Question 1: What types of courses are there? Curriculum types refer to different types or ways of curriculum design. Are produced by different design concepts. With the development of curriculum theory, school curriculum is increasingly rich and stereotyped, and different theories have been formed. (1) Subject courses and activity courses are classified according to whether the teaching content focuses on knowledge system or life experience, and courses can be divided into subject courses and activity courses. This is the basic type of course. Subject courses, also known as "subject courses". According to the educational objectives, teaching rules and students' development level at a certain age, it selects some contents from various sciences to form different disciplines, and arranges teaching order, teaching hours and duration separately from each other. Subject curriculum theory holds that the logical system of each subject reflects the essence of objective things and phenomena, and the teaching content should be centered on subject knowledge and the teaching materials should be organized in strict accordance with the logical system of each subject. Learning by subject can help students understand the world correctly. Contemporary curriculum forms such as "related courses", "comprehensive courses", "wide-area courses" and "core courses" are the perfection and expansion of traditional subject courses and the consolidation and strengthening of their mainstream status. Activity course is a course form that pays more attention to students' direct experience than systematic subject knowledge. It believes that curriculum should be a series of activities organized by children themselves, through which children can learn, gain experience, cultivate interest, solve problems and exercise their abilities. (2) Explicit courses and implicit courses are distinguished from the forms of courses or the ways that affect students. Courses can be divided into explicit courses and implicit courses. Explicit courses are also called "formal courses", "open courses" and "formal courses". It refers to various disciplines and purposeful and organized extracurricular activities that are formally included in the school teaching plan in order to achieve certain educational goals. The implementation of the compiled curriculum is one of the bases for textbook compilation, school teaching, students' learning and assessment. Hidden curriculum, also known as "informal curriculum", "potential curriculum" and "hidden curriculum", is relative to the explicit curriculum, and refers to the non-public educational influence that the school intentionally or unintentionally transmits to students through the educational environment (material, cultural and social relationship structure).

Question 2: What is a school-based curriculum? Paperless education in Zaoshang believes that school-based curriculum is also a school curriculum. As the name implies, it is a kind of curriculum independently developed and implemented by the school as the main body of curriculum preparation, and it is a kind of curriculum relative to national curriculum and local curriculum. School-based curriculum is a course independently determined by the school to implement the characteristics of running a school, develop students' specialties and give play to teachers' characteristics, in addition to the courses prescribed by the state.

Question 3: What are the specific objectives of school physical education curriculum? Using curriculum resources to achieve diversified physical education curriculum goals.

The new round of curriculum reform in China, based on modern educational ideas, actively advocates the reform of teaching methods, trying to change the situation of relying only on textbooks and existing school facilities for teaching for a long time, thus putting forward higher requirements for the construction of physical education curriculum resources. The relationship between PE curriculum and PE curriculum resources is the relationship between fish and water. Without the extensive support of physical education curriculum resources, physical education curriculum reform can not be discussed, and physical education curriculum goals can not be achieved smoothly.

First, the establishment of diverse physical education curriculum objectives

From 65438 to 0999, the CPC Central Committee and the State Council made the "Decision on Deepening Education Reform and Implementing Quality Education in an All-round Way", which set off a nationwide upsurge of basic education reform. The name of physical education class was changed to "Physical Education and Health" course, and the standards of physical education and health, as well as the curriculum objectives, learning field objectives and learning level objectives were formulated, thus making the requirements of physical education courses for students more specific and clear. The new curriculum of physical education and health aims at (1) strengthening physical fitness and mastering and applying basic physical education and health knowledge and skills; (2) Cultivate the interest and hobby of taking an active part in sports, and form the habit of persisting in exercise; (3) Good psychological quality, showing interpersonal skills and cooperative spirit; (4) Improve the sense of responsibility for personal health and group health, and form a healthy lifestyle; (5) Carry forward the spirit of sports and form a positive, optimistic and cheerful attitude towards life. The course objectives include five learning areas: sports participation, sports skills, physical health, mental health and social adaptation. Physical education teachers are faced with multiple goals in five fields. How to organize teaching in physical education class, or how to achieve these goals, requires our physical education workers to tap curriculum resources that are conducive to the realization of various target areas for students of different ages and levels, and complete multi-objective curriculum tasks with different curriculum forms (explicit and implicit) and teaching methods.

