Credit is a unit of points obtained by successfully completing a course, which is used to indicate the amount of learning required for students to obtain certificates, diplomas or reach a certain level. Different countries have different regulations on the learning amount of credit representatives. For example, in some States in the United States, credits are generally calculated in Carnegie units, and each unit represents at least 1 20 hours of classroom teaching in the school year. Canada can get 1 credit for successfully completing the minimum10 class hours, and 1/2 credit for completing the minimum 55 class hours. According to the new senior high school curriculum standards of the Ministry of Education, Culture, Sports, and Sports of Japan, 1 class hour or a class is 50 minutes, and 35 class hours of teaching is 1 credit. "Credit" is the unit used to calculate students' academic performance. One credit is approximately equivalent to 1 academic hour of students in the classroom or laboratory.

The amount of homework for a continuous semester does not include the amount of extracurricular discussions and exchanges between students and teachers or classmates, the amount of preparation for exams, and other academic assignments related to the course but not directly related to the course teaching. This definition of credit was put forward by the Carnegie Foundation for the Promotion of Teaching in the United States and has been widely recognized. Using credits to measure students' learning volume is the credit system, also known as the credit accumulation system. It calculates students' learning volume in units of credits, and holds that students must reach a certain minimum academic weight in order to obtain a degree, such as a bachelor's degree, a master's degree or a doctor's degree. This academic weight represents the number of courses taken by students. The credit system of 1894 originated in America. Harvard University in the United States first adopted the credit system, and Harvard Medical College established the credit system on the basis of elective system. By the beginning of the 20th century, most colleges and universities in the United States had successively implemented the credit system.

Q2。 What is the credit system?

The credit system is a curriculum management system that calculates students' learning volume in units of credits, and takes the completion of the prescribed lower limit credits as the basic condition for students to obtain graduation qualifications. It records the growth experience and development degree of students in the corresponding curriculum field through credits in the form of quantitative scores.

Q3。 What is the academic year system?

Academic year system is the abbreviation of academic year system, that is, students must complete the prescribed academic year, complete the prescribed subjects and hours in each academic year, and pass the examination to meet the prescribed standards before they can graduate and issue certificates. China's ordinary high schools implement the academic year system. Compared with the credit system, the academic year system is a rigid curriculum management system.

Q4。 What is the academic year credit system?

The academic year credit system is a combination of academic year system and credit system, and it is a form of transition from academic year system to credit system. The academic year credit system basically retains the three-year study period of ordinary high schools, but the curriculum has compulsory courses and elective courses to measure the amount of study completed by students in the specified academic year.

Q5。 What is the flexible academic system?

Many countries usually combine flexible academic system when measuring students' learning volume with credits. That is, credit statistics break the academic year boundary, and the whole (such as undergraduate, junior college and senior high school) calculates the credits of students' study. Allow students to graduate early or late within the specified number of years. As a result, there is no grade in high school, only a few years away.

Flexible academic system provides students with greater freedom of study and takes care of students with different learning needs. However, considering that many ordinary middle schools in China are large in scale, with large classes and lack of rich experience. Therefore, on a large scale, most schools can only try out the academic year credit system. Of course, a small number of schools across the country have conducted experiments on flexible academic system, and it is suggested that qualified schools can conduct experiments and constantly sum up experience.

Q6。 How to calculate the academic performance of the course?

Each credit is equivalent to one class hour (40-45) minutes of classroom study per semester, and it meets the specified quality requirements. In terms of class hours alone, 1 credit = 18 class hours.

Q7。 Who will identify the credits?

The school is the main authority for the credit recognition of senior high school students. According to the idea of three-level curriculum management, courses can be divided into academic and non-academic categories, and different courses are determined by different disciplines, as shown in the following table:

Q8。 What is the subject and basis of credit identification?

Academic courses, non-academic courses

School-based courses in the fields/disciplines of comprehensive practical activities of language and literature, mathematics, foreign languages, humanities and society, science and technology, art, sports and health.

Community service and social practice of research-based learning

The subjects and basis of credit recognition are determined by the school or teachers according to the unified test scores outside the school or the national curriculum standards, by the school or teachers according to the national curriculum standards or guidelines, by the institutions or persons in charge inside and outside the school according to the relevant regulations of the school, and by the teachers according to the relevant regulations of the school.

Remarks: Non-academic courses are temporarily arranged in the technical field. Q9。 Is there any credit limit for each academic year?

