On 23rd, "Thinking and Behavior of New Schools", one of the sub-forums of China Education Science Forum, was held in Beijing. Nearly 150 people from all over the country, such as education experts, education directors and principals, gathered together to seek common development and construction of new schools. Rebecca, secretary of the General Party Branch of Chongqing Lijia Middle School, based on the construction of the new school, showed the new educational model of the school in the course construction and implementation from the cultural perspective and curriculum standpoint, which was highly praised by the experts attending the meeting and educational peers.

New cultural forms:

The coupling of "four haves" and "four dimensions"

School development, culture first. Culture is the group values and core ideas recognized by teachers and students accumulated in the process of running a school, and it is the soul of a school. Therefore, with the development of new cities in Chongqing, Lijia Middle School has been thinking about its own school-running orientation and cultural orientation.

Rebecca said that etiquette culture is the outstanding spiritual wealth of the Chinese nation and the cultural gene of the Chinese nation. At present, the state attaches importance to the inheritance and development of traditional culture, advocates "cultural self-confidence" and tells the "China story" well, which makes the importance of school education in national rejuvenation increasingly prominent. Therefore, the curriculum construction with "ritual culture" as the core is the echo of inheriting excellent traditional culture.

Under the guidance of "etiquette culture", in 2008, the school carried out characteristic education with etiquette as the main content, and achieved remarkable results. In 20 13, the school began the initial attempt of emotional instrument education, focusing on the practical exploration of characteristic courses with "etiquette education 2.0" as the core.

After determining the educational concept and school values of "ritual culture", Lijia Middle School began to breed new forms of school education. With reference to the "four haves" model of the new school (humanity, beauty, temperature and story), the school constructs the overall connotation development context of the school with four dimensions of "benevolence, affection, beauty and merit", forming a four-dimensional map of "ritual culture" and a school curriculum system-"Butterfly" course.

The "four haves" model of the new school and the four dimensions of "benevolence, affection, beauty and morality" of Lijia Middle School correspond and couple with each other, and jointly explain the connotation and personality imprint of Lijia's curriculum with "ritual culture" as the core from the perspective of the grand curriculum.

New curriculum form:

Upgrade from 1.0 to 2.0.

Curriculum is the most important educational product of a school, and the construction of a "new school" must be supported by it. Therefore, in the process of curriculum reform, Lijia Middle School adheres to the curriculum concept of "based on children's lifelong development, educating people with ceremony, shaping the soul with ceremony, achieving a cost-effective life and achieving a happy life" and creating a characteristic course of etiquette education.

In recent years, the school has continuously deepened the connotation of etiquette education. On the basis of 1.0 version of etiquette education (including etiquette overview, image etiquette, communication etiquette, campus etiquette, life etiquette, foreign etiquette, etiquette etiquette), the etiquette education was upgraded to version 2.0 (including self-awareness, emotional management, self-motivation, bearing setbacks, interpersonal communication and self-realization), and a basic etiquette course was formed.

In addition, the school has also promoted the reform of etiquette education curriculum evaluation, diversified evaluation contents and subjects, diversified evaluation methods, highlighted the evaluation principles of autonomy, situational, interaction and process, and controlled the education quality of etiquette courses throughout the process.

Rebecca said: "The school spent a total of 1 1 year, from the initial well-informed and well-formed class meeting class to the characteristic education with etiquette as the main content, and finally to the new pattern of" four haves "and the" etiquette "class with etiquette culture as the core. 1 1 years, the original attempt without utilitarian orientation has evolved into a conscious pursuit of curriculum value. Time and space have changed, objects have changed, and expectations for school development have changed, but the initial intention of education has not changed, and the purpose of paying attention to children's healthy and three-dimensional growth has not changed. "

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