1. Construct "Colorful Life Curriculum System"
As a new school, Paulownia Tree Middle School regards "curriculum" as the center and main axis of school development, leading students' life development. Therefore, the school regards curriculum integration as the core measure of school curriculum reform, including: integrating traditional school moral education and teaching, making the curriculum no longer limited to the traditional teaching field, realizing a series of moral education courses and expanding the curriculum connotation; Integrate national curriculum, local curriculum and school-based curriculum, further optimize the curriculum structure, carry out inter-disciplinary integration and intra-disciplinary integration, and establish a curriculum supermarket to make the curriculum conducive to students' acceptance and choice; The integration of time and space of curriculum implementation makes the curriculum implementation conform to the law of students' physical and mental development, adapt to students' interests and levels, and help students achieve the best learning effect. Paulownia Tree Middle School has built a "colorful life curriculum system" based on curriculum integration, trying to cultivate children into excellent teenagers and social pillars who are physically and mentally healthy, full of heart, ambitious, pioneering and innovative, and let them "become towering trees and social pillars". Courses are divided into two categories: basic courses and growth courses (as shown below).
The basic courses cover three kinds of courses: self-cultivation, dedication and fitness, which mainly lay the basic qualities of paulownia students' growth, such as morality, ideal and body. The growth course covers three kinds of courses: "knowledge, practice and innovation", which mainly cultivates paulownia students' intelligence, ability and thinking. The course covers eight learning areas, namely: language and literature, mathematics, humanities and society, science, technology, art, sports and health, and comprehensive practice.
Self-cultivation course-mainly covers moral quality cultivation, traditional culture cultivation and aesthetic cultivation.
Du Zhi course-mainly educates students on ideals and beliefs, including the guidance of core values.
Fitness courses-mainly cultivate students' strong physique and healthy psychology.
General education course-mainly develops students' intelligence, knowledge and mind.
Practice course-mainly cultivates students' science and technology, information literacy and practical operation ability.
Developing new courses-mainly developing students' innovative thinking and cultivating students' innovative consciousness and ability.
2. Period reorganization: junior high school has 12 university section and 6 primary school sections. The first (upper), second (upper), second (lower), third (upper) and third (lower) section is 1 A 2 3 B 4 5 C 6 7 D 8 9 E 65438. +00 1 1 F 12 time week 1-9
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10- 17 this week, the university section mainly focuses on the centralized learning of unified courses, and the primary school section does not arrange unified learning content. The primary school part is used for personalized learning arrangements, and counseling courses are offered for students with weak learning foundation and learning problems; Other students make study plans according to their own learning situation and carry out autonomous learning, that is, self-planned course learning. Study tours are also arranged in the primary school stage, and comprehensive disciplines (history, geography, biology, politics) are inspected abroad in the form of study tours, so as to apply what they have learned.
This school has two courses, two classes and individual customization.
1. Set up subject classrooms to highlight subject culture.
The teacher's usual office moved into the classroom, and each subject has its own personalized classroom, which is more conducive to learning and teaching. The subject classroom is the workplace of every teacher, and the classroom layout of different subjects has its own characteristics. In order to facilitate students to consult materials and supplement their knowledge, books related to this subject are also placed on the bookshelf behind each classroom, and the functional classroom is both a laboratory and a classroom. The classroom has become a favorite place for students. Students after class go to different subject classrooms according to the schedule. During the break, the students rush to the subject classrooms on different floors, and "walking" becomes the most distinctive action of the students. When the classroom becomes a place full of wisdom, it is not surprising that the classroom is full of vitality, such as experimental inquiry, group discussion, answering questions, self-review planning and so on. Classroom has become the territory of subject learning, and children receive education in different subject classrooms, immersed in the unique subject and academic atmosphere, and infiltrated into the vibrant subject culture ocean. Ideas and opinions naturally germinate and grow, and sparks of wisdom and hearty laughter flash from time to time in every subject classroom, making students outstanding.
2. Class selection and shift system: cancel the administrative class, and the teacher will not move the students.
When the classroom changes, the school changes; Only when the classroom is efficient can education be efficient; Only when the classroom quality is high can students excel; Only when there is innovation in the classroom can students innovate. In traditional schools, students' courses are mostly fixed in a classroom and exist as a fixed group. Once teachers and students are settled, they can't change each other, and classroom inefficiency persists. Paulownia Tree Middle School will implement the system of selecting courses and moving classes. Students from Paulownia Tree Middle School will attend classes in the teacher's subject classroom, and students from different subjects will have new study partners. Students will choose courses according to their hobbies, and their mental state will be full of enthusiasm every day. The school guides students to arrange a day's "trip" according to the courses they choose, and guides students to face such a variety of courses and learn to choose the courses that suit them according to their interests, time and level.
Students choose their own courses instead of arranging courses for them, which is the most distinctive basic education choice of Paulownia Tree Middle School. Paulownia students really enter the era of choosing courses and leaving classes, which will greatly meet their different needs for courses and meet the development needs of different students.
