Http://www.cnier.ac.cn/kyc/juece0418.htm Editor Press: Basic Education Curriculum Reform is a systematic engineering involving broad-wide system, and it will inevitably encounter various difficulties and problems during reform. Information, solve practical problems, recently, the Ministry of Education held the 2004 National Basic Education Curriculum Reform Work TV Conference. In order to enable the basic spirit of the meeting to be implemented, a research article on basic curriculum reform is shared by relevant departments for reference.
Thoughts and Suggestions on Several Issues in New Curriculum Experiments in Compulsory Education
In a region where our regional socio-economic development level is obvious, the basic facilities, conditions, and teachers' horizontal areas, implement a huge curriculum reform experiment, which is imaginative. Objectively speaking, relative to the difficulty, time urgency of the course reform task, education managers, instructor and teachers lack sufficient preparations. This situation affects how the experiment will have, causing attention and concerns about many educational researchers.
I. Problems prepared by teachers
The teacher problem facing my country's curriculum reform is far more difficult than other countries, and it is more difficult. Only in progress, there is still a considerable part of the primary and secondary school teachers to meet the qualified qualifications. Among them, 30.9% of primary school teachers were graduated in college, 2.1% were graduated undergraduate; 19.7% of junior high school teachers were undergraduate, 70.6% were graduated for college. The situation in rural poverty-stricken regions, especially the western region, for example, Qinghai Provincial Teacher Directors only accounts for 1/3 of its total; the teacher's compulsory education stage teachers is 73.93%. At the same time, there is also an unreasonable phenomenon in the west, such as rural areas, music, sports, art, computer, and English teachers in the western region. Minority areas lack bilingual teachers. In addition, some of the nature of the nature of the northwest, such as the northwest of Gansu, Ningxia, Shaanxi and Qinghai, there are a large number of specialty teachers. Only more than 2,000 team teachers in Wuwei, Gansu Province, most of them still do not have High school diploma. In addition to education and professionalism, the teacher's course, teaching concept is also urgently needed. Quite a few teachers believe that the course = discipline = textbook; the teacher's duty is to complete the teaching of knowledge points in the textbook; check the students' academic achievements, the accuracy and quantity of knowledge memory. Such awareness and concept formation is related to the course, evaluation, etc., etc. Over the years, the state has implemented "specified" courses, from the course objectives, categories, class hours, to the knowledge points, exams and points of the textbooks, the methods and points of the exam, and the country has made detailed arrangements. Therefore, the so-called "course", for a long time, for teachers, but only completed the prescribed teaching tasks. Another problem related to the course and teaching concept is that teachers' teaching strategies and teaching capabilities have to be improved. Over the years, many regions and schools have implemented "teachers and disciples" in cultivating teachers. Age, experienced teachers become a young teacher's imitation object, an excellent teacher or special teacher class, can be "clone" by many young teachers, and moving so-called "optimal" model seems to become a rapid growth of young teachers. Mature shortcuts. But in fact, many imitated teaching only the effect of "Dong Shi Effect". In many teachers' eyes, no matter which region or the student in the context is the same, it does not matter, it doesn't matter different learning needs; thus in the process of imitation, the teachers are more concerned about how students learn, but only teachers How to teach. The hidden dangers left, the teacher's work lost its value of its creative labor, the teacher consciously unconsciously destroyed the creation of the creation, so that their work simplifies the level of simple repetitive labor - only imitation and replication. In view of this, the Ministry of Education puts forward the requirements of "first training, afterwards; not trained, not to work", and organized a large number of teachers training activities in each experimental area before the new curriculum reform experiment, and widely launched participatory training. Methods. These training are usually divided into three categories: one is the training. The main contents involve the background, goals, points, steps of course reform, and its purpose is to guide and help teachers reflect on the problems in my country's basic education, establish new basic education values. The second is the curriculum standard training. Since the course reform has replaced the "teaching outline" of "curriculum standard", this is not only the change of the name, but more importantly, the change of its connotation is: the focus of training is: focus help Teachers understand the standards and outline, understanding the standards, understanding of the relationship between contents involved in standards and textbooks, as well as teaching recommendations in standards and teachers' teaching design, guidance relationships. The third is the training of teaching materials. One of the purposes is to facilitate each experimental area to understand and select textbooks; the second of the goal is to help teachers understand the teaching materials to write intentions, design teaching activities, and trainers mainly prepare ideas, teaching materials, material, and presence, etc. A description.
