"Learning for the unknown and educating for the future" is our teaching philosophy. "Teaching is our duty, and education is kung fu" is our educational attitude. On the basis of investigating the relationship between teaching and learning, learning and learning, and teaching and teaching in Zhengzhou Chen Zhong Experimental School on October 7, this paper puts forward a classroom model with learning as the center and reading, learning, speaking and practicing as the core. At the same time, thinking and learning tools are implanted in the classroom, which changes the relationship, structure and nature of teaching, learning, learning and teaching. With the advancement of classroom practice, we gradually realize that the depth of classroom reform must be curriculum reform, and the reform of "how to teach" and "what to teach" is equally important. To this end, we boldly explore the construction of a multi-curriculum system for classroom practice.

Chen Zhong's multi-curriculum model can be divided into learning courses, self-education courses and chemistry education courses. Learning and education curriculum is a curriculum model centered on knowledge construction and aimed at inheriting and creating new knowledge; Self-education curriculum is a learner-centered curriculum model, which encourages the expression of passion, desire and love; Chemistry education curriculum is a social-centered curriculum model, which pays attention to the socialization of people and the cultivation of social citizens. Nowadays, the learning curriculum system of Chen Zhong Experimental School takes unit+,subject+and curriculum+as carriers, realizing the re-growth and new leap of curriculum concept, which is manifested in: iterative upgrading of micro-courses at school level; Subject nature+units for improvement and quality improvement; Discipline+initial formation, curriculum+overall planning and construction. In a word, it is the deepening of classroom reform that forces us to explore the curriculum system.

Iterative growth diagram of curriculum concept

Curriculum exploration 1.0 version: Unit+

Concept: based on the integration, expansion and application of unit or cross-unit knowledge, the teaching design of teaching big concepts and pursuing understanding is implemented.

Exploration: unit arrangement class, unit error correction class, unit theme reading class, unit theme practice activity class, etc.

Under the guidance of the concept of integration of big concepts, understanding of teaching design and teaching evaluation, the unit or cross-unit teaching materials are reorganized and integrated, saving time for unit+curriculum implementation.

Unit finishing class: push out the unit finishing card. The sorting card can be divided into three parts: first, knowledge points, cognitive strategies and learning strategies, that is, problem-solving methods, sorted by tool system; Second, there are problems to be solved. What are the new questions you ask yourself after studying? The third is to use the knowledge learned in the unit to solve one or two practical problems in life. Study hard on the report. A "learning achievement list" is like an article reflecting and summarizing application innovation, and it is the "product" of visualization of learning effect. It can be the knowledge and understanding of teaching materials, the statement of personal views, the new ideas and creations after application, and of course it can also be a "product" made by hand.

Unit error correction course: in the past, when dealing with homework and exercise books, we only asked students to correct the wrong questions in this exercise in the new class. This is called gradual error correction, which is a basic error correction. After learning a unit, let students look at the wrong questions of the unit from the perspective of the unit for the second time and digest and consolidate them at a higher position, which is called unit error correction. Post-holiday error correction is the basic error correction, and unit error correction is a higher station system error correction, so error correction constitutes a system. It adopts mixed learning mode, including autonomous learning, discussion learning, acceptance learning and Feynman method learning, and the best one is suitable for students themselves.

Unit theme transfer reading class: from "learning to read" to "learning through reading", unit transfer triggers multi-dimensional tentacles of knowledge, promotes students' understanding of unit content, and cultivates high-level ability of subject knowledge transfer and integration.

Unit subject practical activity class: classroom learning is from life to subject, and practical activity is from subject to life, which realizes the complete cycle of teaching. For example, mathematics classroom teaching has always focused on giving lectures and practicing problem-solving models in virtual scenes that are divorced from real life. How to move from solving problems to solving practical problems? How to make students really experience and feel the real value of mathematics in real life? Look at the creative planning of the unit+course with the theme of "taxi pricing" in the fifth grade mathematics group: let students investigate and study the taxi pricing in life before class, collect relevant information, ask questions in class, analyze problems, summarize and model, solve the taxi pricing problem, and expand to similar research on water, electricity and gas pricing and mobile phone traffic after class. The purpose is to let children experience a complete learning process with the help of real situations in life: finding problems, asking questions, analyzing problems and solving problems, and feeling that mathematics is really useful in life.