Second, a correct understanding of curriculum resources

1. The misunderstanding of traditional curriculum resources

At present, the understanding of physical education curriculum resources by physical education workers in China is narrow. Traditionally, physical education curriculum resources are physical education textbooks and existing venue equipment. Because physical education textbooks are teachers' books and students' books are compiled according to the teaching contents stipulated in the syllabus, the specific contents of each textbook and the organization of teaching methods and requirements. In other words, as long as there are textbooks, PE teachers will know what to teach and how to teach, and with venue equipment, they will know where to teach and what to teach. For students, with physical education textbooks, they know what to learn and how to learn. When it comes to the development and utilization of sports resources, the traditional understanding is to order textbooks, compile textbooks and even import foreign textbooks. This understanding still stays in the era of paper printing. It is true that textbooks have always been the main curriculum resources of school physical education in China, but textbooks are by no means the only curriculum resources. Getting out of the misunderstanding of curriculum resources and establishing a correct and comprehensive understanding of curriculum resources are the guarantee to achieve diversified curriculum goals.

2. Concept and classification of physical education curriculum resources

Because the research on curriculum resources in China started late, especially the research on physical education curriculum resources is less, here are several representative studies for analysis and elaboration.

Xu Chenggong and others pointed out in the article "On Curriculum Resources and Their Development and Utilization" that curriculum resources are the sum of all human, material and natural resources that can be used in the whole process of curriculum design, implementation and evaluation. Including teaching materials and various resources in schools, families and society that help improve students' quality. Curriculum resources are not only the carrier of knowledge, information and experience, but also the medium of curriculum implementation.

Curriculum resources refer to the sum of all kinds of conditions that are rich in educational value and can be transformed into or serve school curriculum. Dr. Wu Gangping's understanding of curriculum resources is representative. He believes that curriculum resources in a broad sense refer to various factors that are conducive to achieving curriculum goals. In a narrow sense, curriculum resources only refer to the source of the direct factors that constitute the curriculum. Wei Song, a master student in the School of Physical Education of Southwest Normal University, applied the definition of curriculum resources in Dr. Wu Gangping's master's degree thesis to define physical education curriculum resources in a broad sense and a narrow sense. Physical education curriculum resources in a broad sense refer to various factors that are conducive to the realization of physical education curriculum goals; The narrow sense of physical education curriculum resources only refers to the direct source of physical education curriculum.

There are many classification methods of physical education curriculum resources, such as: according to the way of existence, it is divided into explicit resources and implicit resources; According to spatial distribution, it can be divided into on-campus and off-campus resources; It can be divided into natural resources and social resources by nature; According to the existing form, it can be divided into material form resources and spiritual form resources ...

