China has a vast territory, the level of economic and cultural development varies greatly from place to place, and the available curriculum resources are also different. In recent years, with the gradual deepening of reform and opening up, great changes have taken place in the social and historical conditions of China, and at the same time, regional differences have gradually expanded. Developing local courses that are in line with local conditions has become the requirement of the times for curriculum construction at different levels of economic and cultural development. To develop local courses, it is necessary for local and community education authorities to fully study and master local social, historical, cultural and economic conditions and realities, so as to tap local curriculum resources and design courses that fully reflect regional characteristics. Local curriculum is formulated according to different regional cultures, which inevitably has national characteristics. Different nationalities have their own characteristics in history, culture and education, and they live in different areas. The practical problems they face are also very different. In the development of local courses, we must pay attention to ethnic differences and find a moderate new way between adhering to the basic goal of ethnic education and respecting ethnic customs and paying attention to the current situation of our nation.
China is a multi-ethnic country, the ethnic composition in the west is more complicated, and the settlements of different ethnic groups are relatively concentrated. This requires the education authorities in all localities, especially in the western region, to pay serious attention to and study the cultural characteristics of different ethnic groups, develop local courses that meet the local needs and the actual needs of different ethnic groups, and thus cultivate multi-ethnic talents that meet the national education standards and meet the needs of specific ethnic groups. So as to effectively promote the common progress and development of many ethnic groups. Local courses are developed according to the local economic and cultural development level. Under the long-term historical changes and specific geographical environment, cultural resources with strong local characteristics will inevitably form in various places. As an important part of local curriculum resources, these cultural resources will inevitably attract the attention and utilization of curriculum developers, and then strive to tap their educational value. After careful analysis and processing by curriculum developers, cultural resources will eventually enter the curriculum field directly, thus making local courses.
The development of local cultural resources must be purposeful and normative. The forms and functions of cultural resources are diverse. Only by classifying cultural resources can they be smoothly transformed into corresponding curriculum forms or components of a certain kind of curriculum, and their educational value can be reflected. Local cultural resources can be classified from the aspects of material and spirit, direct and indirect, reality and potential, so that we can better develop and manage these resources.
The cultural resources entering the curriculum must meet the national education standards, be advanced, and represent the advanced parts of local culture, meet the needs of modern development, and meet people's pursuit of higher spirit; It should be educational in order to cultivate and shape learners' cultural personality and aesthetic cultural feelings; It should be developmental and can promote the all-round and smooth development of local or local student groups and individual students; It should be acceptable, acceptable to students, understood and accepted by students. The goal of local curriculum development, that is, aiming at the actual needs of local areas, aims to solve the problems that local areas and communities often encounter in the historical, economic and cultural development or the difficulties they are facing at present. The design and implementation of local curriculum is conducive to overcoming the disadvantages of curriculum divorced from social life. Its basic purpose is to meet the specific needs of local or community development. Strengthen the connection between students and social reality and community development, so that students can understand the community, and then contact and understand the society, learn to care for and be responsible for the society, and enhance their sense of social responsibility.
In the process of design and development, in order to highlight the targeted characteristics of local courses, we must first study and master the actual problems or major contradictions faced by local communities. This requires the joint efforts and cooperation of community workers, education administrative departments, curriculum research experts, local teachers and community stakeholders. Judging from the course content, local courses are different from the subject courses in national courses, and it does not require balanced and complete disciplines. Nor does it deliberately pursue the systematic, coherent, profound and complete theoretical knowledge, but especially emphasizes the appropriateness of curriculum content, which includes the following two aspects: one is to pay attention to the times of the curriculum, and the other is to pay attention to the reality of the curriculum.