Unit+Curriculum Thinking: Unit+focuses on the acquisition and application of unit knowledge; Belonging to project learning; Solve "the ability to solve problems and solve practical problems"; Doing problems to doing things; From imitation and near migration to innovation and far migration; Small topics, short period, can be completed in a few classes.

Curriculum Exploration Version 2.0: Discipline+

Idea: to construct subject curriculum group and curriculum pedigree. School-based implementation of national subject courses, research and development of subject-based courses, and emphasis on personalized cultivation of subject literacy.

Exploration: Chinese+,Mathematics+,English+,Politics, History and Geography+,Physics and Chemistry+,Art+

From taking teaching materials and teaching materials as subject courses to building a structured, networked and systematic subject+course group, the pursuit is expansibility, openness, individuality and diversified growth and vision.

Chinese+course thinking and practice: centralized literacy and early reading and writing courses: classic reading literacy, prosodic literacy and Chinese classic literacy; Subject mass reading courses (picture book reading, classic reading, ancient poetry); Graded reading course: common reading+recommendation+independent reading; Classic reading course (whole book reading course); Efficient reading and writing courses; Integration of reading and writing and life writing (post-writing course); MV writing course; Screen reading courses (oral and writing courses, information courses); Three elementary courses: little speaker, little writer, reading aloud (host); Social information exchange course.

The school has given new meaning to the "morning reading, afternoon reading and evening saving" advocated by the new education, and has also developed "four micro-courses" which are welcomed by students and praised by parents-passionate morning reading, news shorthand, self-education diary and sharing today. Students fly their dreams in passionate reading; Immerse the value in the current political language; Perfecting quality in self-education; Inspire life by sharing expressions.

Mathematics+curriculum concept and practice: mathematics reading course; Panoramic mathematics course; Mathematics game course; Thinking and logic training courses; Project learning course; Mathematical modeling course; Small topic research course; Mathematics story and diary course.

English+course thinking and practice: picture book reading course; Film and television dubbing course; Graded reading course; Listening training courses; International understanding course (culture); Foreigners look at China courses (thinking); Efficient memory course (trinity of phonetics, phonemes and letters, direct calling); Reading comprehension course; Mime performance class.

Thinking and practice of physics and chemistry, politics, history and geography+course: inquiry experiment course; Maker course; Sansheng curriculum (life, survival, life); The course of three ambitions (ambition, ambition and interest); Historical drama traceability course; Moral long-distance running course (skill training course); Henan Festival Curriculum (National Curriculum).

Art+Curriculum Thinking and Practice: Olympiad Mathematics Course; Music language, artistic language, literary language expression conversion course, etc.

Discipline+curriculum thinking: "discipline+"focuses on the individualized cultivation of discipline literacy, and strengthens, expands and promotes a certain discipline literacy; The disciplines and courses between study sections should be organically connected, systematized and systematized; Its typical characteristics are large theme and long cycle, which takes one semester and one year to complete; The course+course system aims to build a learning ability course group: all-subject reading course and higher-order thinking course; Efficient expression course; Learning ability training course.

Curriculum Exploration Version 3.0: School Curriculum+

Thinking: around what kind of people to train, determine what qualities these people should have, and what kind of curriculum system should be started to have these qualities, that is, the construction of school-based curriculum system; Open up the integration of school curriculum, family curriculum and social curriculum, and realize the docking of teaching material logic and life logic. Life is a school, society is a course, and the world is a textbook for children! Jump out of the narrow discipline view, advocate interdisciplinary project learning, and pay attention to the comprehensive quality that students should have in the future.

Exploration: STEAM project learning course, comprehensive practical activity course, school-based course, venue course, research trip series course.

