1. Let all students and schools succeed. "Ordinary Senior High School Curriculum Plan (Experiment)" clearly points out: "Ordinary senior high school is a basic education that further improves the national quality and faces the public on the basis of nine-year compulsory education." The transformation from elite education to mass education is the basic orientation of the nature of senior high school curriculum in China. This change means that high school curriculum is no longer the education of a few elites, and the basic purpose of education is to promote the development of all students and make all students successful. This change also means that the original focus of high school education, demonstration and ordinary high schools have been broken, and all schools can become high-quality high schools according to their own characteristics and advantages, and promote the success of all students. This concept of high school curriculum reform aims to meet the basic needs of society and individuals for the development of high school education.
2. The task of high school is to cultivate a sound personality or the basic literacy of citizens. For a long time, the task of high school education in China has been considered to give consideration to both further studies and employment. In essence, giving consideration to further studies or employment is a reflection of instrumental education tendency in high school education. No matter from the international or our country's development, high school education should go beyond instrumentality and turn to cultivate students' civic quality and personality. This cultivation of citizen's quality and personality does not exclude the task of further education and employment, but lays a solid foundation for students' lifelong education and their further education, employment or future development. This is a broader scientific task.
Objectives: According to the guiding ideology of senior high school curriculum reform and senior high school training objectives, the specific objectives of this senior high school curriculum reform are:?
? (1) Select the essential basic contents of lifelong learning, strengthen the connection with social progress, scientific and technological development and students' experience, broaden their horizons and guide innovative practice.
Complexity, difficulty, bias and obsolescence are the basic descriptions of high school curriculum content. There are several reasons why the course content is so. First, driven by the interests of further studies, some schools have raised the requirements of the syllabus at will in order to cope with the college entrance examination, so that the curriculum content exceeds the requirements of the original curriculum content of the country. The second is the influence of knowledge-based values. For a long time, we have always emphasized the teaching of basic knowledge and ability, paid too much attention to knowledge, objectively strengthened the importance and value of knowledge in the college entrance examination, and made some knowledge closely related to students' life, social progress and scientific and technological development excluded from the course content. On the one hand, it emphasizes basic knowledge, on the other hand, it excludes modern knowledge, forming a vicious circle, which makes curriculum knowledge in a relatively closed state, and it is not surprising that curriculum content is outdated.
In order to change this situation, the reform and reconstruction of curriculum knowledge emphasizes the times, foundation and selectivity. The so-called epochal nature means that the choice of course content should reflect the spirit of the times and be closely linked with the progress of society and science and technology. Incorporating some fresh knowledge that keeps pace with the times into the course content will change the closure of the previous course content, make the course content constantly updated, and provide inexhaustible motive force for the course development. There are two ways to integrate modern knowledge into curriculum content: through national curriculum or through developing local curriculum and school-based curriculum resources.
Fundamentality is the basic feature of traditional curriculum in China. In the past, too much emphasis on basic knowledge led to the alienation and distortion of curriculum functions and objectives. In the new curriculum reform, foundation has been given a new meaning. Its essence is the basic knowledge necessary for students' lifelong development, the knowledge necessary for citizens of a country and the knowledge necessary for understanding multicultural values. It basically reflects the basic quality requirements of high school education in China.
The principle of selectivity mainly focuses on students' life experience, and provides students with as many choices as possible to meet the needs of students' development. This selectivity is to change the course content that was single in the past and divorced from students' life experience, and give students the right to choose courses. This choice is actually the embodiment of the curriculum content that adapts to the students' curriculum concept. The basic requirement of the principle of selectivity is that students should learn to make choices according to their hobbies, which is one of the basic skills for students to develop.
(B) to adapt to the diversity of social needs and students' all-round and individual development, and build a basic, diversified, hierarchical and comprehensive curriculum structure.
Students' personalities are diverse, and so are their development. In the past, the single curriculum structure only attached importance to the unified development of students, ignoring the cultivation of students' personality. Therefore, the traditional curriculum is a kind of curriculum that suppresses students' individuality and creativity. In order to change this situation, the new curriculum reform reconstructs the curriculum structure from three aspects:
1. Set up learning fields, subjects and modules to change the situation that traditional subjects dominate the curriculum.
Learning field is the learning range determined by students according to their own learning experience, development needs and the development of subject groups. The new curriculum stipulates that the learning field consists of language and literature, mathematics, humanities and society, science, technology, sports and health, art and comprehensive practical activities. The setting of learning field embodies the concept of curriculum integration. On the one hand, it avoids the isolation between traditional disciplines and courses, strengthens the connection between different disciplines, and on the other hand, it takes care of students' development and experience.
Discipline is a discipline and the basic unit that constitutes the field of learning. In addition to comprehensive practical activities, the new curriculum includes Chinese, mathematics, foreign languages, ideology and politics, history, geography, physics, chemistry, etc. 12- 13, and new subjects of art and technology. Discipline is no longer a discipline in the traditional sense, but emphasizes the connection between disciplines and the connection with students' lives and experiences. Module is the basic unit of a subject, and it is a relatively complete learning unit that integrates students' experience and life around specific content. Different modules can be combined. Modules are of great value. First of all, the module transforms the original linear ladder sequence of course content organization, so that the course content can be organized at multiple starting points, multiple series and multiple levels, thus realizing the vertical and horizontal communication and mutual connection between the course contents. Secondly, the module provides a space for students and teachers' experience to intervene in the curriculum, provides a premise for teachers to actively participate in the curriculum development and teaching process, and also provides an integration space for science and technology to enter the curriculum. Finally, this module provides the possibility for students to choose their own courses.
