Since 1990s, the school has made a systematic study on the implementation of quality education, undertaken the national key research project "Curriculum experimental research on the implementation of quality education objectives in primary schools in the new century" during the Ninth Five-Year Plan period, took the lead in curriculum reform and fully implemented quality education, which was praised by well-known domestic experts as "providing an example for the implementation of quality education in primary schools across the country". In the past two years, the school has made new progress in implementing quality education by implementing the "three regulations" of the Education Bureau. The school has formulated an implementation plan to implement the "three regulations" of the Education Bureau, and promoted the deepening of quality education by implementing the "three regulations". By organizing activities such as culture, art, sports, science and technology, social practice and class meetings, the school enriches campus life and promotes the all-round and harmonious development of students' body and mind. Through strict implementation of the curriculum plan, strict regulation of education fees, adherence to the nearest entrance examination-free, adherence to the rule of law, prohibition of paid tutoring and other measures, the burden on students' schoolwork and families has been effectively reduced. The implementation of the three regulations has deepened and developed school quality education.
Form a large class of quality education headed by moral education.
We have carried out a systematic and comprehensive reform on the goal, content, method, form and even evaluation of moral education, which has made the moral education in this school enter a dynamic track of quality education.
1. Formulate the goal system of students' moral education and determine the goal orientation of moral education.
The goal system includes three aspects: first, the overall development goal of students' ideological and moral quality. It involves eight specific contents: loving school and patriotism, civilized norms, collective communication, labor service, scientific pursuit, artistic aesthetics, self-education and mental health. The second is the development goal of students' ideological and moral quality stage. We divide primary school students into three age groups: low, middle and high, and set a phased development goal from shallow to deep, from near to far, from low to high. The development goals of students of all ages are different but interrelated, forming a target system to promote the sustainable development of students' ideological and moral quality. The third is the development goal of students' ideological and moral quality in the semester. The formulation of term goals makes the target system of ideological and moral quality more detailed, comprehensive and targeted.
2. Determine the content of moral education with three lines at the same time to form a sequence of moral education content.
The content of ideological and moral education is an important factor that directly determines the level of students' ideological and moral quality. In the process of implementing ideological and moral education in primary schools, we take the optimization and adjustment of educational content as the main direction. The specific operation is mainly carried out in two directions: First, from the perspective of the horizontal connection of moral education content, it is necessary to change the shortcomings of the existing moral education knowledge that is scattered and repetitive, and to summarize and integrate similar moral education knowledge. The second is to start with the vertical connection of moral education content, highlight the phased key content, implement hierarchical education in each grade, and build a progressive content series. At present, the content of moral education in this school can be divided into three series: one is the series of moral behavior standard education; Second, patriotism education series; The third is the series of personality education.
3. Combine guidance, training, self-correction and consolidation to improve the effectiveness of formative education.
According to the formation law of students' behavior habits, schools should combine guidance, training, self-correction and consolidation in the process of training and education. Through a series of education of knowing, comparing, changing and doing, students are educated and their effectiveness is enhanced. "Knowledge": a class meeting with the theme of cultivating education is held once a month, which adopts various forms, such as telling stories, performing sketches and debating contests. It is necessary to teach students what is a good behavior habit, what is a bad behavior habit, what should be corrected and what should be praised, and make it clear ideologically. "Comparison": By comparing the contents of education, we can find out our bad habits and strengthen training. "Correction": Give full play to the role of mutual supervision and help among students and correct bad behaviors. "OK": Long-term adherence to correct behavior habits and perseverance. The school fully implements the system of checking posts with a small yellow hat, focusing on checking students' uncivilized behavior and giving feedback through radio every day. The brigade headquarters organizes student cadres to conduct daily inspections and spot checks on the whole school, and takes the inspection results as an important evaluation basis for civilized classes.
4. Join moral practice and explore the autonomy of moral education activities.
We make full use of the educational resources of schools, communities and families, establish a trinity moral education network of schools, communities and families, and promote students' moral practice through various forms of moral education activities, so that the external moral education content can truly be internalized into students' own quality and students' independent initiative in moral education can be improved. Specific moral practice activities include three aspects: first, activities to promote students' self-management. For example, student civilization supervision post, health discipline inspection post, morning meeting hosted by students, taking turns to be on duty during recess, and establishing the independent management network of Young Pioneers. The second is to enrich moral education activities. Such as developing and perfecting class and team activities, art activities, salon activities, quality education base activities, extracurricular interest activities, moral education activities inside and outside the school, social service activities, housework and so on. The third is to create an environment and atmosphere for moral education in schools. For example, organize students to green and beautify the campus, organize classes to carry out the "three clean and three clean" health appraisal, and strengthen the construction of class culture.