3. The courses are tailored by individuals, and the courses are classified at different levels.
Unified curriculum can not meet the different needs of different personalities, so we must teach students in accordance with their aptitude and develop a diversified curriculum system. Courses are optional, so students in Paulownia Middle School will have their own personalized schedules, each of which is unique, and each student will tailor a growth runway for himself. The courses chosen by students are designed according to the classification of liberal arts and the stratification of science, that is, liberal arts (Chinese, English, history, geography, biology and politics) are taught in modules according to the content types, and science (mathematics, physics and chemistry) are taught in grades according to the students' level. For example, if he has an advantage in mathematics, he can choose Math III, and if he has good Chinese literacy, he can give a speech while learning basic Chinese. For students, it is more suitable for their academic level; For teachers, it avoids the teaching difficulties caused by polarization. This course is suitable for students. Students who have a weak foundation in junior high school mathematics ⅰ and need to strengthen their study habits and methods must choose junior high school mathematics ⅱ. Students with a good foundation must choose Math III in junior high school. (A) students with strong self-study ability must choose courses for students. Junior high school students with three-year Chinese program must choose basic reading of modern Chinese in junior high school. Students who need to strengthen modern Chinese reading should choose the basic reading of classical Chinese in junior high school to learn classical Chinese. Junior high school students need to strengthen basic narrative writing, and junior high school students need to strengthen argumentative writing. Students who have excellent grades and are interested in argumentative writing can choose classic works to appreciate their speeches and eloquence. Students who have excellent grades and are interested in oral expression can enjoy classical poetry. Students who have excellent grades and are interested in poetry can promote small classes, improve evaluation and ensure quality.
1. Small class teaching
In traditional schools, the large number and scale of class students has almost become the normal state of education. Too large a class size leads to a very heavy teaching burden for teachers, and the limited scope of teachers' attention in curriculum teaching will inevitably lead to insufficient attention to some students, and teachers can't find the learning problems of "forgotten" students in time, thus the teaching effect and efficiency are greatly reduced, and it is difficult to meet students' requirements for high-quality education and increasingly diversified learning needs. Paulownia Tree Middle School will strive for about 30 students' subject classes to ensure students' individualized learning needs, truly regard small-class teaching as the basic guarantee of education quality, truly teach students in accordance with their aptitude, and make teaching oriented to students at different levels, rather than the unified students as a whole. Teaching content, teaching mode, teaching methods and teaching evaluation are all organized around students, which ensures the efficiency of modern schools.
2. Multiple assessments
The new curriculum scheme of Paulownia Tree Middle School has been reformed from curriculum setting, implementation, diagnosis and evaluation, academic management and other aspects to meet the future needs of students with different learning foundations, different learning abilities, different personality endowments, different hobbies and different development directions, and strive to create an education suitable for each student's development. Curriculum evaluation and diagnosis is the key to ensure the success of curriculum reform: the more open, personalized and diversified the curriculum, the more standardized and professional its terminal will be, so the evaluation of students in Paulownia Tree Middle School is diversified and comprehensive.
Students' academic evaluation consists of two parts: process evaluation and summative evaluation. Process evaluation mainly focuses on students' attendance, classroom discipline and performance, homework, autonomous learning, asking valuable questions, helping each other, listening, participating in discussions and cooperating with others in the learning process. Summative evaluation includes not only various forms of exercises or tests, but also personalized works such as papers, research reports, performance reports, experimental operations and hands-on production. The school will give full play to the diagnostic functions of process evaluation and summative evaluation, help teachers understand students, improve teaching, find problems for students and improve learning services, and use modern educational technology to realize multi-dimensional interaction of evaluation and timely communication among students, parents and teachers. The school takes process evaluation and summative evaluation as the basic evaluation criteria, forming a period evaluation, that is, at the end of each period, teachers' evaluation of students' learning process and learning effect in that period is converted from process evaluation score and summative evaluation score according to the ratio of 4:6, 5:5 or 6:4. Then the term evaluation is formed, that is, at the end of the term, the teacher's evaluation of students' learning process and learning effect in one semester is converted from the evaluation results of two learning periods according to the proportion of 50% each. The school's complete curriculum evaluation and diagnosis system includes not only academic diagnosis, but also a comprehensive evaluation, diagnosis and analysis system to integrate students' development information as much as possible.
School characteristics and four qualities are implemented, and quality takes root.
1. Ten Footholds of Paulownia Students' Basic Literacy
Paulownia middle school pays attention to students' comprehensive quality. While ensuring students' academic performance, the school creates conditions and opportunities for the cultivation of students' comprehensive ability through diversified platforms, truly practices the road of quality education curriculum reform, lays the foundation for children's happy life, and enables students to have their own comprehensive quality and comprehensive strength that they are proud of, and be confident and calm in the face of the future. The school will continue to tap children's potential, cultivate children's humanity, constantly promote children's socialization, let them mature and learn to survive on their own.
