The elective class of high school new courses consists of two parts. Elective I is "Physical 6" "Home Policy" and other courses, elective II as local and school-based courses, three-year total score of 6.
Students should have a study of 6 schools, "Elective Second", at high and 200 years. (Prepare students who participate in college entrance examination, generally 8 schools should be selected).
Elective second class must be opened independently, separate calculations, can not become a class or changing courses.
What is a school-based course?
School-based curriculum development (School / | Based Curriculum Development) was a curriculum development strategy corresponding to national curriculum development in developed countries in the United States in the 1970s.
The development of school-based curriculum is essentially a school education community at school level to plan, design, implement and evaluate all activities in the course.
School-based courses are a part of the national basic education curriculum setting experimental scheme, refer to the course of self-planning, design, and implementation.
Its basic positioning is non-academic or interest, pointing to the development of students' personalivity, the subject is the main body of the course rather than an expert.
School-based curriculum development is an important part of my country's basic education three-level curriculum management. It is a course development strategy for inheriting and developing on the basis of implementing activities, elective courses and interest group activities in primary and secondary schools. It means that the school has developed a course based on their own school philosophy and actual situation. Good to meet the actual development needs of students.
Advantages of school-based courses
Country courses are due to their own characteristics and limitations, and it is impossible to fully consider the facts of all places. The actual schools of each school; more impossible to take care of many learners' cognitive backgrounds and their learning characteristics; Take the corresponding, targeted measures.
This is precisely the meaning of the development of school-based curriculum, and is also an important mission of education in today's era. It has the following benefits:
1. Positive participation of teachers
2. Consider students' cognitive background with needs
3. The maintenance conditions of the school and the economic and cultural level of their communities
4. Highlights the school's own characteristics.
School-based curriculum development is an objective requirement of social progress, scientific and technological development, and education changes. The curriculum must make corresponding adjustments and reconstruction.
Three-level curriculum management system
The three-level curriculum management is the redistribution of power and responsibility, and constructs three-level power main body. There are two main systems for the management of textbooks: First, write the qualification system; the second is the textbook verification system, give the textbook directory.
Country: National Basic Education Course; Consideration of the Course Promotion Program for Provincial Report: Assessing the quality of the national curriculum.
Place: Development of local courses. To guide the development of school school-based courses, the school is a place that really educated, and the school has certain sayings.
School: Developing a School - based Course. Textbook selection right.
Differences with integrated practical courses
School-based curriculum development can be based on language and mathematics, mainly based on system knowledge, mainly long cycle, teacher explanation. At present, most school-developed school-based schools are short-term, based on research learning and open learning, in nature and forms, in terms of comprehensive practical activities, so that school-based courses are integrated practice activities. Comprehensive practice activities are the impression of school-based courses.
If you really want to distinguish between school-based courses and integrated practice activities, you can see from the following three aspects:
First, the permissions, comprehensive practice activities are the compulsory courses prescribed by the state, and the school-based curriculum is the course of self-developing design.
Second, the integrated practice activity class is a course to meet the national education objectives, especially highlighting the basic learning ability of students, and the school-based curriculum also considers students' personality development, but more considering the school's concept and school characteristics;
The third is that the design process is different. The comprehensive practice activity is designed according to the national conditions. The school-based course is the school level according to the school's concept and the school's actual development and design.
In implementation, comprehensive practical activities depends on school development and relies on local management.
Possible opening course
"Seven High School Elective Textbook"
Guidance Opinion in Guangzhou General High School Curriculum (Trial) - Guangzhou Municipal Education Bureau's teaching and research section stipulates: Elective two is local and school-based courses, three-year total score is 6, the proposal is mainly arranged in the previous two years, each At 2 lessons, 1 school selection was completed, and 1 credit can be obtained, and the students should complete the study of 6 schools "Elective Second". (Prepare students who participate in college entrance examination, generally 8 schools should be selected). Elective second class must be opened independently, separate calculations, can not become a class or changing courses. When classes, the "Elective Second" course must be opened at the same time to facilitate the students "Turning".
