The first paper on the reform of basic education "On the trend of the current curriculum reform of basic education in China"
Since the reform and opening up, China's basic education and its curriculum reform have gone through more than 20 years of reform and development, and have achieved fruitful results, making great contributions to improving the quality of our people and cultivating thousands of talents. However, the economic and social development in the transitional period has put forward new requirements and given new missions to the reform of basic education.
Keywords:: basic education curriculum reform trend
How to evaluate the curriculum reform of basic education in China is a rather complicated task, which requires a lot of investigation and statistical analysis, and scientific research on the relationship between basic education and social and economic development. The ideal curriculum needs the joint efforts of theoretical workers, administrative workers, primary and secondary school principals and teachers to be transformed into practical courses. It is necessary to prevent the curriculum reform from entering the misunderstanding of impatience and eagerness to achieve success, and there will be an empty shell situation in which policy and practice are out of touch. Practice has proved that it is doomed to failure to try to solve all problems at once through one reform. Curriculum reform has always been a gradual process, a process of coexistence of inheritance and innovation, and a wave-like process.
First, the trend of curriculum reform based on student development
Students' development-oriented course is a course that pays attention to the all-round development of all students and the unity of personality differences. This requires that curriculum reform should be based on the research of brain science, psychology and pedagogy, and the development of students should be the focus and goal of curriculum development. At least the following relationships should be handled well here: the first relationship is the relationship between students' development and subject system and social needs, that is, the relationship between children and knowledge and society; The second pair of relations is the relationship between students and teachers, that is, the relationship between subject and dominance; The third pair of relationships is the relationship between intellectual development and knowledge transfer; The fourth pair of relations is the relationship between intellectual development and personality development, which are both related and not equal.
Second, the trend of strengthening moral education and humanistic education.
The cultivation of moral sentiment is a worldwide problem. What kind of person and how to be a person is an unavoidable problem in any education, and it is the primary problem that must be solved. Since ancient times, people have done a lot of exploration on this. The importance of the transmission of ideas, attitudes and value systems in education and social enlightenment is self-evident. Especially with the rapid development of social globalization and networking, the importance and difficulty of moral education have increased.
The variability brought by the development of science and technology and the eternity of humanistic spirit have become a pair of sharp contradictions in today's society. The invention of science and technology is a double-edged sword, which can not only benefit mankind, but also bring us unpredictable problems and even disasters. What can be done to control the wild horse of science and technology? Experts and scholars have turned their attention to humanities education. The faster the development of science and technology, the more it needs the traction of humanistic spirit, and people need humanistic spirit to guide and determine the direction of future social development. The international trend of increasing the weight of humanities courses in recent years is a reflection of this view. In China's school education, mathematics and science account for a large proportion, while humanities account for a low weight, which deserves our attention.
Third, the trend of curriculum integration
The proposal and development of comprehensive curriculum is a criticism of the defects of subject education. We must pay attention to overcoming the mindset that often appears in education, preventing the advantages of different disciplines from being opposed by comprehensive advantages, and preventing the situation that we want to change is precisely inheritance and development. In course development and teaching, we should adopt a realistic attitude, adhere to comprehensive integration, division of disciplines, differentiation in comprehensive integration and comprehensive integration in sub-disciplines, so as to complement each other.
Fourthly, the trend of curriculum socialization and life.
Is it because of the excessive pursuit of the integrity and purity of the discipline system structure that primary and secondary schools enter the discipline? Build high walls, dig deep pits and accumulate grain? On the whole, the tendency of curriculum in China to be divorced from social practice and students' life is still very serious. Strengthening the connection between curriculum and students' life and real social reality, so as to integrate it more effectively, is not to make the curriculum break away from the academic track, but to add the source and vitality of the times to the curriculum that has been fully academic after hundreds of years of development. It is a common practice in many countries to combine general education in primary and secondary schools with labor, technology and vocational education. China has been exploring this aspect for many years, but it seems that no truly effective ways and methods have been formed.
Five, the trend of three-level management of curriculum system
To correctly understand the meaning of three-level curriculum and three-level management, it is not only required that the curriculum management authority should be graded (including the categories and class hours of curriculum setting), but more importantly, the next-level curriculum must be resolutely implemented and creatively developed independently of the previous-level curriculum. The practice of mechanically separating national curriculum, local curriculum and school curriculum, and the practice of understanding school curriculum only as activity curriculum and elective curriculum are all misunderstandings and should be changed. Only in this way can our primary and secondary schools not only ensure the unified basic requirements and quality, but also run their own characteristics, better adapt to local conditions, teach students in accordance with their aptitude and be full of vitality forever.
Sixth, the trend of curriculum individualization and diversification.
The problem of individualized curriculum is actually a problem of teaching students in accordance with their aptitude. In the case of class teaching system, it is difficult for teachers to teach students in accordance with their aptitude in the face of many students with different academic qualifications, degrees and characteristics. Even if various measures are taken to the maximum extent, it is difficult to achieve the expected results. Comrade Jiang Zemin once pointed out that innovation is the soul of a nation's progress and an inexhaustible motive force for the country's prosperity. ? Our curriculum reform can and should make great contributions to this. The curriculum of primary and secondary schools should not only reflect commonness, but also reflect differences and levels, that is, individuality. In a sense, there is no innovation without individuality.
At present, the curriculum reform of basic education in China is developing rapidly, and the research of curriculum theory is facing great challenges and excellent opportunities. The practice of curriculum reform calls for the guidance of scientific curriculum theory, which can not be separated from the source and the test of curriculum reform practice. Educational administrative leadership and management institutions should be the best link and bridge between theoretical research and reform practice. The role of educational administrative leadership and management institutions can not be underestimated, and the responsibility is great. We must have enough understanding of this.
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