In order to keep students in close contact with social life and community development, local courses must pay attention to the times and keep pace with the current characteristics of the times. If it is out of touch with the characteristics of the times of students' life, even if it embodies local characteristics, it still has little connection with the current social life, and it is difficult to arouse students' attention and interest, let alone promote students to understand society, understand society, care about social development and participate in social life. In terms of content design, local courses should have outstanding reality and organize content in the form of special topics and comprehensive courses. The content of local courses should be systematically designed based on the reality of local social life and community development, reflecting vivid reality, and teaching students the values, ideology and basic knowledge about local and community, such as local history, local geography, community structure and regional economy. Traditional culture, etc. Students should also be taught the basic ability to participate in social life, such as community research, community service, community development planning and other public welfare activities. Compared with national curriculum, local curriculum has greater flexibility. Different from the long-term and fixed nature of national curriculum, local curriculum is more immediate and changeable. It needs to adapt to the development of local economy and culture according to the actual changes of local social life and community development. Make corresponding adjustments in real time. The formulation and implementation of local curriculum will not happen overnight. It should be constantly adjusted, changed and updated in the process of development and implementation, and constantly absorb useful new content to improve and supplement itself.
It should be noted that local curriculum development does not refer to the local independent compilation of teaching materials. Local curriculum development not only refers to the development of specific curriculum materials, but more importantly, the whole development process. In this process, the local actual needs and students' learning needs are basically met, the local educational and cultural level is developed and improved, and the curriculum structure and content are more perfect and reasonable. Even as far as one of the concrete products of local curriculum development-self-made teaching materials are concerned, the teaching materials developed locally are often problem-centered, interest-centered or child-centered, rather than knowledge-centered. They don't pay attention to the flexibility of local courses, but only pay attention to the development of self-made textbooks, ignoring loose-leaf materials with more flexible forms, which is easy to mislead the development of local courses and compile local versions of subject knowledge center textbooks. One of the important contents of the new round of basic education curriculum reform is to change the previous centralized curriculum management system, implement the three-level curriculum management system of national curriculum, local curriculum and school curriculum, and upgrade the curriculum. National courses are developed and designed by experts and technical forces organized by the state, local courses are developed by local education administrative departments, and school-based courses are determined by schools themselves, which complement each other. Among them, local courses play a connecting role in the three-level curriculum management system.
As an important part of the basic education curriculum system and an indispensable link in the three-level curriculum management, the provincial and municipal local education administrative departments undertake the main body of curriculum development. The Zhejiang Provincial Department of Education has formulated the Standard of Local Curriculum (General Content) for Basic Education in Zhejiang Province, and the Provincial Academy of Educational Sciences has compiled a supporting local curriculum textbook, Man, Nature and Society, which is widely used in primary and secondary schools in the province. The contents include all kinds of educational contents that meet the national educational requirements, compulsory education and high school education are basically stable, such as safety education, mental health education, physical education and health education, civic moral education, sexual health education, environmental education, national defense education, legal education, ethnic education, drug control and students' AIDS prevention education, which reflect the characteristics of this province. Each education module has several themes. Primary and secondary schools involve several educational modules every academic year, and the same module arranges teaching content at different levels every academic year. In order to cultivate students' humanistic spirit, scientific innovation spirit and social practice ability. At the same time, on the basis of general course materials, around the specific educational content and requirements, local special course materials with distinctive regional characteristics have been developed and constructed. Taking Ningbo as an example, the Municipal Teaching and Research Office organized the compilation of My View of Ningbo (I love Ningbo and I love Ningbo). As a part of provincial and local curriculum construction, this set of teaching materials is fully combined with the specific reality of Ningbo's economic and social development, and is built to meet the specific practical needs of Ningbo's talent training and student development, reflecting Ningbo's local characteristics. Local curriculum is a new thing in this curriculum reform. Paying attention to strategies and improving the effectiveness of local curriculum implementation can give full play to the educational function of the curriculum and take care of students' interests, hobbies and specialties, thus greatly enriching and expanding the educational content, ensuring the realization of national educational goals and promoting students' independent and all-round development.