5. Use family education resources to enhance the penetration of moral education.
Family education is an important part of student education. In recent years, the school has actively improved the parents' committee, established the parents' volunteer association, and introduced family education resources into the ideological and moral construction of minors. In home-school activities, by helping parents change their educational concepts and master scientific methods, we strive to create a "first environment" for cultivating children's good mentality, sound personality and excellent moral quality, and carry out various meaningful moral education activities with the help of parents' resources. At the same time, we have carried out "thousands of teachers visit thousands of households" for three consecutive years; "Ten thousand parents look at the campus" open day activities. In 2006, the school further established a parent volunteer team based on the parent committee, led by the school and the family committee. A total of 265 parents responded positively and filled in the volunteer application form, and nearly 180 parents participated in the parent volunteer activity. Parents have become one of the valuable moral education resources in schools.
6. Improve the evaluation method to reflect the scientific nature of moral education evaluation. How to scientifically evaluate the development process and level of students' ideological and moral quality is an important aspect to change the disadvantages of moral evaluation under the examination-oriented education mode and effectively implement the students' ideological and moral quality education experiment. Therefore, since 1995, the school has established experimental classes from grade one, carried out moral education evaluation reform, and promoted it in all grades. Its main contents include two aspects: first, the formulation of evaluation criteria is more comprehensive and scientific. In the "Report on the Development of Students' Quality" implemented by our school, the requirements of students' ideological and moral quality in all grades are divided in detail, making the evaluation criteria more specific, comprehensive and scientific. Second, in the evaluation method, pay attention to the combination of formative evaluation and summative evaluation, and the combination of qualitative evaluation and quantitative evaluation. For example, the head teacher comprehensively evaluates students' moral education achievements according to the final exam, students' usual performance and the reactions of other teachers and students; At the same time, the evaluation results are expressed in three grades: excellent, qualified and unqualified, forming a combination of qualitative and quantitative expression.
Form a "one body and two wings" quality education classroom teaching system.
The school takes the developmental classroom teaching mode as the main body, bilingual teaching and network teaching as the two wings, forming a "one body and two wings" classroom teaching system for quality education.
1. Construct a "developmental classroom teaching model" to promote students' autonomous development.
Classroom is the main position of school education and teaching. The research on the sub-topic of the tenth five-year provincial project "Experimental research on developmental classroom teaching mode" has been carried out in an all-round way and achieved phased results. This topic will put the core idea of promoting students' independent and active development into practice. For example, on the basis of the trinity teaching mode of "fluency-exquisiteness-originality" for primary school students' writing thinking, three reading teaching modes of "reading guidance", "reading and writing synchronization" and "self-ability", the Chinese teaching mode further studies the variations of each mode and establishes a rich and systematic "student-centered" Chinese teaching classroom system. On the basis of the original "open problem-solving method" classroom teaching mode, a mathematics teaching mode is established, which is integrated with network multimedia and fully stimulates students to explore and solve mathematics problems in real life. In English classroom teaching, a situational communicative life English teaching model is established. After repeated research, other disciplines have been continuously optimized and improved, and related classroom teaching operation modes have also been established. In the model study, the design of classroom teaching with students as the main body and from the students' point of view embodies the inherent concept that quality education emphasizes promoting the all-round and harmonious development of each student's body and mind and meeting the needs of each student's lifelong development, so that it can be realized in classroom teaching.
2. Carry out the experiment of "bilingual teaching" to lay the foundation for students to grow into international talents in the future.
English is an important tool for us to communicate with the world. 2 1 century is the era of knowledge economy and economic globalization. It is undoubtedly important for every student to master English as an important tool to communicate with the world. In recent years, the school has carried out a series of exploration and reform attempts in the field of bilingual teaching, forming a "bilingual" teaching pattern. We continue to deepen the reform of English classroom teaching. By stimulating interest, building up self-confidence, and establishing the teaching mode of "Life English" for communication in and out of class, students are encouraged to speak actively, so that students can learn language in the middle school by using language, and English is really regarded as an important tool for students to learn and master. On the basis of improving the efficiency of existing classroom teaching, we should constantly optimize and reorganize educational resources, create an external environment conducive to the development of students' English language ability, and make the language environment a hidden classroom for students' English learning. At the same time, strengthen the communication between home and school, so that parents can play the role of promoters in students' English learning. The construction of "bilingual" teaching mode has formed a good English learning environment and an atmosphere of using English in schools, which has expanded the space for promoting the all-round development of students' quality and deepening quality education.
