What is the course plan? What are the components of the course plan?

Curriculum plan, also known as teaching plan, is the overall plan of curriculum setting and arrangement, a guiding document on school education and teaching formulated by the national education department according to the educational purpose and training goal of the school, and a comprehensive arrangement for school teaching and various educational activities.

It stipulates the subject categories and activities that schools should set up, as well as their opening order and class time allocation, and divides semesters, academic years and holidays. The curriculum plan embodies the unified requirements of the state for schools, is the basic program and main basis for running schools, is the basis for compiling curriculum standards and teaching materials, and is also the basis for supervising and evaluating school education and teaching.

The elements of curriculum plan are: subject setting, subject order, class hour allocation, school year preparation and academic week arrangement.

(1) Briefly describe the main contents of school curriculum plan evaluation. Extended reading:

Since modern times, especially under the condition of implementing subject courses, the teaching plan is mainly a subject plan, or just a list of subjects. With the new development of social economy and science and technology, the educational structure is constantly changing, and modern educational teaching theory advocates the reform of teaching plan structure.

In addition to teaching, productive labor, scientific and technological activities, activities to develop physical strength and improve health, artistic activities and social activities should also be included in the teaching plan, and there should be mutual infiltration between tool courses and general scientific knowledge courses, natural sciences and social sciences, general education courses and vocational education courses.

With the emergence of new knowledge, the single compulsory course structure without elective courses can no longer meet the requirements of students' personality development and knowledge diversity. Appropriately increasing elective courses has become a development trend, and some elective courses may become compulsory under certain conditions.

In order to prevent students from being overburdened, it is necessary to control the weight and difficulty of teaching materials and the teaching hours. According to the age characteristics of students and the characteristics of different disciplines and activities, we can also appropriately change the fixed class hour system of 40 minutes (or 45 or 50 minutes) for each class and try out the activity class hour system.

[See People's Republic of China (PRC) Ministry of Education 198 1 March's Full-time Five-year Primary School Teaching Plan (Revised Draft), 198 1 April's Full-time Six-year Key Middle School Teaching Plan (Trial Draft) (Tables 2 and 3)

Compiling teaching plans is an educational and scientific research work. The teaching plan will be studied and compiled by relevant scientists, educational practitioners, educational theorists and educational administrative cadres to improve their theory and practice (see the course).

Network teaching plan

Second, simply answer the evaluation content of the school curriculum plan.

When I didn't understand the school classroom planning, I thought that the school curriculum plan was a special schedule for a school year. After reading the article "School Curriculum Plan and the Realization of Curriculum Leadership", I have a more comprehensive understanding of the connotation of curriculum plan (although some teachers mentioned it before during my college study, I was not impressed).

Curriculum plan mainly includes school background analysis, school curriculum objectives, curriculum structure, curriculum setting and class arrangement, curriculum implementation, curriculum evaluation and management.

School background analysis is the basis and starting point of school curriculum development. Only on the basis of scientific analysis of our school's experience advantages, traditional characteristics, problems and difficulties can our school's curriculum plan be targeted and effective. SWOT analysis of the school background, that is, the analysis of strengths, weaknesses, opportunities and threats, makes the school see the strengths and threats clearly.

Curriculum objectives can be set from three aspects: school curriculum construction objectives, student training objectives and teachers' professional growth objectives, and should be put forward on the basis of analyzing the school background.

Curriculum setting and course arrangement mainly include three types of curriculum setting and course arrangement: basic course, extended course and inquiry course.

Curriculum implementation and management includes the evaluation of curriculum implementation.

What are the contents of the lesson plans in the third primary school?

I. Guiding ideology

Guided by the important thought of * * *, taking the theoretical teaching of family education in the new period as the main content and improving the theoretical level and methods of family education as the main purpose, we will carry out various forms of teaching activities, do solid work and pay attention to practical results, so as to lay a good foundation for establishing a model parent school.

Second, the main work

1, adjust the establishment of tutor network.