(A) curriculum integration strategy
1, integration of local curriculum and national curriculum
Local curriculum is different from national curriculum development, but the ultimate educational goal is the same. Local curriculum is a supplement to national curriculum, and it is closely related to national curriculum in content. Whether it is a provincial general textbook or a municipal special course, there are many contents related to the subject education theme of the national curriculum, especially "Morality and Life/Society", "History and Society" and Chinese subject. In the specific implementation process, the relevant content can be decomposed, so that teachers in corresponding disciplines can undertake teaching tasks, which not only saves time but also avoids simple repetition. For example, the lesson of "Take care of my things" in "Man's natural society" in grade one, so that school children can know what their study purpose is, and they can organize and store them, take all the learning tools with them every day, and cultivate their good habit of packing schoolbags. This is similar to "I can organize myself" in the first grade "Morality and Life". The content is similar and the goal is close. The two courses can be integrated without repeated teaching. There are many such repetitions. It is best for the school to arrange a time for analysis and distribution at the beginning of the period.
2. Integration of local curriculum and school curriculum.
Compared with national curriculum, local curriculum and school curriculum have greater flexibility in curriculum development and implementation, and can better reflect local characteristics. Some school courses are developed with local resources as the carrier. This kind of local curriculum, which meets the needs of local development and students' development, should be organically combined in the specific implementation process, and local resources should be fully tapped to make the school curriculum development more reliable and the local curriculum implementation more in-depth. For example, in the school-based curriculum developed by Dou Wei Primary School in Beilun District with local resources as the carrier, the lesson of "Hometown Transportation" is simulated to go to Zhenhai, take a ferry, cross a bridge and cross a tunnel, so that students can realize that the transportation in their hometown is more and more convenient and the society is more and more progressive. The second grade of "Man's Natural Society" teaches students to pay attention to safety when riding and always remember the traffic rules. The teacher completed the riding safety education for students in the class of "Hometown Traffic".
3. Integration of general textbooks and special textbooks.
Although general textbooks and special textbooks were developed by two local education administrative departments at different levels, they have the same educational and training functions for students. At first, faced with two sets of textbooks, teachers didn't know how to implement them. Some simply choose one set and give up the other, but there is always a feeling of giving up the basics. Now let the students choose one set, and the teacher has two sets of teaching materials to integrate the content with the same educational theme. When the teacher educates with the theme of "My lovely hometown Ningbo" in the special textbook "I See Ningbo", on the basis of letting the students know the ancient, splendid and beautiful hometown Ningbo, let the students visit, take photos and collect pictures on the spot. Then, combined with the lesson "My Home" in "Man's Natural Society", some students introduce their hometown and others introduce their home and family members in the form of activity classes.
4. Integration of local curriculum and school activities.
The implementation of local courses should be closely combined with various educational activities carried out by the school. The content that can solve the educational function in the activities carried out by the school will not occupy the classroom teaching time again, which not only effectively utilizes the teaching time but also reflects the consistency of the school's educational objectives. The contents of safety education, national defense education, environmental protection education and mental health education in ordinary textbooks not only provide a new carrier for school education, but also combine teaching materials with practice to enhance the effectiveness.
(B) flexible implementation strategy
Because the implementation of local curriculum is still in the exploratory stage, there is no fixed model and ready-made experience, teachers have greater autonomy and flexibility in the implementation process.
1, flexible adjustment of class hours
Local courses are different from subject courses, and many of them are practical. One class a week often makes teachers feel embarrassed. In fact, teachers can negotiate and communicate with other teachers according to actual needs, and strive for a complete time for the teaching content that needs to go out of the classroom and out of school for practical experience.
2. Flexible arrangement of teaching time
In the process of implementing local course textbooks, the teaching content of each course is not necessarily egalitarian in time arrangement, and the practical content needs more time; Starting from personal professional knowledge and expertise, teachers can deepen what they are good at and need more time; It takes more time to expand the content of local resources; Students who are interested in the content can also arrange more time for research. On the contrary, the time can be reduced appropriately.