In addition, there are some special learning, such as the implementation of comprehensive courses, the development of comprehensive practical activities, the transformation, evaluation and examination, school curriculum development, etc. Although teachers' training is carried out, the radiation surface and in-depth degree are still very limited. Due to economic and human, etc., only a few backbone teachers or teaching researchers can directly participate in national training, and provincial-level teachers are also mostly the teachers of all districts, counties, and most teachers accept three training. Since this is a top-down course reform movement, its idea and ideas are more genetically born in experts and scholars. Participating in trainers should recognize new curriculum concepts and ideas for a certain amount of time, not "digestive". When you shoulder the guidance of others, you will inevitably make a lot of "original original" content, even 100% accepted and conveyed, teachers can not pass only one, two lectures can fully understand and grasp The essence of the new curriculum, the essence of new textbooks. At the same time, teachers who participated in new course training were forced to participate in training at the training of jobs, and how much the color of the "passive" was forced to work hard to change their familiar teaching. Studying new textbooks, many teachers are not welcome. From the inspection of the experimental area teacher, the experimental teachers can basically be divided into three categories: First, the enthusiastic participants, including young teachers as the main body. Most of them actively support the new concept of curriculum reform, and in the experiment of the new courses, in the experiments of the new curriculum, they can constantly see "Students are the main body of learning", "teachers should become students to learn. Partners and supporters, "teaching should be used textbooks rather than teaching books", "" Not only do not have results, but also pay more attention to process evaluation ", etc. activity. Second, cautious travelers. Most of this is a secondary school teacher. They think that the proposition of the curriculum reform is good, in line with the trend of the world curriculum reform, but from China's practical, there is also a series of issues that need to be solved, such as: School Basic conditions, equipment is difficult to meet the needs of new courses; the class is too large, the learning activities are not well launched, and the teacher's operation is difficult; the implementation of the comprehensive course has put forward new requirements for teachers, and urgently needs "charging". Learning, and the teacher's daily work is heavy, lacking opportunities and conditions for learning; what is the relationship between course reforms and exams, and the promotion of education is still unclear, so the curriculum reform is doubts. The third is negative payment. These people basically do not agree with the curriculum reform, they believe that my country's basic education is successful, high quality, which is recognized in the world. The reform sent abroad course theory, ignoring our own tradition and experience, reform does not meet the actual and demand of my country, do not engage in curriculum reform my country's basic education, in turn, the reform will lose the traditional advantage, reduce the quality, therefore, they The requirements of the superior leaders should be "pushing a promotion and moving, do not push it." The status quo of the experimental area shows that the transformation of the concept requires a longer process, for example, although the teachers of most experimental districts contact and use new textbooks, there are still many people who are used to understanding the curriculum reform in accordance with traditional thinking. Reform, neither not read the curriculum standard, but only "Drilling" teaching materials; there are also teachers believe that the curriculum reform is the movement, everything is old after the exercise, so when I am in listening, when I am in listening, when I have finished "," so, etc. . Obviously, for the implementation of a new course, the current situation of the teacher team is in the absence of optimism. Teachers have long formed thinking and behavioral ways and new courses, ideal courses and reality, books and actions, traditional and innovative, reform and institutional conditions are inevitable. Second, the problem of courses
Ten years ago, if you talked about course research, many educators, including researchers, will feel very angry, this situation occurs in China in my country, and is not surprising. In the past, in our own education system and people's awareness, the course is not necessary to study, it is established, official, stable. It is necessary to reform the teaching materials. It is necessary to study teaching, so that many people think about the reform of teaching materials. Take the relevant name as an example: People's Education Publishing House has the "Curriculum · Teaching Materials and Teaching Law" of the Key Journal of Teachers' Teaching; Central Education Science Research Institute has a "teaching method research room"; all teachers are also According to the corresponding research majors, Beijing Normal University has opened a professional class of primary school language (mathematics) teaching. These clearly reveal that under the course system of management, the teaching materials prepared and teaching methods are the problems that people have long concentrated, and the research results are also large, but as these basic courses are in the bouquet of the hometown. Before the 1990s, the results of the course, whether it is papers or discussing. It can be called the "curriculum" and the "modern course" and the "modern course" compiled "Modern Curriculum" and the "Modern Curriculum" edited by Zhong Quan. In the mid-1990s, there are some articles of the courses, but in these foreign countries There are many courses or theoretical reviews. It is not difficult to see that the accumulation of courses is insufficient, the foundation is weak. This and today's curriculum reforms, the basic theory and management of the basic theories and management of the research, the research, the research, and the research of the research, the research of different categories and the research, and the demand for policy research are far away. Course Reform Movement requires researchers under the guidance of curriculum reform, answering and resolving a series of issues related to curriculum theory and practical, including research on each stage, different door courses, standards, teaching materials, teaching design, etc. It is very urgent and prominent. It is also in this context that research related to curriculum reform has been greatly advanced. Nowadays, the formation of a stark contrast in the 1990s is that hundreds of college students have emerged as the spring bamboo shoots, and the paper published in various educational magazines is not counting, a group of courses. Experts also stood out, one time, forming a situation in the course of curriculum reform. There is no doubt that this situation is to promote the curriculum reform idea, build a new curriculum system, and promote the practice of curriculum reform. However, it must also be seen that in fact, the program design of the course reform is also very rushing. From theory to policy to implementation, there are still many problems demonstrations, and cannot provide powerful theoretical support for government decision-making, thus In the past, this reform plan has learned more than some other national curriculums, and it has highlighted overall, balanced, and elastized, but there are still some courses to be debatable. Only two points here. 1. From the third grade of primary school, we will have a foreign language (mainly English) from the 3rd grade of primary school, and there is a conditional place in the first grade of primary school. Today, there is a need for every child to master foreign languages today. But here three questions: first is reasonable. Even in today's globalization, whether my country's 200 million children have, regardless of its future development needs, what is necessary, it is necessary to learn foreign languages from the third grade of primary school? Let the child began to learn foreign languages during the mother tongue is still in the preliminary study, will inevitably cost it a lot of time and energy, the cost to pay is to reduce the other learning times of their actual life and development, whether this can be said Is it for children's development? The second is scientific. Does foreign language learning have to be best achieved in elementary school? Many researchers believe that children's best language development is 4-8 years old.
However, the "Best Development Date" said here is mainly to imitate the best phase of memory, but not the best continuous maintenance stage, not the best understanding of memory. Some studies have confirmed that for non-Latin-based, lack of language environment, if there is no corresponding condition, it is only a wish for the best learning effect. In my country, due to the lack of language environment, ethnic minorities learn Chinese, or to learn Mandarin, and the results are very limited, not to mention English. In addition, some schools have found foreign languages from primary schools, and primary school students have accepted bilingual teaching in the case of native language, which clearly affects their understanding and expression of native language. The third is feasibility. In the 1990s, the primary schools in large cities such as Beijing, Shanghai have opened a foreign language lesson in different grades, but there are still many counties, townships, rural areas, and do not speak primary schools, they have opened foreign language classes in the middle. Faced with the difficulties of teachers, and to change this situation, it is still necessary to have a relatively long process with corresponding teachers. Although some people have suggested the lack of teachers in rural areas, there is a lack of corresponding equipment conditions in rural areas, and some have equipment, but not used, there is still the use of equipment funds; Distance education, basically "single-way", unable to convers and communicate, and its effect is far from comparing face-to-face classroom teaching. Under the conditions not available in foreign language teachers, it is still only some urban primary schools that can only be in some city primary schools. For the majority of rural primary schools, the curriculum setting has become an empty talk. The high quality compulsory education pursuing balance is a basic concept of my country's curriculum reform, but it is not necessary to open a foreign language lesson in violation of this concept. The problem he is inevitably is lacking. Schools of the underdage of teachers can only give up this course to form new "difference education". So, how do you say that every child will enjoy high quality education, and talk about what education is equalized? 