Establishing a network organization is a prerequisite for doing anything well. On the basis of last semester, this semester has made appropriate adjustments to the organization of parents' schools. The specific arrangements are: school tutor committee and class tutor committee. The members of the school tutor committee consist of the main leaders of the school, the Academic Affairs Office, the Political and Educational Affairs Office, the class teachers of each class and the hired teachers. The head teacher is the teacher of each class's parents. The class tutor committee consists of the head teacher and five parents. The specific work is the responsibility of the Academic Affairs Office, the Political Education Office and the class teacher. The Political and Educational Affairs Office is responsible for making plans, arranging activities, collecting information and coordinating relations. The head teacher is responsible for specific teaching activities, publicizing family education theory to parents and teaching scientific family education methods.

2. Learn the theory of family education and the working system of parents' school.

In order to do a good job in parents' schools, we have formulated the system of preparing lessons for parents' schools, the system of asking for leave from parents' schools, the responsibilities of parents' school principals and parents' school teachers. At the beginning of school, all teachers are organized to study the theory of family education, mainly related to school education and family education, so as to improve teachers' own cultural level and professional level. At the same time, learn all kinds of rules and regulations, so that teachers can understand their duties and tasks, have rules to follow and have something to do.

3. Organize teaching activities

This semester, our parents' school teaches "How to be a qualified parent" and "The influence of family environment on the development of middle school students". In the form of teaching, we are going to discuss with a class as a unit first, to study how to teach a good tutor class, how to improve the quality of tutor class, increase the amount of classroom information, and let parents acquire more knowledge in a short time, and also to study how to make teachers interact with parents and let parents actively participate.

Step 4 make home visits

Home visit is also a good form of family education. Teachers can teach family education knowledge and communicate with parents through individual contact with them, so that parents are more willing to accept it. Every teacher should visit each student at least once a semester and make records.

5. Make use of our school's website for publicity.

On the website of our school, a special column "Family Education Edition" was set up to publicize family education knowledge. This column has theoretical introduction, experience summary and case analysis, with the participation of teachers and parents.

6. Choose parents of outstanding students

Parents who actively participate in our activities and have made some achievements in family education will be commended and rewarded.

Three. work arrangement

March

1, adjust the composition of the class tutor committee, and use the E-school network platform for teaching.

2, held a meeting of all teachers, through the work plan, learning system.

April

1, take advantage of the school open day. Do a good job in the questionnaire survey of "three comments"

May

1. Hold a seminar on teaching activities.

2. The whole school carries out parent school teaching activities (using the e-school network platform).

3. Conduct home visits (through the e-school network platform).

4. Publish articles about parents' tutoring experience on the website of our school.

June

1. Hold some parent forums to study how to run parent schools well.

2. Parents' reading knowledge contest.

July

1, choose excellent parents.

2. Summarize and commend.

4. Briefly describe the contents and methods of teaching evaluation.

Teaching evaluation is an activity that judges the value of teaching process and results according to teaching objectives, serves for teaching decision, and is a process of judging the actual or potential value of teaching activities. Teaching evaluation is a process of studying the value of teachers' teaching and students' learning.

Teaching evaluation generally includes the evaluation of teachers, students, teaching contents, teaching methods, teaching environment and teaching management in the teaching process, but mainly the evaluation of students' learning effect and the evaluation of teachers' teaching process. Two core links of teaching evaluation: evaluation of teachers' teaching work (teaching design, organization and implementation, etc.). )-the evaluation of teachers' teaching (classroom and extracurricular) and the evaluation of students' learning effect-that is, exams and tests. Evaluation methods mainly include quantitative evaluation and qualitative evaluation.

Teaching evaluation methods: examination, questionnaire, observation and questioning, homework inspection, class evaluation, etc.

(4) Briefly describe the main contents of the school curriculum evaluation, and expand reading.

Classification of teaching evaluation

(1) According to the different functions of evaluation in teaching activities, teaching evaluation can be divided into three types: diagnostic evaluation, formative evaluation and summative evaluation.