2. Reasonably handle the relationship between compulsory courses and elective courses, so that compulsory courses are selective and elective courses are standardized.
Elective courses were also offered in high schools in China before, but due to the influence of exam-oriented education, compulsory courses were artificially endowed with high subject value, and elective courses became the furnishings of compulsory courses. The new curriculum reform tries to change this situation and give full play to the value of elective courses in students' development. In dealing with the relationship between compulsory courses and elective courses, a new idea of choosing among compulsory courses and standardizing among elective courses has been formed. First of all, the new curriculum includes compulsory course, elective course I and elective course II. Because of the modular approach, students also have certain selectivity in compulsory courses. Elective course 1 is formulated by the state, and elective course 2 is formulated by the school, but the state stipulates the basic requirements of elective courses. Secondly, when offering elective courses and compulsory courses, ensure the students' foundation. Dealing with the basic relationship between elective courses and compulsory courses, on the one hand, avoids the unreasonable knowledge structure caused by students' partiality, on the other hand, endows elective courses with important value and changes the situation that elective courses were not paid attention to in the past.
3. Discipline courses are closely combined with comprehensive practical activities to cultivate students' innovative spirit and practical ability.
Comprehensive practice is a highlight of curriculum reform in China. Comprehensive practical activities include research-based learning, community service and social practice. The purpose of comprehensive practical activities is to strengthen the connection between students' learning experience and real life. Comprehensive practical activities are not carried out in isolation. They should be integrated with the subject curriculum, and rely on the subject curriculum to expand and deepen the research topics provided by the subject curriculum, so that students can form innovative spirit and practical ability in independent research and activities. It can be said that the essence of comprehensive practical activities is research-based learning, and learning is the main purpose of comprehensive practical activities. In order to ensure the development of comprehensive practical activities, the state stipulates that research-based learning activities are compulsory courses, with three years 15 credits. Together with the credits of community service and social practice, the total credits of comprehensive practical activities are 23 credits.
(3) Create a curriculum implementation environment conducive to guiding students' active learning, and improve students' abilities of autonomous learning, cooperative communication, analysis and problem solving.
Students' active learning and independent curriculum implementation environment is mainly carried out through students' self-defined learning plans. According to one's hobbies, etc. Students choose their own courses and make their own study plans within the courses provided by the school. Students choose their own courses and define their own study plans, which is the performance of improving students' subjectivity. Self-defined learning plan avoids the loss of students' interest in learning caused by unified curriculum, and improves students' interest in learning and their awareness of independent development. Of course, the study plan made by students is not blind, it needs the guidance of adults. This kind of guidance is to put forward reasonable suggestions on the basis of respecting students' choices, so that students' self-defined study plans are more conducive to students' development. In addition, the new high school curriculum requires the implementation of credit system management, which is a flexible management system different from the academic year system management. Credit system management provides institutional guarantee for students' independent choice.
? Establish a developmental evaluation system, improve school evaluation, implement a comprehensive evaluation method that combines students' academic performance with their growth records, and establish an education quality inspection mechanism.
The new curriculum emphasizes the establishment of a developmental evaluation system, aiming at changing the screening and selection functions of previous evaluations and highlighting the function of evaluation in promoting the development of schools and students. The screening and selection function of pre-evaluation is actually the narrowing of evaluation function, which pays too much attention to the evaluation of a certain function, while developmental evaluation treats evaluation function objectively, which includes the rationality of pre-evaluation. Curriculum reform also requires changing the traditional situation that college entrance examination determines the development of schools and the quality of students, and forming an internal evaluation mechanism with schools as the main body. School is the place where students grow up, and it is also the easiest place to understand the development of students. The establishment of school-based evaluation system returns the right of evaluation to the school, and the school becomes the main body to evaluate students. In this way, external evaluation and school-based evaluation promote each other and jointly promote the development of students. In addition, in the way of evaluation, it has changed the form of quantitative evaluation in the past and gradually moved towards qualitative evaluation. In the process of evaluating students, the evaluation of students' academic performance is combined with the performance evaluation of students' growth process to play the role of evaluation.
(5) Give the school reasonable and sufficient curriculum autonomy, creatively implement the national curriculum, develop the school curriculum according to local conditions, and provide guarantee for students to effectively choose the curriculum.
Empowerment and responsibility are the trend of school education development. In curriculum development, schools are the main body and frontier of curriculum reform. However, under the traditional centralized curriculum management system, the school becomes the passive executor of the curriculum formulated by the administrative organ, and the main position of the school as the curriculum is ignored. The consequence of this centralized management is that the school has become a unified model and lost its own development characteristics. At the same time, the school is always in a passive state in curriculum reform, which is not conducive to curriculum reform and implementation. The new curriculum reform advocates giving schools reasonable and full autonomy and returning the rights of curriculum reform and development to schools. At the same time, it also means that the school should bear certain responsibilities-the responsibility of school development, the responsibility of teachers and the responsibility of students. The autonomy of the school includes two aspects: one is to adjust the national curriculum reasonably to ensure the quality of curriculum implementation; First, tap curriculum resources, develop school-based curriculum, give full play to school characteristics, and ensure students' development.