2. Set up a comprehensive course to reduce course categories, integrate learning content, avoid repeating crossings, and is one of the goals of curriculum reform. Therefore, the integrated course has become the preferred hot topic. According to the new curriculum plan, the primary school phase is mainly based on comprehensive courses, the junior high school stage sets the courses combined with integrated courses and comprehensive courses ... As a result, in primary schools, a comprehensive course of morality and life, morality and society, science, and art; junior high school has opened a comprehensive course of science, history and society, sports and health, and art. At the same time, the primary and junior high school are open. " Comprehensive Practice". Exploring the integration of courses is a problem with many countries in the world to conduct curriculum reform, but it is also a problem that must be careful. Because of the school curriculum system and each discipline formed by hundreds of years, it is quite exquisite, mature, so that the whole body will be laminated. For decades, the controversy for the union of science courses and comprehensive courses is always unfained, but it has not had a consistent understanding. As a national curriculum reform, the curriculum is first necessary to conduct a full-scale, in-depth discussion of some basic issues, such as the function and value positioning, scientific courses and comprehensive courses in different schools. Suitable areas, what is the comprehensive basis and pathways, and implement the teachers required for comprehensive courses, cultivate pathways, etc .; then, on this basis, by small-scale experiments, then large scale implementation. But unfortunately, this demonstration process has not fully launched, at least, there is a lack of communication between various curriculum standard development groups. From the promulgated curriculum standard, there is a new crossover problem between courses and content standards in different categories.
For example, both primary and junior high school mathematics, science, morality and social, biological, chemical, comprehensive practical activities include environmental education content. The learning of garbage should be carried out multiple times in primary and junior high school; although primary school settings Multiple comprehensive courses, but also set up comprehensive practices, which emphasizes both integration and application discipline learning content, emphasizing a variety of autonomous participation, activities, and thus it is related to science, morality and social courses. There are quite repetitions in the choice and activity method; due to the integrated practice activities belong to the curriculum of local and school development and independent implementation, most schools have no development capabilities, so they can only follow the previous art, sports activities. Some teachers in the experiment are very confused: since the procurement of primary school emphasizes the comprehensiveness, it emphasizes the transformation of learning methods. Why do I have to set up comprehensive practice activities, what is the meaning of meaning? Will this setting will never form "two skin" results again? Opening junior high school integrated courses can be said to be a bold attempt, but the research and preparation of the conditions for setting the basis, the settings and settings of the settings are not sufficient, so it has also encountered great difficulties in the experiment. Although the understanding of the curriculum is not in place, the corresponding guarantee policy and management is not supported to a certain extent, and the time urgent, human and material conditions are not available, and the teacher's knowledge reserves are insufficient, the course The content design lacks scientific, rationality, feasibility, etc. is the root cause. The most typical is the opening of science lessons and history and social classes. Taking the Haidian District of Beijing as an example, 9 schools have opened a scientific class in 2001, but only 3 remaining in 2003, and 2 of them will be changed from the compulsory class to school-based courses. According to teachers who participate in the experiment, the connection between science lessons is not the biggest difficulty. For example, there is no "force" when learning "the measurement of buoyancy"; "Pressure" is not learned when he says "pressure". Second, the scientific class is characterized by a case-by-case manner. This way, this way, this approach, the teacher's teaching experience is far away, the teacher teaches, and there is no grasp of how to teach, there is still an adaptation process. Third, the knowledge structure and ability of teachers are not adapted. At present, teachers in secondary are mainly derived from teachers institutions. The university is based on physical, chemical, biological and other settings. The university has no education department. In addition to higher