STEAM project learning: let students do a complete thing, do things that need to be explored independently, and do things that have results to show. "From learning knowledge to solving problems, and then learning knowledge in solving problems; From reserve learning to applied learning. "

Comprehensive practical activities: comprehensive practical activities cannot be used instead of comprehensive practical activity courses. Fully implement the nature and objectives of the course: "gain rich practical experience from individual life, social life and contact with nature, form and gradually improve the overall understanding of nature, society and self-relationship, and have the consciousness and ability of value recognition, responsibility, problem solving and creative materialization."

Home courses: Home courses include: family education guidance course, situational observation course, family experience course, family new life course and family social practice course. At present, mature school-based curriculum practice has been implemented: it is recommended to watch film and television channels and film and television curriculum columns; Reading famous books, appreciating famous paintings and listening to famous songs; Self-care, cooking, tea art, flower cultivation and other life skills and habits development courses; Stargazing, listening to insects, watching ants, doing small experiments and other series of courses, observing nature and exploring science; Travel, visiting relatives, making friends, meeting elders and friends, study tour courses, online shopping, ticket purchase and other courses to experience the convenience of Internet and Internet life.

Venue course: Make full use of the venue advantages of provincial capitals as a brand-new comprehensive course. "The determination of each theme activity module of the course is based on the real cognitive needs of children, providing students with sufficient independent learning space; The second is to link up with students' existing "life experience" and make the course a "reorganization of students' experience"; The third is to break down the barriers between disciplines and realize the integration of teaching resources inside and outside the classroom. " Let students experience the experiential and inquiry learning of venue courses, stimulate students' interest and desire in venue learning, and gradually learn to visit in a civilized way, learn to practice, explore independently, cooperate in groups, exchange and show.

Study Travel Series: Take the world as the teaching material, the society as the school and the world as the classroom, so that students can enter universities, enterprises, communities, rural areas, military camps and nature, and integrate education and teaching activities into real life. Our study tour has avoided simple "education+tourism", extensive "explanation+visit", patchwork "theme+activities" and casual "scenic spots+teaching materials", developed a study tour course guide, and compiled a study tour course suggestion manual, a study tour course teacher manual and a study tour student activity manual. Process evaluation, exhibition and sharing items and key evaluation points are designed.

School curriculum+thinking: break the barriers of disciplines and school curriculum, break the boundaries of learning time and space, and advocate family+network+autonomy+ubiquitous personalized learning. China's educational curriculum system consists of school curriculum, family curriculum and community curriculum. It is a whole, and its goal points to a center-the all-round improvement of people's comprehensive quality and the all-round development of people, that is, the cultivation of core literacy. The traditional school curriculum focuses on cultivating students' academic literacy, while ignoring social literacy. Therefore, it is necessary to comprehensively decompose the core literacy training objectives into school courses, family courses and community courses, which are shared by the three through multi-dimensional interaction.

The curriculum concept advocated by our curriculum system is: I find problems, I generate courses, I explore solutions, and I grow through experience. The ideal education course in the future is that every child finds many problems, and because he is interested in a certain problem, the school teacher will provide resources and platforms to guide students to generate and practice this vivid self-study course.

The accumulated feelings of unit+discipline+course+practice

1, the curriculum is designed to design children's future. Curriculum construction provides rich spiritual food for students' growth and can meet the development needs of students with different potentials. School characteristics must be realized through curriculum; Curriculum characteristics are the biggest characteristics of the school.

2. The headmaster's leadership of the school curriculum cannot be absent, and the school must build a comprehensive curriculum system with core literacy as the main axis. To formulate the implementation outline of school-based curriculum, it is necessary to make binding provisions on curriculum structure, system, objectives, class allocation, resource development, assessment and evaluation.

3. The school must determine what kind of curriculum system to build according to the school-running objectives and educational objectives. The school curriculum system can't be pieced together and fragmented, and it can't have everything and make up for what is missing. We should pay attention to the nutritional balance and form a scientific, systematic and network system. Characteristic courses are not invented out of thin air, but grown.

4. Mature courses also need iterative upgrading. The essence of the growth of a course is the common development of teachers and students' literacy.