Question 4: What is the development trend of curriculum reform in primary and secondary schools in China? First, emphasizing the humanization of curriculum Humanization of curriculum is a trend of thought of curriculum reform that criticizes and summarizes the development of education since the 1960s, because it pays too much attention to the modernization and structure of curriculum, which leads to education being dominated by intellectualism and scientism, while neglecting emotional education and aesthetic education, which is not conducive to cultivating and perfecting the experience and lessons of individual citizens. This is one of the common trends of curriculum development in the world in recent years. It is emphasized that the implementation of curriculum reform should simplify curriculum, reduce class hours and change teaching methods. The goal is to help students realize themselves effectively. At the same time, pay attention to the interest of the course, stimulate students' strong learning motivation, and then achieve the purpose of effective learning. Practice shows that the presentation of the course does not have to be rigid, single and boring to get good results. In fact, if the presentation of the course can be lively and interesting, so that students have the feeling of entertaining and willing to learn, it is more conducive to the smooth progress of learning. Otherwise, although the course writing has practical value, it is too difficult to stimulate learning motivation and achieve the expected goals of the course. For example, Japan, South Korea and other countries regard happy schools, happy classrooms and rich courses as the premise of their education reform. The so-called individual prescription learning advocated by the United States emphasizes the design of different course teaching contents according to the individual starting point of students, so that students can carry out personalized learning according to their own reality. Then through the individual diagnosis of students and remedial teaching activities according to the actual situation, this form is repeated, and finally the purpose of students' effective learning is achieved. It can be seen that attaching importance to the satisfaction of students' individual needs, advocating the cultivation of humanistic quality, putting themselves in the students' shoes everywhere and letting students study in the most reasonable environment are the concrete manifestations of emphasizing the humanization of courses in various countries today. Second, life-oriented curriculum content should be combined with students' real life needs, which is another main theme of curriculum development in recent years. With the changes of society, the explosion of information and the rapid innovation of knowledge and technology, the traditional educational model based on reciting knowledge has fallen behind. In order to adapt to the ever-changing changes, people need to apply what they have learned and turn knowledge into the ability to solve various life challenges and work. As Whitehead, a British philosopher, thinks, the task of education is not to instill dead knowledge or inanimate knowledge into children's minds, but to keep knowledge alive, prevent it from becoming rigid, and let children see the forest through trees. For example, in the face of a sea of information, what matters is no longer how much information you know, but whether you can collect, analyze, judge, integrate and use information; It is no longer how much math and scientific knowledge you have, but whether you can use this knowledge to solve the difficulties you face in real life and work. Life-oriented curriculum is the product of this development trend. It advocates that curriculum development should focus on improving students' understanding of the surrounding society and living environment and enhancing their adaptability to the environment; Educational activities should attach importance to some practical knowledge, such as livelihood education, environmental education, labor education, information education and so on. To apply what you have learned, it is not just a single form of training or mechanical memory, and the content of the course should not be just memorizing bits and pieces of knowledge that are not helpful to real life. Therefore, it has become the essence of curriculum life to emphasize that learning content should focus on cultivating students' basic ability and correct attitude towards life in daily life. Thirdly, attaching importance to the integration of curriculum integration is another trend of curriculum development in major countries in the world today. It requires the vertical coordination between schools at all stages (primary school, junior high school and senior high school) or educational courses at all grades to avoid unnecessary repetition or poor connection, and also requires the horizontal connection of curriculum contents at the same stage and grade, so as to make the curriculum structure GAI complete and the content difficult, and provide more effective help for students' overall learning; At the same time, with the deepening of the mutual infiltration of arts and sciences, the emergence and development of marginal disciplines also emphasize the integration of natural sciences and humanities and social sciences, and pay attention to general education, so that students have the basic ability to learn arts and sciences; In addition, formal courses and informal courses, subject courses and activity courses, explicit courses and hidden courses (or potential courses) are also integrated, and it is advocated that both courses should be taken into account and not neglected. Because although formal courses or explicit courses are predictable planned learning, if we can ... > >

Question 5: Discovery: The national primary school curriculum plan (new) only found this.

Primary school curriculum implementation plan

First, the guiding ideology:

The new round of curriculum reform is a brand-new and comprehensive curriculum reform of basic education. A series of educational work reforms triggered by the new curriculum have posed severe challenges to the education and teaching work and teachers in our school, and made us deeply feel the importance, urgency and seriousness of this curriculum reform, which has a long way to go. Therefore, our school will be guided by the implementation spirit of the higher authorities, focus on the experiment of basic education curriculum reform, strive to implement the education policy, conscientiously implement the spirit of the outline of basic education curriculum reform, and comprehensively promote the process of quality education in our school. The following implementation scheme is specially formulated.