For the academic year credit system, the upper and lower limits of students' academic performance in each semester are stipulated. Students can choose more courses, less courses and avoid taking some courses according to the school curriculum plan and the advice of the course selection instructor, according to a certain course selection order and within the credit range specified in each semester.

Q 10。 What is a compulsory course?

According to the provisions of the curriculum plan for ordinary high schools formulated by the Ministry of Education, all ordinary high school students must take elective courses.

Q 1 1。 What is an elective course?

Elective modules in some fields of study formulated by the Ministry of Education, and courses offered by schools for students to choose according to their own characteristics and students' needs.

Q 12。 What is the standard of credits before graduation?

The requirements for graduation credits for ordinary senior high school students are: students should obtain at least 144 credits within three years, and the required credits should be no less than 1 16 credits, including 15 credits for research learning activities, 2 credits for community service and 6 credits for social practice. Elective credit I is not less than 22 credits, and elective credit II is not less than 6 credits. Therefore, students who have completed the minimum credits specified above and passed the comprehensive assessment of ideological and moral character, organizational discipline and code of conduct are allowed to graduate, and the school will issue a uniformly printed graduation certificate.

Q 13。 Where do students benefit from implementing the credit system?

The implementation of the credit system can provide more and richer courses for students, so that students can choose course selection, learning process and learning methods independently according to their personal interests, their own conditions and development needs, and according to the school curriculum. This not only helps students with learning difficulties solve the problem of lack of energy, but also provides opportunities for students with spare capacity to accelerate, broaden and deepen their studies.

Q 14。 How do schools begin to implement credit system management?

Schools that try out the credit system must first realize that the premise and core of implementing the credit system is the course selection system. For schools with experience in offering and developing elective courses, the basic conditions for implementing credit system management have been met. For schools that have not yet established a curriculum structure based on compulsory courses and elective courses, they should first build a flexible, open and scientific curriculum structure and do a good job in credit system management.

Q 15。 Is there an advantage in implementing the credit system in larger schools?

There are many students in large-scale schools, so implementing the credit system can optimize the management process and improve the management efficiency. In the process of course selection, as far as specific courses are concerned, there are relatively few students who choose courses and the education cost is relatively low.

Q 16。 How to implement the credit system in smaller schools?

The main problem that may occur in implementing the credit system in smaller schools is uneconomical. If possible, with the support of higher education authorities, cooperate with ordinary middle schools around us to jointly implement the credit system, explore specific management methods of the credit system, and share elective resources according to regional characteristics. You can get twice the result with half the effort Q 17。 What are the norms of the credit system management plan?

Schools shall, in accordance with the curriculum plan (experiment) of ordinary senior high schools in 2003 of the Ministry of Education, the new curriculum standards and guiding opinions or the requirements of school curriculum management, formulate school curriculum plans and corresponding credit system management plans to adapt to the new curriculum. When making the school curriculum plan, the first task is to evaluate and integrate the original courses and actively develop elective courses, so as to establish a curriculum structure based on compulsory courses and elective courses, provide students with a platform for selecting courses, and highlight the flexibility and selectivity of courses.

The credit system management scheme should include four elements: curriculum setting, credit recognition, course selection guidance and student status management. The pilot school of academic year credit system should also stipulate the upper and lower limits of the total credits students learn in one semester in the school curriculum plan of each academic year.

Q 18。 What are the requirements of implementing the credit system for school resources and facilities?

Generally speaking, the implementation of the credit system requires schools to use and tap the existing resources and facilities of schools as much as possible, such as school libraries, laboratories, playgrounds, multimedia classrooms and so on. Conditional schools can add more mobile classrooms of different sizes, which is conducive to offering elective courses.

Q 19。 What impact will the implementation of the credit system have on teachers?

The combination of course selection system and credit system is conducive to giving full play to teachers' independence and creativity, bringing more professional development space for teachers, and teachers will have greater autonomy in course content, learning time and teaching methods. At the same time, it also brings more challenges to teachers, who are faced with the problem of adjusting and perfecting the knowledge structure.

Question 20. Is there a unified class to implement the credit system?

In schools that try out the credit system management, students can still arrange classes according to grades to form natural classes or administrative classes. After students choose courses, the school will form teaching classes according to the course selection personnel, and students can attend classes across classes or grades (if possible or necessary).

Q2 1。 Change of class concept in credit system management?

