Interpretation of "Opinions on Developing School-based Curriculum and Undertaking the Teaching Task of School-based Curriculum"

1. Why did the school issue the Opinions on Encouraging Teachers to Develop School-based Curriculum and Undertake the Teaching Task of School-based Curriculum (hereinafter referred to as School-based Curriculum Opinions)?

On March 30th, 20 14, the Ministry of Education issued the Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide Shu Ren. The publication of this document marks a major adjustment in the strategic layout of China's basic education reform, and the focus of basic education work has shifted from focusing on classroom reform to focusing on curriculum reform.

The basic education before 20 14 emphasizes improving the efficiency of classroom teaching as much as possible by trying to change the time allocation and the proportion of teacher-student activities in each class, and puts forward the theoretical idea of building an efficient classroom. After 20 14, basic education will realize the goal of educating people for the country by changing the curriculum. Through the efforts of many experimental schools, many advanced schools with classroom reform have emerged throughout the country. Such as Dulangkou Middle School in Shandong Province and Yang Si Middle School in Jiangsu Province.

Now the prelude of curriculum reform has been opened, and many schools across the country have made their own efforts in curriculum reform through their own efforts. For example, the "curriculum integration" of Xiejiawan Primary School in Chongqing: February 20 14, when the new semester started, the curriculum reform of all grades in Xiejiawan Primary School was pushed forward in an all-round way, and many courses 10, such as Chinese, mathematics, English, music, physical education, ideology and morality, fine arts, microcomputer and fine arts, disappeared and were replaced by reading and life and mathematics. CCTV news broadcast spent nearly five minutes in the headline position, and broadcast a report entitled "Xiejiawan Primary School Curriculum Reform: Difficult Exploration". At present, the pace of curriculum reform in many provincial capital schools is gradually accelerating, especially after the Ministry of Education and other 1 1 departments issued the Opinions on Promoting the Study Travel of Primary and Secondary School Students, many primary and secondary school classrooms moved into the society, communities and scenic spots, which greatly mobilized children's learning enthusiasm.

The document "Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing Lide Shu Ren's Fundamental Task" points out that with the in-depth development of economic globalization, information network technology has advanced by leaps and bounds, various ideological and cultural exchanges have become more frequent, and the growth environment of students has undergone profound changes. Young students are more independent in thinking, more diversified in value pursuit and more distinctive in personality characteristics. With the increasingly fierce international competition and the in-depth implementation of the strategy of strengthening the country through talents, the times and social development need to further improve the overall quality of the people and cultivate innovative talents. These changes and requirements put forward new and higher requirements for curriculum reform.

At present, the curriculum reform in primary and secondary schools is generally not well planned and coordinated, and there is still a certain gap with the requirements of Lide Shu Ren. Mainly manifested in: attaching importance to wisdom over morality, simply pursuing scores and enrollment rate, students' sense of social responsibility, innovative spirit and practical ability are relatively weak; There is no organic connection between the curriculum objectives of universities and primary and secondary schools, the contents of some disciplines overlap and repeat, and the curriculum textbooks are not systematic and applicable; The examination enrollment and evaluation system that is suitable for the curriculum reform is not matched, which restricts the all-round promotion of teaching reform; Teachers' awareness and ability of educating people need to be strengthened, curriculum resources are insufficiently developed and utilized, and the mechanism to support and guarantee curriculum reform is not perfect. These difficulties and problems directly affect the effect of moral education, so we must attach great importance to it, deepen the curriculum reform in an all-round way and solve it effectively. "

The document requires: "Coordinate various positions such as classroom, campus, family and society. Give play to the role of the school as the main channel, strengthen the close connection between classroom teaching, campus culture construction and community organization activities, cooperate with the school, make extensive use of social resources, scientifically design and arrange activities in and out of class, and create a well-coordinated educational environment. "

If a school wants to gain a foothold, it must be supported by excellent quality courses in addition to excellent teaching quality, because courses are the bridge to implement the training objectives, and what kind of courses must be offered to cultivate what kind of people.

Limited by geography and knowledge level, our teaching is still limited to low-level teaching methods such as imparting knowledge, and it is still very lacking in paying attention to the cultivation of students' innovative thinking and the development of personality. We must start as soon as possible and make some meaningful explorations as soon as possible, so as not to fall behind the times.

The curriculum reform of Xiejiawan Primary School in Chongqing inspires us that primary school teachers must be versatile and have the ability of multi-disciplinary teaching. Each of us should be competent in the knowledge teaching of a subject according to our own specialties, and at the same time, we can choose a physical education or art course to study and participate in teaching practice as soon as possible. Only in this way, we will not be eliminated by the times, and we will continue to make progress in participation.