II. Objectives and tasks:

1. Comprehensively organize the training, study and discussion of the spirit of the basic education curriculum reform outline. Adhere to the principles of "high" (high standards), "strict" (strict requirements) and "practical" (seeking practical results) and carry out multi-form and all-round teacher training with "basic education curriculum reform" as the core content, so that all teachers can understand, master and enter the new curriculum. Meet the investigation of new curriculum implementation.

2. Take the reform of "teaching and learning" in the classroom as the foothold of the implementation of the new curriculum; Starting from the reform of teachers' teaching methods and students' learning methods; To promote the development of students and teachers as the growth point; From in-class to out-of-class, to society, to the development of science and technology, explore and practice the new curriculum in all directions. Strive to practice and explore the reform of teaching methods and learning methods of benign interaction and common development between teachers and students in classroom teaching; Study the role change of teachers in teaching; Explore the strategies of cultivating students' autonomous learning, cooperative learning and inquiry learning; Cultivate students' ability to collect and process information, acquire new knowledge, discover, analyze, explore and solve problems under the new curriculum concept; The ability of communication and cooperation ..... Seek the education and teaching methods that are suitable for and meet the learning needs of different students, so that each student can be fully developed, thus realizing the requirements of the core concept of the new curriculum "Everything is for the development of students".

3. Continue to carry out research in this field. On the basis of the original experiment and under the guidance of the new curriculum concept, we should continue to explore, verify, develop and popularize the experiment. On this basis, consciously establish and infiltrate new projects related to the implementation of the new curriculum in teaching and research work and activities. Promote and promote the experimental development of the new curriculum with scientific research, accumulate practical experience and lay the foundation for entering the new curriculum in an all-round way.

4. Through various forms of new curriculum training, study, experiment, exploration, summary and exchange activities, we will firmly establish the new curriculum education concept and teachers' and students' views, effectively change the education concept and teaching behavior, enable teachers to establish curriculum awareness, improve the comprehensive quality of modern educational technology and other majors, and grow together with the new curriculum and students, so that our campus, teachers and students are full of vitality. ...

5. Under the guidance of the new curriculum concept, fully develop and make good use of curriculum resources, give full play to the role of school-based resources, and strive to link various facilities, scientific tools, utensils, books and other resources with the implementation of the new curriculum to achieve supporting optimization and promote the smooth implementation of the new curriculum.

Three. Measures and requirements:

First, strengthen learning, strengthen training and understand the new concept of experiential education.

The new round of curriculum reform is not a new textbook, but a profound revolution in educational concepts, which embodies the spirit of the times. Faced with this change, every teacher who participates in the curriculum reform experiment has a problem of relearning. He should dare to challenge tradition, challenge himself, study advanced education and teaching theories seriously, constantly update teaching concepts and improve theoretical literacy. Because only in this way can the concept of democracy, science and openness upheld by the new curriculum be deeply rooted in people's hearts and put into practice.

(A) to strengthen learning, thinking first.

1, the first grade of this semester will continue to use experimental textbooks, which requires our first grade teachers to seriously study and study the new textbooks, find out the style, characteristics and requirements of the new textbooks, adapt to the teaching requirements of the new textbooks as soon as possible, reform teaching methods and improve the effect of the new curriculum reform experiments.

2.1-The teaching and research groups in grade six continue to study the syllabus and curriculum standards in depth by using business study time. In particular, the curriculum ideas and specific objectives of this section need to be kept in mind by every teacher and learned to use them in teaching practice.

3. This semester, we will continue to build a communication platform and carry out the speech activity of "Approaching the New Curriculum-Wonderful Five Minutes" for teachers to reflect and experience ... >>

Question 6: What is the hidden curriculum? Talk about its function and influence on students with practice! Abstract: With the rise and development of online education, people have devoted great enthusiasm to the setting of online courses. The influence of explicit courses on students has become the main focus of attention, while the influence of implicit courses on students in online teaching has been ignored. Paying attention to the influence of hidden courses on students should be a subject worthy of serious study in online teaching.