Under the management of credit system, there are two kinds of classes. One is administrative. Students' compulsory courses and group activities are still carried out in the administrative class, which is managed by the class teacher. The second is the teaching class, where students take elective courses, that is, students take classes according to their own elective subjects, and the study of this subject is managed by the teachers of the teaching class.

Question 22. How to manage students in dynamic classes?

After the implementation of the credit system, part of students' learning is carried out in relatively stable administrative classes, while the other part is completed in dynamic teaching classes, which affects the original system of administrative classes and head teachers. It is necessary for the head teachers of administrative classes and teaching classes to coordinate their division of labor and jointly do a good job in student management.

Question 23. How does the school guide students to choose courses?

Schools that implement the credit system formulate course selection guidance manuals and distribute them to freshmen, and formulate course selection guidance teacher plans. According to the actual situation of students, the course selection instructor will give students full guidance in course selection, learning process and learning methods, and establish relatively fixed and long-term contact with students to provide guidance and help for students and their parents. In addition, the school also organizes students to conduct centralized consultation every academic year and before each semester.

Question 24. What does the subject instruction manual include?

The contents of the course selection instruction manual mainly include two parts: one is the school-related curriculum policy, including graduation requirements, semester and academic year credits, course selection procedures, etc. Second, all courses are introduced (explained) for students to choose, including course name and code, teachers, class credits, course content introduction, class place, time arrangement, learning methods, course selection requirements, etc. Question 25. How do students choose courses?

In addition to compulsory courses, students refer to the pre-arranged course summary table (including course name, course code, course credits, teaching teachers, teaching time and class capacity) published by the school at the end of each semester, choose courses on the premise that the teaching time of the selected courses does not conflict with each other, fill in the course selection table and submit it to the head teacher of the administrative class for summary.

Question 26. What is the mutual recognition of credits between similar schools?

Schools that are both ordinary high schools can realize mutual recognition of credits in a certain field, especially in elective courses. The elective courses that a school can offer are always limited. For areas with conditions, schools can explore taking classes or choosing courses online in a certain area to realize mutual course selection among multiple schools in a certain area.

Q27。 Procedures for mutual recognition of credits in similar schools?

Both parties shall sign an agreement on mutual recognition of credits and report it to the competent department of the school for the record;

The performance of the agreement is subject to the official results and credit notice of the academic affairs office of the school.

Question 28. What is mutual recognition of credits between different schools?

The mutual recognition system of different types of schools is conducive to the connection of different types of schools and to improving the construction of educational overpass in China. In the field of secondary education, there are vocational high schools and comprehensive high schools parallel to ordinary high schools. Because of the different types of schools, ordinary high schools and secondary vocational high schools have their own advantages in educational resources, especially in some elective fields. According to "Principles and Opinions on the Pilot Work of Credit System in Vocational Schools" issued by the Ministry of Education in 20001,some vocational high schools and comprehensive middle schools in China have carried out pilot projects of credit system. Therefore, these three types of schools can try to recognize some course credits in a certain area. In other words, mutual recognition of credits can be achieved according to the same requirements in the curriculum standards of both parties.

In addition, ordinary high schools and institutions of higher learning can also recognize the credits of some courses.

Question 29. Procedures for mutual recognition of credits in different schools?

Students provide relevant information about the courses they have studied (course name, course standards and grades);

Relevant experts compare the two curriculum standards and put forward suggestions for mutual recognition of credits;

Official approval from the academic affairs office of the school.

Q30。 Can students' competition awards and qualification certificates be converted into credits?

In principle, the competition rankings and qualification certificates obtained by students can be recorded manually in the students' personal study reports, and there is no need to directly convert them into credits. Students' credits must be the result of completing a course in the senior high school curriculum plan and reaching a qualified level. If students think that their competition rankings and qualification certificates can prove that they have reached the qualified level in relevant courses, they can apply for exemption or elective courses according to regulations.

Q3 1。 Can students be exempted from listening and some courses?

Some subjects or modules in the subjects that students think can be mastered by themselves can be exempted from listening after application and approval. Students have excellent grades and strong self-study ability. If you think that you have mastered the courses stipulated in the teaching plan through self-study, you can apply for exemption courses according to the exemption method and get credits in advance.

Physical education and health courses, comprehensive practical activities and skill operation courses may not apply for exemption.

Q32。 What are the requirements for students to apply for exemption from listening to a course?

