the object of the object; (2) Movement and interaction: a variety of sports and force, sound and light, electrical and Magnetic; (3) energy: energy, energy conversion, transfer, mechanical energy, internal energy, electromagnetic energy, energy conservation, energy and sustainable development. The content of the chemistry (7-9 grade) course in the form of science:
(1) Scientific exploration: Enhance the understanding of scientific exploration, develop scientific exploration ability, learn basic experimental skills; (2) The chemicals around the side: air around the earth, water and common solution, metal and metal minerals, common compounds in life; Mystery of material: diversity of chemicals, particles constitute substances, understand chemical elements, material composition; chemical changes in material: basic characteristics of chemical changes, understand several chemical reactions, quality conservation law; ⑸ chemistry and society Development: chemical and energy, resource utilization, common chemical synthetic materials, chemical substances and health, protect our environment.
The content of the creatures (7-9 grade) courses in the form:
(1) Scientific exploration: understanding scientific exploration, develop scientific exploration ability; (2) The structural level of the organism is the basic unit of life, cell division, differentiation formation of tissue, multi-cell organisms; (3) Biology and environment: Biology Survival relies on certain environments, biological and environmental composition ecosystems, biospheres are common homes of humans and other creatures; green plants in the biosphere: a lifetime of green flowering plants, green plants in life require water and inorganic salts, green plants photos The role and respiration, green plants have a significant role in the biosphere; people in the biosphere: people's food derived from the environment, the energy supply of human life activities, the discharge of human metabolism waste, the human body adjusts life activities through the nervous system and endocrine system, People are one of the biospheres; the movement and behavior of animals: the movement of animals, animals; the reproductive development and genetic acid: human reproductive and development, animal reproductive and development, plants reproductive, biological Genetic and variations; diversity of creatures: biological diversity, origin of life and biological evolution; ⑼ Biotechnology: biotechnology, modern biotechnology; healthy land: healthy land, infectious disease And immunization, threaten the human health contemporary major disease, alcoholism, smoking and drug abuse, medical common sense.
The scientific courses in the high school stage are divided into physical, chemical, biological three sects, and the goal of the course focuses on the development of students' scientific literacy, including: 1 scientific foundation; 2 to scientific interest and curiosity; 3 on scientific processes and methods Understand; 4 The ability to conduct scientific exploration, communication and solving problems; 5 scientific attitudes and spirit; 6 scientific, technology, social and sustainable development; 7 scientific nature and value.
High school physics content:
Joint compulsory 1: Motion description, interaction and motion law; joint compulsory 2: mechanical energy and energy, parabolic movement and circular motion; (3) The achievements and limitations of classic mechanics. Elective 1-1: Electromagnetic phenomenon and regularity, electromagnetic technology and social development, household appliances and daily life; elective 1-2: thermal phenomenon and law, heat and life, energy and social development; elective 2-1: circuit and electrician, Electromagnetic wave and information technology; Elective 2-2: Force and Machinery, Heat and Heat Machine; Elective 2-3: Optical and Optical Instruments, Atomic Structure and Nuclear Technology; Elective 3-1: Electric Field, Circuit, Magnetic Field; Elective 3-2: Electromagnetic induction, alternating current, sensor; elective 3-3: Molecular dynamics and statistical ideas, solid, liquid and gas, thermodynamics and energy conservation, energy and sustainable development; Elective 3-4: Mechanical vibration and mechanical wave, electromagnetic Oscillating and electromagnetic wave, light, relativity; elective 3-5: Collision and momentum conservation, atomic structure, nuclear nucleus, wave binaries. High school chemistry content:
Chemistry 1 (joint compulsory): Chemistry science, chemical experiment foundation, common inorganic substance and its application; chemistry 2 (common compulsory): material structure, chemical reaction and energy, chemistry and sustainable development; chemical and life (elective 1 : Chemistry and health, materials, chemistry and environmental protection; chemical and technological (elective 2): chemical and resource development and utilization, manufacture, application, chemistry and industrial and agricultural production of chemical and materials; material structure and nature (elective 3): The nature of atomic structure and element, the nature of chemical bonds and substances, the molecular action strength and material properties, the value of the material structure; the chemical reaction principle (elective 4): chemical reaction and energy, chemical reaction rate and chemical balance Ion balance in the solution; organic chemical foundation (eDP): the composition and structure of organic compounds, the properties of hydrocarbons and their derivatives, combinations, amino acids and proteins, synthetic polymer compounds; Experimental chemistry (eN) : Chemical Experiment Foundation, Chemical Experiment.