Diagnostic evaluation

Diagnostic evaluation refers to the deterministic evaluation of the learning preparation of the evaluation object before the start of teaching activities, so as to take corresponding measures and make the teaching plan be implemented smoothly and effectively. The implementation time of diagnostic evaluation is usually at the beginning of the course, the beginning of the semester, the beginning of the school year or when needed in the teaching process. There are two main functions: first, to determine the degree of preparation of students for learning. Second, properly arrange students.

Formative assessment

Formative evaluation is an evaluation of students' academic performance in order to adjust and improve teaching activities and ensure the realization of teaching objectives in the teaching process. The main purpose of formative assessment is to improve and perfect the teaching process, and its steps are as follows:

① Determine the objectives and contents of formative learning unit, and analyze its main points and their hierarchical relationship.

② Implement formative test. The test includes all key points of the unit under test. After the examination, teachers should analyze the results in time and work with students to improve and consolidate teaching.

③ Implement parallelism test. Its purpose is to review and consolidate what students have learned, ensure mastery, and lay a foundation for later study.

Summative assessment

Summative evaluation is based on the pre-set teaching objectives, and evaluates the degree to which the evaluation object achieves the objectives, that is, the teaching effect. Summative evaluation focuses on students' overall mastery of a subject, with a high degree of generalization and a wide range of tests, which are often carried out in the middle or end of the semester with few times.

According to the evaluation criteria: (1) target reference evaluation (2) norm reference evaluation.

(2) According to the different evaluation methods and standards, it can be divided into relative evaluation and absolute evaluation. [3]

Correlation evaluation

Relative evaluation method is an evaluation method that selects one or several objects from the evaluation objects as the benchmark, compares the rest with the benchmark, sorts them and compares their advantages and disadvantages. Relative evaluation method is convenient for students to judge their position in mutual comparison and stimulate their sense of competition.

Absolute evaluation

Absolute evaluation method is an evaluation method to determine an objective standard outside the * * * of the evaluated object, compare the evaluated object with this objective standard, and judge its degree of achievement.

Absolute evaluation sets objective standards other than the evaluation object and examines whether the teaching objectives are achieved, which can prompt students to have clear goals, take the initiative to learn, and find the gaps in time and adjust themselves according to the evaluation results, which has obvious educational significance.

5. Briefly describe the main contents of course evaluation.

First, double-base evaluation: focus on feeling, experience, understanding and application.

1, basic knowledge evaluation

Knowledge is the result of people's systematic understanding of objective things and their laws of motion, the crystallization of human wisdom and the foundation of human survival and development. Knowledge can be divided into perceptual knowledge and rational knowledge.

Knowledge is the basic content of school education and the foundation of moral education, intellectual education, physical education and aesthetic education.

Basic knowledge is the concept of basic education. Basic knowledge includes not only concrete facts and phenomena, but also some ideas and methods.

The evaluation of basic knowledge is to evaluate students' scientific and cultural quality from the perspective of quality education. The contents of the evaluation include: whether you have cultural and scientific knowledge that meets the needs of society. In the evaluation, it inevitably involves the evaluation of curiosity and scientific analysis spirit; Using basic knowledge to find problems, ask questions and adapt to the evaluation of social demand level; Evaluation of the ability to explore new knowledge independently; Evaluation of the ability to identify and filter information.

Evaluate students' ability to understand the world from the perspective of students' development. Cognitive process is a systematic process. Students can not only perceive the materials they have learned, but also realize their own existence, which is why? How come? What the consequences are, we can also feel the existence of people or things around us. )

Evaluate the basic knowledge in the knowledge situation and evaluate the basic knowledge in the learning process.

Evaluating students' ability to understand knowledge is also an important content to evaluate students' basic knowledge level. Understanding is divided into oral understanding and action.

What are the main models of curriculum evaluation?

1, target evaluation mode

The objective evaluation model is formed on the basis of Taylor's "evaluation principle" and "curriculum principle".