"Elective Second" can use the school-based textbooks prepared by the school you can use, or use the "Qi City High School Elective Textbook" and other places such as "Qi City High School Elective Textbook" published by the Sanlian Bookstore. If you use the "Seven High School Elective Textbook", generally 1 ~ 2 sections (18 or 36 hours) to complete a book of textbooks, it is recommended that high one major elective language, mathematics and English, such as "classical development reading" interpretation And enjoy "English reading and expression" "simple logic · function", the high two, in addition to the selection of the language, can also apply according to the development direction of the students, elect other categories.
Students are not elected, they can return to the original self-study.
School independent development
Some opinions on the current new curriculum teaching in high school in our city - Teaching and research section of Guangzhou Education Bureau
The document is specified: Elective II is a local course and school-based course, and the curriculum resources should be more personal and elastic, although there is a certain difficulty, but must strive to create conditions, can't make the elective II become changed Class less or change. At present, local courses can be used in the seven-city elective textbooks. This is a local elective textbook that the national seven provincial capitals in accordance with the actual joint prepared by the central city; the school-based courses should be actively developed, and gradually increase the school-based course in elective The ratio in II has not been developed independently, and the elective II can be dominated by local courses, then gradually accumulate and develop in practice.
The selection of school-based courses can roughly have the following sources:
(1) From the traditional and advantageous activities of the school (such as mechanics, radio, chemistry, astronomy, geographical, environment, biology, electronic information, etc., painting, chorus, instrumental music, drama and other art activities and literary society, historical research , China's research, simulation of courts, tourism, photography, philatels, etc.
(2) From the traditional special lectures of the school dominance, the expertise of special teachers is promoted;
(3) According to the school teaching needs (such as the expansion of certain knowledge, the integration of a certain ability, competition counseling, etc.), from local teaching materials.
Of course, it is necessary to refine and organize these experiences and materials, and rose to have curriculum standards, textbooks, and teaching programs, and the school needs school to invest a lot of energy, but the elective second is the best in the entire curriculum. Part of the school's characteristics, schools should have planned this course.
development process
The development of school-based courses is a sustainable professional activity. This process generally has four main steps:
- Scenario analysis: including clear school education philosophy, investigate students' needs, analyze school resources, grasp the needs of community development, and so on.
- Determine the program (target and plan): including the identification of the overall goals, course structure, subjects, and courses.
- Organization and implementation: including the selection of knowledge or activity sequences, class scale, time schedule, resource allocation, and issues that need attention.
- Evaluation and improvement: three aspects of teachers, students and curriculum programs; evaluation content and methods, results processing, improvement recommendations.
Through such a rational course decision process, the corresponding system and organization can ensure that school-based curriculum development is a continuous and continuous improvement process. Example of Development Process of Siming District, Xiamen City, Fujian Province
In the Xiamen City, Fujian Province, the new curriculum reform has been promoted in the past three years, using the experimental strategy of "side experiment, side research, side summary", and promoting the construction of school-based curriculum in the district. They have done: the planned management, guidance leveling of school-based courses, build specialization, development diversification, implementation of integrated, route diversification, and type mode, especially in terms of diversification. Creative.
Transform the education scientific research into school-based courses.
Selecting the Research Project of School Education Teaching Reform in recent years as the entry point, as a practice basis for school-based curriculum development. Zeng Yi'an Primary School has developed a school-based course such as "Environmental Education", "Minnan Folk Music", etc. based on the research of "Da Meizhi Education" and Second Experimental Primary School. With research topics, develop school-based courses, both conversion to education and research achievements into education practice, but also enable teachers to adapt to school curriculum development work on the basis of the original research.
Transform local resources into school-based courses.
Local resources include: local science base, community unit, local landscape, local culture and other resources. In recent years, Siming District has formed a group of moral education bases, science bases, and co-construction bases in the Si Ming District. Make full use of social resources, carry out experience education, practical education, exploration activities, create favorable conditions for the opening of school-based courses.
Transform the campus resources into school-based courses.