3. Construct the digital teaching system of the school and expand the classroom teaching space.
Mastering computer network skills is an essential quality for modern students. In the aspect of online courses, the school changed the traditional teaching mode and closely combined learning with application, which made the online course teaching more suitable for the development needs of students and achieved good results.
The school has developed an online education platform, which extends the curriculum resources from the campus to the outside. The school opened a series of interactive columns through the network, which unblocked the communication channels between school teaching and the outside world and laid a good foundation for the development of online teaching. The school has set up a home page for students' classes, an interest activity room, a teaching guidance room and a BBS message board on the website, so that students can participate in the interactive classroom of online learning. The school website has gradually become the second classroom for students, playing an increasingly important role in their study and life. At the same time, while fully developing the school network resources to serve students, the school can cultivate their healthy and good interest in "touching the net" through correct guidance.
Optimize the combination of curriculum resources and innovate the curriculum carrier of quality education.
1. Optimize the combination of curriculum resources and form a trinity curriculum system of subject courses, activity courses and environmental courses.
In terms of curriculum, the school has formed a curriculum system that combines subject courses, activity courses and environmental courses. It not only offers subject courses according to the new curriculum standards, but also takes activity and environment courses as the focus of curriculum development: there are rich students' comprehensive practical activities, students' "salon" activities and interest activities, as well as students' "seven meetings" activities, and every student can "speak everyday English" when he graduates; Can operate a computer; Can simply play with a musical instrument; Can speak fluent Mandarin; Can write a good hand; Can swim; Can do simple housework. " Environmental curriculum refers to the environment in which students live, study and engage in activities. It is a subtle educational curriculum and has an important influence on students' growth. The construction of the school's moral education environment, English environment and strong campus cultural atmosphere has made students unconsciously edified and gained something.
In order to give full play to the advantages of activity courses and environmental courses, the school vigorously excavates the curriculum resources inside and outside the school and optimizes the combination, so that these two lively curriculum forms are loved by students. For example, in terms of activity courses, the school has established Xinwei Art Center, English Square on campus, and moral education positions off campus. And cooperate with relevant units and experts outside the school to participate in a number of student activity courses. In environmental courses, the school organized by the Young Pioneers founded the student Morning Star, designed the school mascot "Little Dragon Baby", built a red scarf TV station and radio station, and made bilingual signs and bulletin board system.
2. Building quality education base and innovating curriculum carrier.
In the practice of reform and development, the school has realized that to further deepen and improve the existing curriculum reform in China, it is still bound by many realistic conditions. Due to the lack of corresponding external conditions, students' education is restricted by school space. The space of education needs to be broadened urgently. To this end, the school has established a quality education base for primary and secondary school students in Suzhou, which has created conditions and provided a carrier for deepening and improving students' quality education.
The quality education base is located in Zhenhu Town, Wuxian County, covering an area of 200 mu, adjacent to the beautiful Taihu Lake. The base consists of plantations, breeding gardens and science parks. Students experience nature, learn about the countryside, take part in labor and learn knowledge at the base. They work together, unite and help each other, manage independently and teach themselves. The completion of the base has broken the space limitation of the school wall and enabled students to move from noisy cities to quiet villages, from monotonous classrooms to colorful nature, and from boring textbooks to vivid extracurricular practice. It creates a practical background and provides an operating space for schools to implement and deepen quality education.
The base provides a broad operating space for developing students' comprehensive practical activities. Various comprehensive theme activities can be carried out in the base, and students can deeply understand the connotation of knowledge through their own experience and practice. By enjoying the beautiful natural scenery and simple rural customs and participating in the labor practice activities in the base, students have gained vivid perceptual knowledge and enriched their inner emotional experience, thus further cultivating the true feelings of loving the school, hometown and motherland, and cultivating the personality qualities of students who are lively, cheerful, brave and strong, not afraid of difficulties and good at self-management. Since 200 1, the school organizes students from grade three to grade six to participate in quality education base activities every semester. Judging from more than 50 comprehensive practical activities that have been carried out, the effect is good and it has been welcomed and loved by students.