2. As primary school teachers, do we have the ability to develop school-based curriculum?

Let me talk about what school-based curriculum is first. School-based curriculum is a school-based curriculum determined by the school itself, which corresponds to national curriculum and local curriculum. School-based courses are mainly divided into two categories: one is to make national and local courses school-based and personalized, that is, schools and teachers reprocess and re-create national and local courses through selection, adaptation, integration, supplement and expansion to make them more in line with the characteristics and needs of students and schools; Second, the school designs and develops new courses, that is, on the basis of scientifically evaluating the needs of students in the school and fully considering the local community and school curriculum resources, the school and teachers are the main bodies to develop diversified courses for students to choose from. The school-based curriculum that we encourage teachers to do refers to the second curriculum.

Is our teacher capable of developing school-based curriculum? Obviously capable. Because at present, we have made many attempts in this regard, but it has not yet been realized. As long as we make institutional arrangements in strict accordance with the curriculum standards and make a little effort, we can compile a school-based curriculum suitable for our school. For example, we are carrying out as many as 25 club activities, and there are many excellent clubs here. With a little tidying up, we can make our club activity course. Then the teaching content is fixed, and the evaluation method of this club course is gradually explored and printed into a book. You can involve many people and teach directly with this textbook. This is a successful school-based course. With the deepening of exploration, we may develop many excellent school-based courses. For example, our school entrance education activities, graduation education activities, fire emergency drills, comprehensive practice courses and so on. Can be refined into our school-based curriculum. Therefore, we not only have the ability to develop courses, but also have the ability to be competent in the teaching of school-based textbooks. Through our own writing and teaching, we can better grasp the connotation of textbooks and achieve teaching goals.

3. Who is qualified to write school-based curriculum?

(1) A teacher who has been a club activity class and a comprehensive practice class for more than one year and continues to be a teacher of this course.

(2) Organizers who undertake students' educational activities in special periods. Such as entrance teaching, graduation education and fire safety education.

(3) other personnel recognized by the school.

4. How to continuously motivate teachers to participate in the development of school-based teaching materials?

The purpose of developing school-based curriculum is to achieve the goal of running a school and enrich its characteristics. As long as we can achieve this goal, we will stick to it and never develop teaching materials for the sake of developing teaching materials. If we develop textbooks without teaching practice, such textbooks will be a piece of waste paper. Developers must also be lecturers, that is, our school offers this course. Otherwise, any content of the textbook development school will not be supported. Textbooks are printed at the expense of the school. In principle, students use it free of charge. If it is really necessary to collect part of the fees, the school can appropriately reward the textbook developers after ensuring that the printing cost is recovered. Textbooks should be revised once a year in principle, and efforts should be made to improve the arrangement system of textbooks, and strive to create characteristic quality courses. For teachers who actively develop school-based curriculum and teach this course for a long time, the school should introduce incentives to make these teachers rich and famous, and let the teachers who develop teaching materials develop together with the school.

The copyright of teaching materials belongs to both the school and the developer.

5. Let each child choose his favorite school-based curriculum.

I hope that in the near future, our students will no longer arrange the study time of culture class every Friday afternoon. Students can attend classes freely, choose their favorite courses freely, choose their favorite teachers freely and develop their own personality. Once this is done, it will be a very meaningful pioneering work. At that time, if every student goes to a "patient" seeking medical advice and chooses his favorite "doctor", excellent teachers will be sought after like experts in hospitals. Every teacher should think from now on about what kind of courses can be offered for children to like in the future. Only by making preparations early can we grasp the courses sought after by students. Only by preparing early can you not lose to others: only by preparing early can you create your own world in this field. Li Xigui, the headmaster of Beijing 10 1 Middle School, introduced in detail the school's "three-layer and eight-dimensional" curriculum system, the "grade+academy" warp and weft management model, the construction of high-end curriculum groups, and the concept and cases of ecological wisdom classroom. The school has really realized the curriculum of thousands of people, and everyone's curriculum is different. I think the students in Beijing 10 1 middle school must be happy. Their teachers must be liked by students, and their schools must be liked by students. Can we provide such a world for the children in Ningling through our efforts?

6, not as fast as silicon, three primary school teachers should keep up with the pulse of the times, be proactive, not be a teacher, stand at the forefront of history, unify their thinking, work hard, and set out towards the great goal of running a school. Please, three hours! Come on, primary school teachers!