Campus curriculum resources include: laboratory, library, various private rooms, telecom equipment, sports venues, teachers, etc. The school curriculum resource is very important to develop school-based courses, which dominates, and has the characteristics of regularity and convenience, especially teachers' resources, is the fundamental of development of school-based courses. Give full play to teachers 'wisdom potential, use teachers' experience, special, interested, hobbies as an important way to develop school-orual courses.
Transform the school's traditional advantage project into school-based courses.
The traditional and advantageous project of the school is the symbol of the special school, which is the result of long-term run. He Wei Primary School is a master of heroes, the birthplace of Chinese teenagers, and the revolutionary traditional education is the tradition of the school for decades. After the course reform launched, they formed their own unique school-based courses in school school history, alumni resources, in school history education, military school construction, national defense education.
Event activity class into school-based courses.
In the early 1990s, all schools opened the event, many schools have accumulated a lot of experience. The activity class is the same, but the school-based curriculum development concept is the same, but the event class is not equal to school-based courses. They ask the school to use the procedures and philosophy of courses and the idea to examine the original activities. It is a comprehensive screening for a comprehensive screening to re-develop and specification, and the activity lesson is transformed into a school-based course.
Develop school-based courses jointly developed with industry, universities and associations.
Industry, colleges, and professionals are strong, gather a large number of professionals, is a potential resource for school-based courses. And each industry, the association has an obligation to promote the knowledge of the industry. They generally take the school as the position, regard young people as a popular object; the students in colleges have internships and social practice. The school and industry, colleges, and associations jointly developed school-based courses are a "win-win" work. Jinji Primary School and the Municipal Philatelic Association, the Municipal Youth Philatelic Association jointly developed "philatelic" school-based courses, which is one of the schools in my country to start "philatelic" school courses earlier. Zeng Yan Primary School Development "Environmental Education" School-based courses are the use of the student resources of Xiamen University, let college students organize primary school students to carry out environmental holiday team activities, please college students come to school-based curriculum, and guide students together with teachers. Developing courses, building a teaching model of school-based courses "group guidance, synergistic teaching".
Existence problem
Less focus on establishing corresponding organization and systems: Everyone focuses on the theoretical level of school-based curriculum development, as well as the form of specific curriculum development in schools, and less concerned about the organization and system construction of school-based curriculum development.
How to evaluate school-based curriculum development program: principal and teachers focus on school-based curriculum evaluation or: How to assess teacher work? How to evaluate the teacher classroom teaching? How is the student academic performance? However, the evaluation of the school-based curriculum development program is intentionally invisible. The functions of local education administration in school-based curriculum development: superior education administrative departments supervise and support school-based curriculum development is definitely different from traditional practices, which also requires education administrative departments to manage management mechanisms and institutional innovations.
Foreign education experience
process
From the perspective of worldwide, in the late 1960s, the developed countries in Meiyue and other countries began to reflect on national curriculum development strategies from school and students' actual drawbacks, and school-based curriculum development roughly three phases:
One is the rise in the rise (1970s to the 1980s), governments have supported and encouraged school-based curriculum development, and grassroots schools also responded. Britain, Australia, the United States, etc. is the main representative of this period.
The second is the return period (after the late 1980s), the national curriculum development is again emphasized, and the development of school-based curriculum is relatively towards the trough and enters the fall.
The third is the transition period (since 1990), due to the speedy rhythm of social changes, the adaptability of the school's curriculum has once again attracted extensive attention, and emerging course issues are constantly emerging, requiring schools to respond in time. Therefore, school-based curriculum development is once again prosper, and has become a loud slogan of many national education reforms.
experience
The main experience of school-based curriculum development is:
First, school-based curriculum development is to make the course more in line with the development characteristics of school teachers and students to improve the effectiveness of the course.
Second, school-based curriculum development and national curriculum development strategies have excellent and disadvantages, and will pay attention to different needs in different periods.