High school creatures:
Biological 1-molecules and cells (compulsory): Molecules of cells, cell structure, cell metabolism, cell value, cell differentiation, aging and apoptosis; biological 2-genetic and evolutionary (compulsory): genetic cell foundation Genetic molecular foundation, genetic basic law, biological variation, human genetic disease, evolution of human genetic diseases; biological 3-steady state and environment (compulsory): Plant hormone regulation, animal life activities adjustment, internal environment of the human body Steady state, population and community, ecosystem, ecological environment protection; elective 1-biotechnology practice: microorganism utilization, enzyme utilization, biotechnology application in food industry, biotechnology in other aspects; elective 2- Biological Science and Society: Biological Science and Agriculture, Bioscience and Industry, Bioscience and Health, Bioscience and Environmental Protection; Elective 3 - Modern Biotechnology Topics: Genetic Engineering, Cloning Technology, Embryo Engineering, Biotechnology Safety and Ethics Question, ecological engineering. Third, the practice and existence of new courses
The implementation of the new curriculum has brought new looks to China's scientific education. The first is due to the implementation of textbook diversification policies, many publishers have invested in the preparation of textbooks, and the textbooks have undergone tremendous changes from the content to the quality of writing, and the difficulty of teaching materials is also greatly reduced, and the students' universal recognition ( Gao Ling Yu, 2003). Secondly, the teacher's teaching concept has undergone great changes. According to the survey of Gao Ling Yu (2004), teachers more inclined to interactive development orientation than before curriculum reform. The practice of classroom teaching has also begun to change, unidirectional teachings, more interactions, especially in primary school, scientific classroom teaching more reflects students-centered activities.................................................................... Students' way learning is also changing, and the surface-type learning motivation has declined significantly, and the interested interest and learning desires are significantly increased (Gao Ling Yu will be published). Exploring learning activities are generally valued.
However, there are many problems in the new courses. The first is that the course is relatively high for teaching resources, and many schools can't keep up in laboratory, teaching instruments. Second, many textbook editors have the education of how to conduct scientific processes and methods, how to penetrate emotional attitude values, and many teachers have followed textbooks because there is no experience, and there is no truly let Students go to experience the process of science. The third is how to deal with the relationship between knowledge and ability. Many educational experts have a taught knowledge criticism. It is unfair to the development of knowledge, so that teachers are confused and sway in practice. Finally, the most serious is that the problem of evaluation has not been resolved, and many extreme propositions have emerged, such as the replacement of process evaluation, and so on. Many people are keen on some fashionable but practical inferior evaluation forms, but the improvement of some solid evaluation methods is lacking. The result is that there are many formal things, and on the one hand, they are still based on traditional exams. If this problem cannot be resolved, in China in China, it is likely that it is likely to completely swallow now, making the reform of the new course.
Note and reference
Gao Lingzu (1998): The meaning of scientific quality education and the road direction of China's science education reform; seeing the development trend of the world "World Education and China Education Reform" 85-102; Beijing: People's Education Publishing House.高 飙 (2002): Understanding and Thinking on Basic Education Courses; Guangdong Education, 2002.7.
Gao Ling Yu (2003): Evaluation and Thinking of New Curriculum Experiment Textbooks; See the Office of the Ministry of Education's basic education and programs: "new starting point", 225-247; Beijing: Beijing Normal University Press.
Preliminary Study on Teachers Teaching in New Curriculum; Journal of South China Normal University (Social Science Edition); 2004.1, 116-121.
Gao Ling Yu (will be published): Survey of student learning methods in the new curriculum experiment area.
刘坚 (2004): Entering the new courses in high school - dialogue with curriculum;
year 2004
July
11th
In the first phase of the new curriculum reform in Guangdong Province, the first phase of the teacher training course.
Wang Zhan (2001): Solidly promoting quality education, creating a new situation of basic education curriculum reform; seeing Lin Quan, etc. For the rejuvenation of the Chinese nation, in order to the development of each student, "Page 1-15; Shanghai: East China Normal University Press.