Establish a student evaluation system for quality education.
The way and content of students' evaluation are instructive to teachers' teaching behavior, so it is very important and necessary to change the traditional student evaluation system in the practice of implementing quality education and curriculum reform. Since 1995, the school has conducted a systematic and in-depth study on the evaluation of primary school students' quality development, and established a systematic evaluation system of primary school students' quality development from seven latitudes: students' ideological and moral character, cultural science, physical quality, artistic aesthetics, labor skills, personality psychology and specialty, which meets the requirements of quality education. With the promulgation and implementation of the new curriculum standards, the school revised the original evaluation system of primary school students' quality development according to the requirements of the new curriculum standards. After the revision, the main position of students' learning has been further valued, and the requirements for the development of students' comprehensive learning ability and practical ability have become an important evaluation content. The evaluation of students' exploration spirit and ability, innovation spirit and creativity, communication and cooperation ability has been further valued. The subjects and methods of evaluation are diversified.
The full implementation of quality education makes students' quality develop in an all-round and harmonious way. In the past two years, a large number of students' works have been published, and they have won awards frequently in the national primary school students' innovative composition competition. Students have won more than 500 national, provincial and municipal awards in the fields of composition, mathematics, science and technology, calligraphy, fine arts and music, published more than 200 works, and more than 200 people have obtained musical instruments, calligraphy and painting related grades. In addition, according to the questionnaire survey of parents and junior high school teachers, the feedback information also shows that the good quality of students in this school has been generally recognized. Parents of students generally believe that the school is unique not only in imparting knowledge to students, but also in cultivating students' various abilities and developing students' overall quality, which has been fully affirmed by parents of students. Junior high school teachers believe that the students in this school have all-round development in quality, strong learning initiative, high enthusiasm, spirit and methods of inquiry, sufficient stamina, enthusiasm for class and school activities, and certain organizational ability. The graduation rate of students is 100%, and the proportion of excellent students is very high.
Grouping and international development
In 2003, with the support of the leaders of the Municipal Party Committee, the Municipal Government and the Education Bureau, the Shixiao Education Group headed by Suzhou Experimental Primary School was formally established. In the past four years, it has developed into a high-quality primary education group headed by Suzhou Experimental Primary School and with branches of quality education base, three primary schools and three kindergartens. Primary school construction education group is the first in Suzhou. Relying on the famous brand advantage of Suzhou Experimental Primary School, the Group achieved the expansion of high-quality educational resources by exporting the school-running concept, successful management mode and high-quality teachers of Suzhou Experimental Primary School, and met the growing demand of more parents for high-quality educational resources. In the past four years, the quality of running schools in Suzhou Xiangcheng Experimental Primary School and Suzhou huqiu district Experimental Primary School has made a qualitative leap. The integration of educational resources, the integration of management models and the benign interaction of high-quality teachers make the education group, a new thing, full of vitality.
In the new century, the development of Suzhou experimental primary school has entered a new stage. The pace of the school's integration with the international community has been accelerating, achieving the integration of schools, teachers and students, and taking the lead in international cooperation in running schools.
In recent years, the school has received educational delegations from the United States, Canada, Australia, Europe, Japan, South Korea, Singapore, Taiwan Province Province, Hong Kong and other countries and regions, such as the Portland school district education delegation, the Korea Normal University delegation, the Japanese mathematics friendly exchange delegation, the Taiwan Province Taipei Kaohsiung teachers delegation, the British education delegation, and the Hong Kong Sansheng No.1 primary school teachers and students delegation. They also received a visit from the American head of the Sino-American Middle School Teacher Exchange Program and accepted the American Teacher Exchange Program. The rigorous teaching style and innovative teaching concept of this school have left a profound impact on every visitor.