mathematics in the basic course, other mathematics are all in the field. In the course, therefore, learning physics can not teach chemistry, and it is also true. Professor the science class with existing knowledge structure and professional ability, there must be a teacher "deep sense of crisis". Therefore, some experimental schools adopt a teacher combination (ie, according to the teaching content by different professional teachers to class); some are worried about the senior high school entrance examination, while opening the physics, chemistry of chemistry and comprehensive science lessons. Not only the teachers have worked hard, but the student burden is more and more aggravated. In addition, many experiments made in the science class, but the corresponding laboratory equipment and materials cannot be in time, which undoubtedly affects the opening of the scientific class. Describe the most appropriate situation in the current scientific class with "steps". Third, experimental advancement and course verification issues
It is a basic feature of our curriculum reform in our course. The course development project is started in 2000. In March 2000, the course standard began in March 2000; in April 2001, the curriculum standard was released. After a month, the first experimental textbook is reviewed, and teachers training in July, and started in September. At the time, you will start classifying the class in accordance with the new course. In other words, the new course has been developed from the program to the experimental area classroom, only for a year and a half. Although the initial experimental zone is not wide, the teacher's contact has been too short because the new curriculum has been in contact with the new course, so most experimental teachers are in the state of learning and teaching. Secondly, according to the planning and deployment of the Ministry of Education, 38 curriculum reform experiment districts (accounting for 0.5% -1% of the national district, county) in 2001; 2002 new curriculum reform experimental zone 542, (accounting for the national district 17% -18% of the county); in 2003, the experimental area was further expanded, an increase of 1072 counties (districts), as of the end of 2003, the course reform experimental zone is 1642, 35 million primary and secondary school students use new courses, participate in the new The county (district) of the course experiment has reached 55% of the county (district); the national startup year is implemented new courses in 2004-2005. In other words, the country should implement new courses nationwide in the country with 4-5 years. Its speed, the range is large, can be said that it is not only in the world. The National Ministry of Education recommends that curriculum reform is a dynamic and long-term process, both course programs or curriculum standards and textbooks, and their rationality and results need to be confirmed by experiments. In terms of the course plan, it is reasonable for the course for the course, whether the proportion of the class is reasonable, whether the course of the different school segments is connected, and these are verified by experiments through the experimental area. This means that the experiment must be a complete process, and the experiment must be all-round, and the revision is at least on the basis of completing a round of experimental processes. However, the current situation is that although there are experimental areas in all provinces in the country, the contents of the experiment also include all subjects from primary schools to junior high school. However, in a certain experimental area, the content of the experiment is not a full range. Most areas are based on their own conditions, and some of the subjects of primary or junior high school have been experimenting. Only very few areas are experimenting at the same time in primary and junior high school subjects. Moreover, in the case where the experiment has not undergone a complete process, in 2003, the Ministry of Education launched a survey on the implementation of the curriculum standards and held a revised conference in February 2004. Although it is required to do "constructive revision" (ie: partial fine-tuning), the author still believes that under the case of the current experiment, the revised basis is too urgent. In a certain school, a certain grade or a student, the content and meaning of the experiment are only partial, not all in all. In such a propulsive way, how to determine the effectiveness of the experiment, it is worth careful. For example, only experiment one, two courses in the same grade, how to confirm the curriculum ratio, the rationality of the door settings? In the context of lack of primary school research results, how to confirm that a certain course will be opened in junior high school or determine the rationality of certain learning content? The effectiveness of the experiment depends on many factors. What kind of evaluation method is used to confirm the effectiveness? What is the reliability of effectiveness? If these problems cannot be confirmed, then what will be made based on what to make curriculum programs, curriculum standards and class ratings? Compared with the practice of "taking a head decision making" in the past, this course reform has also made a significant progress in the participation of professional workers.