3. Adjust the implementation time in a timely manner.
Local courses are different from subject courses, and there is no strict knowledge logic system. Therefore, teachers can combine with school activities in the implementation process, and adjust the implementation order of each educational theme according to needs, not necessarily according to the order of teaching materials.
4. Flexible application of implementation forms
In principle, the implementation of local courses in each class shall be carried out by designated teachers according to the designated class hours, but the implementation of some educational themes can be carried out flexibly, such as "Sacrificing the Tomb of the Martyrs" in local textbooks compiled by the city, and schools can organize all students to carry out unified educational experience activities when offering sacrifices to sweep the tomb of the martyrs in Tomb-Sweeping Day. However, many educational topics such as safety education, environmental education, national defense education, etc. In the provincial general textbooks, lectures, lectures and movies can be organized in the whole grade or the whole school.
(C) practical experience strategy
"Without translating learning content into students' personal experience, learning can't have real meaning, and students' understanding and discovery of the world depends on personal experience." Moreover, the biggest difference between local courses and subject courses is that it goes beyond the logical system of subject courses, advocates close contact with extracurricular activities and social practice activities, advocates independent, cooperative and inquiry learning methods, cultivates students' operation and inquiry ability in practice, cultivates students' love for their hometown and motherland in experience, and produces a sense of responsibility and mission to serve and build their hometown. This feature has also been fully reflected in the compilation of teaching materials. There are quite a few contents in the textbooks of two-level local courses to arrange students to participate in social practice, investigation, visit, data collection, visit and hands-on production, so as to enrich the teaching process. Therefore, teachers must make good use of practical experience strategies in the implementation process, fully embody the teaching concept of the new curriculum and highlight the teaching characteristics of local courses. "Zhejiang Province Basic Education Local Curriculum Standard (General Content)" points out that "local curriculum is a necessary supplement to national curriculum in different places. Local courses can be adjusted in time according to the differences in the development level of students in different places and communities, effectively taking care of students' interests, hobbies and specialties, thus greatly enriching and expanding educational content, ensuring the realization of national educational goals and effectively promoting students' independent and all-round development. " This reflects the regional and local characteristics of local courses. In the early stage of curriculum reform, due to teachers' different understanding of the three-level curriculum management system and limited ability of curriculum development, provincial and municipal education administrative departments, as the main body of local curriculum development, developed corresponding teaching materials for teachers to use, providing teachers with the basis and carrier for implementation. However, we should realize that the inherent tension in these two levels of local curriculum will undoubtedly make local curriculum a "national curriculum" if teachers take teaching materials as the only way to implement local curriculum, which can not fully reflect the regionality and nativity of local curriculum. In this way, the initiative and autonomy of "local" curriculum development can not be brought into full play, and the richness and differences of local curriculum resources can not be reflected. The educational function of local curriculum will naturally weaken. Therefore, in the process of implementing local curriculum, we should strengthen the development of local curriculum resources, expand curriculum content, tap regional characteristics, develop curriculum resources to the nearest "living area" for students, and constantly add fresh content to teaching to show the inherent tension of the curriculum. For example, the theme of "Beautiful Landscape" in Ningbo's special textbook shows students the famous mountains and rivers in Ningbo, such as Fenghua Qianzhangyan, Dongqian Lake, Xiating Lake and Siming Lake, so that students can appreciate the beautiful landscape of their hometown. Teachers should guide students to appreciate the familiar landscape around them, fully stimulate students' interest and further understand the beauty of their hometown.
The development of local courses in China started late and took a short time. There is no ready-made experience and model to learn, and all localities are exploring. "There is no road in the world. If there are more people walking, it will become a road. " On the road of exploring the development and implementation of local curriculum, I hope that more curriculum experts will give guidance and more colleagues will discuss and communicate, so that the implementation of local curriculum can go on in a healthy and orderly way.