In 2002, with the active efforts of school leaders, the school participated in the "Sino-US Middle School Teacher Exchange Project", and sent the only primary school teacher Cai Hongyu to participate in this project, followed by Wang Yi and Zhao Jing. These three teachers have won unanimous praise from American students, parents and teachers for their serious work attitude and lively classroom teaching in Woodstock, a counterpart primary school in Portland, USA. They were all rated as excellent teachers of the year by the school and won a good international image for the school. After the school joined the "Sino-American Middle School Teacher Exchange Program", in the summer of 2002, the headmaster of Woodstock Primary School and the director of the Chinese program visited the school together and conducted immersion English training for more than 40 key teachers in the school. In the third year of the project, after many efforts and communication, in 2004, President Xu Tian went to the United States to sign an agreement with Woodstock Primary School to establish a formal sister school relationship. In the summer of 2005, the school once again invited the headmaster of Woodstock Primary School and the director of the Chinese language program to come to the school to provide English and classroom teaching management training for young teachers in cooperation with the english introduction training activities of the Education Bureau. The school has done its best from the introduction and management of foreign teachers to the help and coordination in life, ensuring the smooth development of training activities. Through two such trainings, teachers have benefited a lot, both in language communication and classroom teaching ability have been improved, especially the tacit cooperation between two American teachers in teaching has left a deep impression on teachers.
In 2005, the school sent teachers to Singapore to exchange Chinese and new cultures, which created a new situation of educational exchange between Chinese and new cultures. On June 5438+ 10, 2005, the school was invited by Nanyang Primary School in Singapore, and a group of four teachers visited Singapore. During this period, they demonstrated Chinese teaching in four primary schools, Nanyang, Yi 'an, Bodhi and Dele, and explored teaching methods. On the one hand, we learn from each other's Chinese teaching, and at the same time, our teachers also share some successful experiences and methods of literacy teaching, reading teaching and composition teaching with Singaporean teachers for better promotion. That is, the success of this visit made the two sides reach a consensus to set up a school in Singapore and actively promote the school's Chinese teaching experience-Xinsu International Experimental School. Xinsu International Experimental School has fully introduced the brand-new Chinese teaching concept, Chinese teaching methods and excellent teachers from Suzhou Experimental Primary School, a famous school in China, in order to promote the exchange of Chinese and new Chinese teaching and promote the development of Chinese teaching in Singaporean schools. The school introduced excellent Chinese teaching methods from Suzhou Experimental Primary School, trained Chinese teachers in Singapore, and at the same time improved the interest and learning efficiency of Singaporean students in learning Chinese and promoted their understanding of China culture. At present, this project has been carried out for two years, and the school has taken the lead in realizing international cooperation in running schools. Excellent Chinese teaching methods have been well received by colleagues in Singapore. In 2007, many primary schools in Singapore listed literacy teaching method as an imported project.
In recent years, the school has sent a group of teachers to the United States, Singapore, Australia, New Zealand and other places for exchange and study, and many backbone teachers have taught abroad. At the same time, the school has carried out immersion English training for many years in the summer vacation, which has improved the English level of teachers and laid a good foundation for school education and international integration. Since 2003, the school has hired 25 foreign teachers to enter the students' classrooms and carry out the "Yabo Foreign Teachers' English Extracurricular Class" project. The school has set a segmented teaching goal for foreign teachers' English teaching introduced each semester. Foreign teachers participate in teaching and research activities once a month, listen to the opinions of intern teachers and communicate in time. Therefore, foreign teachers work hard in class, and students and parents are satisfied with their teaching methods, teaching attitudes and teaching effects.
There are more and more friendly exchanges and communication between students. The school has been in contact with the Kagoshima Youth Summer Friendship Exchange Group in Japan for more than eight years. Every summer, some teachers and students of the school will jointly carry out activities with the Kagoshima Youth Summer Friendship Exchange Group in Japan to get to know each other and enhance friendship. In addition, primary school teachers and students from Hong Kong and Singapore have come to school for many times. Every time, they will be arranged to listen to lectures, play games and eat with our children of all grades and classes, so that they can fully feel the cultural integration and establish friendship with each other. This activity was well received by teachers and students in Hong Kong and Singapore. During the summer vacation, we also organized students to study abroad. Although the time is not long, it has been welcomed by students. In 2004, we tried to let the students go to Malaysia to participate in the international children's chorus competition, which was the first step for the students of this school to go abroad to participate in the international competition. Finally, the chorus won two levels of silver and bronze awards. In 2006, at the 2 1 Century International Hua Le Festival held in Qinhuangdao, the school guzheng team won another silver medal and a bronze medal.
At the beginning of the new century, we should further carry forward the school spirit of "seeking, casting and surpassing", practice the educational concept of "taking students as the center", give students the best childhood and the firmest starting point in life, take modernization, internationalization and humanism as the school goals, carry out in-depth education and teaching reform, constantly improve the level of education modernization, comprehensively improve the quality of education and teaching, and make unremitting efforts to create a small and more brilliant tomorrow.