Third, countries always seek a dynamic balance between national curriculum development strategies and school-based curriculum development strategies, in order to find the best breakthrough and growth point of the curriculum reform, and the tendency between the two strategies and the trend of integration.
lesson
The main lessons developed by school-based curriculum are:
First, the promotion of school-based curriculum development uses the top-down administrative strategy, although it can provide external incentives and power for school-based curriculum, but it is also easy to ignore the resource conditions of the school and the disadvantages of the teacher's willingness and the ability to develop school-based curriculum development. It is only a slogan of change, it is difficult to take root in the school.
Second, the concept of school-based curriculum development is overwelling, ignoring this process for education effectiveness, schooling characteristics and teacher professional growth.
The third is that the implementation of school-based curriculum development is not sufficient, especially through the practice of "a knife cut" through administrative means, not only beyond the resources of many school resources, and teachers' wishes and other practical possibilities, but also violates the originals developed by school-based curriculum.
It should be sober that any course development strategy is not perfect, whether it is school-based curriculum development or national curriculum development, it is impossible to solve all course issues, and they all have an advantage, but they have their limitations.
United States
"2061 Program" is 12 institutions such as the United States and the United States, the Federal Ministry of Education, which was launched in 1985, is committed to the primary and secondary school curriculum reform project of scientific knowledge. It represents American basic education. The Trend of Courses and Teaching Reform.
"2061 Program" Guiding Ideology
"2061 Program" believes that American adolescent technology knowledge is very weak, should engage in scientific literacy nationwide; formulating an exemplary, guiding basic standard in science, mathematics, and technical education, writing new syllabus, hope In primary and secondary schools in the country, the kindergarten will popularize science and technology education, so that the underlying qualities of the following generations have the infrastructure of science and technology. Popularization of science and technology education is not blindly increasing the teaching content of the school, and the teaching focus of primary and secondary schools should focus on the most fundamental scientific basics, and more effectively teaching it.
Taiwan Province
Taiwan announced the "National Education Stage Nine Years" in September 1998, one of the biggest features emphasizes the development of the school's subject. The outline stipulates: "All schools should establish a course development committee and the learning sector courses, and in the semester. Design teaching theme and teaching activities." That is to say, the school should consider environmental conditions, community characteristics, parent expectations and Students need related factors, combined with all teachers and community resources, develop their courses suitable for students. It can be seen that the new course has got rid of the top-down course reform model, declared the course development of the school's position, and opened a new page of the next curriculum reform. The nine years of consistent courses have been intensive, as well as trials and experiments, have been implemented in August 2001.
For example, after the implementation of school-based curriculum, "knowledge is shallow" becomes a concern.
l The ability of the school presidents, different people with different manpower, interregional conditions, and the course development plan is uniform;
l Many courses are streamdabed in the competition. Although the teaching activities are flowers, the whole school hangs the dumplings, making a flea market, and students seem happiness learning, but whether they really experience the meaning?
l The currency of the course is the patchwork of the textbook, and the teaching brochure has become a "pass" game. Do you really improve the quality of teaching?
l Action research has also been done, but just playing a game, not only does not solve the problem, but even only for tools.
l The teacher lacks curriculum evaluation capabilities, indulging in the reward of the media, the temptation of students' surface is happy, will "grass root mode" be "the grass mode"?
Japan
In April 2002, Japan has tried three years of basic education curriculum standard - new "learning guidance should lead" officially entered the implementation phase in the disputes of the Japanese people. The Japanese Ministry of Education has recently decided that Japan's primary and secondary schools began in April 2005, and the new textbooks who have just started in 2001 will be replaced, and new textbooks after the revised.
Brain and education research
Education is not just the teaching of knowledge, the essence of education is the education of human brain, and education is actually cultivating brains. From the beginning of infants, education is a normal development. If you don't educate, your child's brain will develop very slow.
The "Brain Science and Education" project involves many disciplines, the recent objectives of the project include the research on individuality; research on the attention of contemporary, personal will, motivation and creative development; brain science research and knowledge accumulation of curriculum development; Promote lifelong learning; study brain dysfunction
In the past, research on teaching content and its difficulty, practice strength, and mastery level, the combination of brain science and education has opened up new perspectives and research methods for relevant courses.