2. Objective To separate the evaluation model.

In view of its shortcomings, Screvane proposed a target evaluation model. In his view, the evaluator should pay attention to the actual effect of the curriculum plan, not its expected effect, that is, the initial goal. In his view, the target evaluation model only considers the expected effect and ignores the unexpected effect (or "side effects" and "second effect").

3.CIPP evaluation model

CIPP is an abbreviation consisting of the initials of four evaluation names: context evaluation, input evaluation, process evaluation and proct evaluation.

Stufflebeam believes that evaluation should not be limited to evaluating the degree of achieving goals, but should be a process of providing useful information for curriculum decision-making, so he emphasizes the importance of providing evaluation materials for curriculum decision-making.

4. Appearance evaluation mode

The appearance evaluation model was put forward by Stark. In his view, the evaluation should collect materials about the course from three aspects: preconditions, interaction and results. The prerequisite is to teach all kinds of conditions that exist before school and may have a causal relationship with the results; Interaction refers to the teaching process, mainly refers to the relationship between teachers and students and between students.

The result refers to the effect of implementing the curriculum plan. These three aspects of materials need to be evaluated from two dimensions-description and criticism. The description materials include the expected content of the course plan and the actual observed situation; Evaluation also includes evaluation based on established standards and evaluation based on actual conditions.

5. Gap assessment model

Parallax evaluation model was proposed by Provos. He pointed out that some evaluation models only pay attention to the comparison between several curriculum plans, but not to the components contained in the plans themselves. In fact, some schools that claim to be implementing a certain curriculum plan are not operating according to the curriculum plan, so the comparison between such plans is meaningless.

The gap model aims to reveal the gap between the planned standard and the actual performance, and serve as the basis for improving the curriculum plan. The gap assessment model includes five stages. Design stage; Installation stage; Process stage, or process evaluation; Output stage, or result evaluation; Cost-benefit analysis stage or scheme comparison stage.

(6) Briefly describe the main contents of the school curriculum evaluation, and expand reading.

Evaluation significance

1. Classroom teaching evaluation has a guiding function and can promote classroom teaching reform.

2. Classroom teaching evaluation has an incentive function, which can strengthen the communication between teachers.

3. Classroom teaching evaluation is an important way to promote teachers' professional development.

4. Classroom teaching evaluation has decision-making and evaluation functions and is an important part of school management.

5. Classroom teaching evaluation is an affirmation to a teacher and a responsibility to students.

What should the teaching plan include?

The basic contents of the teaching plan mainly include:

Teaching objectives, curriculum, teaching forms, teaching links, teaching progress and so on.

1, teaching objectives. Teaching objectives are the standards and requirements to be achieved in carrying out various teaching activities in staff training. Teaching objectives are also the main basis for determining the specific teaching tasks or teaching plans of a class.

2. courses. Is the premise of making a teaching plan. Strictly speaking, course content, course structure, course setting and combination are the core of the teaching plan of the staff.

3. Teaching form. The teaching form is mainly influenced by teachers, courses, teaching materials, teaching plans and other factors.

4. Teaching link.

5. time schedule. The time arrangement in the teaching plan generally includes the following factors:

(1) Time spent in the whole teaching activity;

(2) the time required to complete a course;

(3) Design of weekly working hours;

(4) Design of total class hours;

(5) Teaching form, the proportion of teaching, review, experiment, visit, discussion, self-study, test and examination of various courses involved in the teaching process.

(7) Briefly describe the main contents of the school curriculum plan evaluation. Extended reading:

The difference between teaching strategies and teaching plans

Teaching strategies in a broad sense include both teaching strategies and learning strategies, while teaching strategies in a narrow sense are an integral part of teaching design, that is, teaching plans and teaching implementation measures made to complete teaching objectives and meet students' cognitive needs in a specific teaching situation. Focus on specific situations.

Teaching plan, also known as curriculum plan, is the overall planning of curriculum design and the guiding document of school education and teaching formulated by the state according to educational objectives and training objectives.

What is the main content and order of the course plan?

Subject setting, subject sequence, class hour allocation, school year preparation, school year week arrangement

How to briefly introduce the main contents and chapters of the course