[Keywords:] network teaching hidden courses

Hidden course, also known as hidden course, was first proposed and studied by American educational sociologist Jackson in Classroom Life in the late 1960s. At present, in some western countries, hidden curriculum has gone beyond the research field of curriculum theory and extended to the fields of educational philosophy, sociology, psychology and distance education. In recent years, China scholars have also begun to pay attention to hidden curriculum. It is generally believed that students not only study under the arrangement of the school or the guidance of teachers, but also are influenced by the institutional characteristics, school atmosphere, campus culture and collective life of the school. Conscious and planned teaching may sometimes produce opposite and unconscious learning results. Teaching content will also be influenced by social values and ideology. School norms and systems will also reflect certain values. People think that these factors act on every student in school life in a hidden, potential and penetrating way, which not only affects students' learning situation, but also affects students' personality development and perfection. At present, although great progress has been made in online education in China, most institutions offering distance education focus on establishing schools, enrolling students, making courseware and expanding their scale. Society and students are more concerned about the explicit contents such as what courses to offer, the charging situation, the teaching and learning methods, and the learning results, and less concerned about some hidden things, such as social values, the selection and organization of teaching content, and the quality of teachers in online teaching. Therefore, some online colleges only care about how to achieve the predetermined goals in the most economical and effective way in the teaching process and how to control the teaching results more effectively, so as to pay more attention to the standardization, rationalization and socialization of the curriculum, emphasize the controllability of the curriculum goals, and ignore the potential impact of the curriculum on students. Because the hidden curriculum and the explicit curriculum together constitute a complete educational curriculum, this paper attempts to express some superficial views on the hidden curriculum in network teaching from the nature, characteristics and functions of the hidden curriculum, hoping that the hidden curriculum can attract the attention of the network education community.

The essence and characteristics of hidden curriculum

In the process of education and teaching, when teachers and students interact or engage in other activities, it will produce some unconscious and unpredictable results for students. As a by-product of students' education, this result is inevitable, just like the side effects of drugs in pharmacology. This "side effect" is unconsciously produced, so some people define the hidden curriculum as "the experience that students unconsciously gain in the school situation". American scholar Jackson believes that students not only learn cultural knowledge such as reading, writing and arithmetic from school life, but also gain psychological growth such as attitude, motivation and values. These things are not only obtained from academic courses, but passed on to children by non-academic aspects of the school in a dark, latent and indirect way. If this kind of informal cultural communication is called hidden curriculum, then the current understanding of hidden curriculum generally refers to the relationship between teachers and students, ability grouping, classroom rules, metaphorical teaching materials, gender differences of students, classroom rewards and other elements that constitute students' informal learning, and its influence on students is unconscious, hidden and unexpected. Hidden curriculum has the following characteristics:

(1) potential. In the process of students' learning, school activities (mainly teaching activities) inevitably have some potential effects while exerting their explicit effects, so that students can unconsciously or unconsciously accept their hidden effects.

(2) unexpected. Generally speaking, the influence of hidden courses on students is unexpected, that is to say, teachers, educational administrators and educational countermeasures do not anticipate or anticipate the potential influence of these factors on students when they teach, manage and respond to students. Of course, this unexpected influence can be divided into positive and negative.

(3) Diversity. The educational process is varied and colorful. Different teachers, different course contents and different management systems not only have obvious influence, but also have potential influence on students' thoughts. & gt

Question 7: What are the quality education courses? Do you know that?/You know what? As the picture shows, there is a rectangular flower bed in the school. A few people cut a path in the flower bed to avoid detours and shortcuts, but in fact they only missed four steps and trampled the flowers.