Students who have obtained a valid grade certificate or qualification certificate issued by a national or international authority that can prove that they have mastered the requirements of a certain course (or courses) during their school days may apply for exemption from the examination. Students are required to submit an application for exemption and the original relevant certificates, which will be reviewed and approved by the academic affairs office of the school. Q33。 How to calculate the credits for comprehensive practical activities?

The research study lasts for three years 15 credits. There are three schemes: one project per semester, with 3 credits for each project; One project per academic year, with 5 credits for each project; 5 credits for a small project in Grade One, and a large project in Grade Two and Grade Three 10 credits. The school determines the specific credit plan according to the needs.

Social practice lasts for three weeks, one week per academic year, 2 credits per week and 6 credits for three years. The class teacher determines the credits according to the students' actual performance in practical activities.

Community service is three years and two credits, and the service time is not less than 10 working days. Credits are recognized by the class teacher according to the service time certificate signed by the person in charge of the service receiving unit, and the service activities organized by the Youth League Committee or the Student Union are recognized by the responsible teachers.

Q34。 How to deal with the subjects that failed the exam?

Students who fail the course exam will have a make-up exam. Make-up exams are placed after the winter and summer vacations, in the first week of the new semester. Students who fail the make-up exam cannot get credits for this subject or module.

Students who fail the make-up exam can retake the subject or module, and under the premise of meeting the minimum credit requirements of the field and subject, students are allowed to take other modules that are easy to pass across subjects or fields.

For a limited number of courses, different schools can take different measures, retake the exam, or arrange for students to choose another course among similar courses.

Elective courses can be revisited, revised or abandoned.

Curriculum revision must be carried out within the next year. Generally not more than twice.

Q35。 Is there no repetition after the implementation of the credit system in the academic year?

Implementing the credit system means canceling the repeat reading system. If the student fails the exam, please refer to question 25. Schools that try out the academic year credit system will be limited by the number of years of study, and students cannot retake the exam indefinitely.

Q36。 Can credits reflect students' learning quality?

The total number and structure of credits obtained meet the graduation requirements and are the main basis for students to obtain graduation certificates. Therefore, the main purpose of implementing the credit system is to provide flexible curriculum management programs, not to evaluate students' learning quality.

Q37。 What is the grade point system or the integral system?

In some countries, when the score/grade system moves towards the credit system, in order to compare the differences of learning quality among students more specifically and reflect the evaluation function of credits, the original scores or grades are usually converted into grade points or accumulated points for statistics. The following is the specific conversion method of the two systems.

. United States of America

The concrete method of transforming middle school grades into credit grade points

Grade grade point

A+ 4.2

4.0 points

Answer 3.8

B+ 3.2

B 3.0

B- 2.8

C+ 2.2

C 2.0

C- 1.8

D+ 1.2

D 1.0

D- 0.8

Germany

The concrete method of transforming middle school grades/grades into product points

Score/grade is very good, satisfactory, pass, defective, fail.

+ 1 - + 2 - + 3 - + 4 - + 5 - 6

Q38。 Is it necessary to calculate the grade point for implementing the credit system?

The calculation of grade point system expands the function of credit system, which has some evaluation functions besides curriculum management. It is feasible where the number of students enrolled in the school is small and the class size is small. Considering that it is only an attempt to fully implement the credit system in ordinary high schools in China, and that there are too many registered students and too large classes, it is impossible to fully embody all the functions of the credit system, nor can it be designed too complicated to avoid lack of communication and operability. Therefore, we should first consider the curriculum management function of the credit system, not the evaluation function.

Q39。 How to evaluate students' learning after the implementation of the credit system?

In the final analysis, the credit system provides a flexible curriculum management scheme. No matter how exquisite the credit system is, it is difficult to accurately and completely reflect the overall quality of a student. Students' learning achievements are comprehensive and rich, which cannot be covered by quantitative evaluation methods such as exams, tests, credits and grade points. There are many learning achievements that cannot be quantified, such as students' emotions, attitudes and values. The evaluation of students should pursue a diversified evaluation system and emphasize the unity of quantitative evaluation and qualitative evaluation.

Q40。 After the implementation of the credit system, how is the student's report card designed?

We can redesign the book report handbook for senior high school students, and consider keeping the original scores and registering them in the book report handbook together with the credits. At the same time, it advocates handwriting and registration records signed by principals or other personnel to make up for the deficiency of the credit system in reflecting students' comprehensive quality.