2. Establish a student credit evaluation system.
The school establishes a credit evaluation system, relying on the credit system management to guide students' development in real time and ensure their all-round development. The school implements credit system management. According to the credit calculation standard, each course will receive corresponding credits according to the study duration and the number of class hours per week. Credits are the basis for students to graduate, but different grades will get different grade points, which can help students to participate in the excellent students, excellent students and excellent students set up by the school.
Evaluation of various honors such as longevity. Five courses with school characteristics, highlighting characteristics and achieving the best of yourself.
To run a characteristic school, we need a characteristic curriculum as a guarantee; To ensure that children have a skill, they must also have special courses as a guarantee. Paulownia Tree Middle School will provide a variety of course menus for students to choose from, and featured courses will become the most popular and favorite courses for students. The school will fully tap the school's material resources and human resources, systematically integrate courses such as history, geography, biology, art, physical education, technology and comprehensive practice, and comprehensively create courses that pay equal attention to art and physical skills, hoping to become a top-quality course in Paulownia Tree Middle School and cultivate outstanding Paulownia students with "solid quality, broad vision, healthy progress and full follow-up". The school hopes that the characteristic courses can stimulate students' growth motivation like the core courses, and urge the school to further understand the society, know itself, define the career and life goals, and open a window to success for itself. The school will offer special courses according to students' needs, and the plan in advance is as follows:
1. art
2. Sports and health
3. Technology
4. Comprehensive practical activities
5. Long-term planning courses
6. Colorful club activities (declared by students after the start of school)
Six characteristics of the school: being a tutor, managing projects, and everyone making decisions.
1. Tutorial system in the post-administrative class era
The school will cancel the administrative class, and after taking classes, it will be equipped with 1 tutor and 15 students to form a tutor class to communicate with students, provide one-on-one service for parents and lead children to grow up healthily. The duties of the tutor include: helping students with career planning, psychological counseling and academic guidance; Respect students' personality, discover and develop their advantages and specialties, and lead students to grow up healthily and happily; Help students solve the puzzles in psychology, study and life in time and effectively; Actively communicate with subject teachers and project department leaders, keep abreast of students' situation and help students in a targeted manner; Help students set appropriate development goals, guide students to plan their autonomous learning time reasonably, and effectively supervise its implementation; According to the students' curriculum data, put forward personalized and effective suggestions; Cooperate with parents, communicate and feedback in time, and form a joint force between home and school. According to the specific circumstances, tutors and students can make irregular and unlimited appointments. Tutors can make collective appointments to solve common problems, or they can arrange individual appointments in time for students with individual appointment needs or abnormal performance. Communicate with students' questions in depth during the interview, and patiently help students analyze and solve problems. In Paulownia Middle School, the tutor always thinks from the students' point of view and tries to meet the students' individual needs. The establishment of good relationship is the premise of the success of paulownia education.
2. Implement project management to ensure that all employees are educated.
Adjusting organizational structure is the lever of school transformation. The reform of curriculum and its implementation process highlights the needs of school teaching and learning, forces the focus of school management to move down, and forms a flat organizational structure with service first and teacher-student orientation. In Paulownia Tree Middle School, the headmaster directly connects with teachers and students, and the demand of teaching front line can be quickly responded. Leaders pay more attention to the decentralization and sharing of leadership power, downplay administrative management, and pay attention to team leadership. By allowing more outstanding teachers to participate in school management, each teacher can become a builder and leader of the subject classroom and build various platforms to expand the influence of teachers. For the management of students, Paulownia Tree Middle School mainly relies on the establishment of independent project management teams such as management college, education commissioner, self-study management department, evaluation management department and community management department, and relies on project management to ensure students' continuous and orderly study and life without administrative classes.
For example, the project team of the education Commissioner, whose duties include formulating student rules and regulations; Create a positive atmosphere and provide positive energy for students' growth; Seize the opportunity of education and guide students to be role models of behavior norms; Assist teachers to deal with emergencies in educating students; For students who violate the rules and regulations, it is necessary to implement admonition education and follow-up education and establish communication with parents. The self-study management project team, whose duties include checking the self-study classroom and discipline, and urging students to make reasonable plans, effectively using self-study and supervising self-discipline classroom discipline. Self-study management is not only to create and maintain a quiet and comfortable self-study environment, but also to educate and guide students how to plan and effectively use self-study time and improve the efficiency and effect of learning. For example, in view of the low learning efficiency of some students in night self-study and day classes, we can capture some excellent students' learning scenes, make posters and publicize their peers, and touch their heartstrings with positive energy, thus achieving a subtle educational effect. The school believes that the foothold of school student work or student management is that students serve their classmates. The school further established an autonomous management college. By participating in the work of self-management, students work closely with the corresponding responsible teachers and instructors in the department, exercise their abilities of self-management, self-discipline and self-planning, cultivate their awareness of serving others, and finally achieve all-round growth.