In the process of developing and experimenting throughout the course reform program, you can hear different voices. Some scholars specialize in how to introduce foreign curriculum theory, learn from the problems of learning foreign curriculum reform, how to inherit our tradition and development innovation Question, how to respect and pay attention to teachers' experience, etc., launched a warm discussion. It is proposed that there will be a lot of attention to our educational characteristics, and the curriculum reform cannot throw off the basic learning. Education innovation cannot be completed by introducing foreign theory. There is no doubt that there is a reform experiment, there are many issues to be found and resolved on the basis of "tracking" experimental research, but there are many problems that appear in the current curriculum reform experiment. And it is predicted, but it is still the key points and difficulties in the reform. In fact, if the pace of reform is slow, the argument is more fully; if my country's educational researchers can provide more decision-making basis for government decisions through their own research results, not just to interpret government decision-making; if in the reform plan During the development and introduction process, it is possible to strengthen publicity, listening to and solicit the advice of teachers and all walks of life. If the teachers, parents understand, the curriculum reform will be more active and secure. According to the Ministry of Education to fully promote the reform of the nine-year compulsory education curriculum, in September 2004, there will be 2576 counties in the country, and the district enters the implementation of new courses. One year, the total proportion of the experimental area increased from 55% to about 90%, which is a great span, which means that the experimental work will face greater challenges. In this case, it is more necessary to strengthen relevant research and institutional construction to ensure the smooth progress of the curriculum reform. In particular, it is necessary to pay attention to the work of the following aspects. 1. The construction and system of macroeconomic policies given the current experimental zone, the settings of the curriculum doors in the course plan are unclear, the course content repeats the intersection, the connection between different schools, the operation of the elastic settings, etc. problem. It is recommended to further study the reasonable settings of courses and class in the overall enterprises, and to ensure the scientific and operability of the course plan to ensure the effective implementation of the curriculum plan. In order to effectively improve the quality of teaching materials, truly realize the diversification of textbooks, it is recommended to establish a statement and review period publicity system while strictly reviewing the system. That is: (1) Give the editor to prepare a chance to prepare ideas, selection, presented methods, etc., give reviews members to challenge opportunities to better communicate and understand. (2) The cycle and specific time of the textbook review in advance, in order to make the writing work more planned, review and modification time is more abundant; increase the transparency of the review work, and also benefit the choice of the experimental area. 2. Problems with a revised curriculum standard is a guided document of the country to have authority and relative stability. If the curriculum standard is required to be certified by practice, the revised standard is at least lack of basis without the complete experiment, and the authority and inspection standard for maintenance standards is unfavorable. Therefore, it is recommended that the revision of the curriculum standard is based on the experimental results based on the experimental results. The revision strategy of "Small Step" is right, but it is recommended to implement the first round of experiments and revisions. At the same time, the revision should be coordinated from the whole, to prevent new intersections and repetitions between the standards. 3. Teaching experiments strategies and institutional security issues whether developed areas or relatively poor areas, many problems with practical conditions, and institutional conflicts have encountered many problems in new curriculum teaching.
These include problems that are difficult to carry out the size of the class, the students' own autonomous activities; students go to society, investigation and research, and the school to ensure the contradiction between student safety system; teaching research in adapting to new curriculum teachers need to be multiplied, but also to complete regulations The problem of workload; teachers' liquidity, can not guarantee the continued development of experiments, etc. These are largely hinder the implementation of the new course. At the same time, as the curriculum reform is in-depth, it is recommended to invest in special investment in teaching strategies and teaching security systems in classrooms, including research on social education, practical base, scale, type, etc., explore how to adjust and improve current schools. The problem of the system provides a reference for the education decision-making department. The new ideas and teaching designs of teaching reform can be better in line with the actual situation, and they can truly plant in the vast Chinese education site. 4. The issue of improving teachers' professionalization and carrying out large-scale training is different from the course experiments in the previous year. With the course experiment entering the promotion stage, the training of large-scale teacher training is an urgent problem. Training in the 2001 experiments to the county demands now, no matter which standard group is difficult, it is recommended that education management and administrative departments should propose corresponding organization and practical protection, and enter the experiment Regions, especially in rural areas, quality training is provided, making it no form. In addition, teachers should improve their professionalism and professional adaptability of teachers by teaching teachers adapted to curriculum reform. Writer: Deputy Director of the Course Teaching Research Department of Gaoxia Central Education Science Research Institute, Deputy Researcher Editor: Chen Ruping Review: Shi Zhaohui
