Generally speaking, the fundamental task of this curriculum reform is to fully implement the party's educational policy, adjust and reform the curriculum system, structure and content of basic education, and build a new basic education curriculum system that meets the requirements of quality education.
As mentioned earlier, the current curriculum system was completed in the era of industrial economy. In the era of industrial economy, the production and circulation of products have the most direct significance for the enhancement of national strength and economic prosperity. Therefore, the mission of school education is to train the educated to become qualified producers and consumers. The need of industrial production determines the content of school education curriculum, and the significance or value of scientific knowledge and related skills for industrial production is obvious. Herbert, the advocate of modern natural science education movement? Spencer explained this in detail.
The worship of "efficiency" in industrial economy determines that school education must impart knowledge in a simple and standardized way. Therefore, the subject curriculum based on knowledge classification has become the most important feature of curriculum structure. In addition, the pursuit of the integrity, systematicness, logicality and authority of the knowledge system of various disciplines not only creates strict barriers between disciplines, but also gives textbooks supreme dignity. In the process of curriculum implementation, knowledge based on textbooks is at the core and becomes the basis for restricting teachers and students' activities. In other words, knowledge becomes the purpose of the school curriculum system.
The above characteristics of the current curriculum system all reflect such an educational concept or a concept of human development: the development of the country and society is concentrated on economic development, so mastering knowledge and skills directly or indirectly related to production is the highest goal that the school curriculum system should pursue; At the same time, it also constitutes the whole connotation of human "development".
Since the 1840 Opium War, the dream of "strengthening the country" has been lingering in the hearts of Chinese people. With the rapid development of science and technology, the "knowledge explosion" and the prominent educational choice function of "late-developing countries" at a certain stage of development, the curriculum system of Chinese schools has the following characteristics: the keen pursuit of book knowledge increases students' learning burden and weariness, and students study for exams. Now, people have summarized all kinds of disadvantages existing in the current basic education curriculum system in China as "exam-oriented education".
Obviously, quality education can't be implemented unless the disadvantages of the existing exam-oriented education in the curriculum system of basic education in China are eradicated.
7. How to understand the six specific goals of this curriculum reform?
In order to realize the training goal of the new curriculum, and at the same time, aiming at the disadvantages of the current basic education curriculum textbooks, the Outline of Basic Education Curriculum Reform (Trial) (hereinafter referred to as the Outline) puts forward six specific goals of this curriculum reform. These goals constitute the overall framework of the new round of basic education curriculum reform, which embodies that the curriculum reform is a complex and meticulous system engineering.
First, realize the transformation of curriculum function.
At present, the curriculum reform in all countries in the world takes the transformation of curriculum function as the primary goal, and strives to make the new generation of citizens have the necessary qualities to adapt to the social, scientific and economic development in the 2/kloc-0 century. On the basis of deeply reflecting on the current situation of basic education in China, deeply comparing the trends of international curriculum reform, and carefully analyzing the demand for talents in the future, this curriculum reform first establishes the core goal of curriculum reform in the Outline, that is, the transformation of curriculum functions: changing the tendency of curriculum to pay too much attention to knowledge transmission, emphasizing the formation of a proactive learning attitude, and making the process of acquiring basic knowledge and skills become the process of learning to learn and form correct values at the same time. That is to say, from simply paying attention to imparting knowledge to guiding students to learn to learn, learn to learn to cooperate, learn to survive, and learn to be a man, we should break the traditional narrow curriculum orientation based on elitism and entrance orientation and pay attention to students' "all-round" development. This fundamental change is of great significance for realizing the training objectives of the new curriculum, comprehensively implementing quality education in the field of basic education, and cultivating students' sense of social responsibility, sound personality, innovative spirit and practical ability, desire and ability of lifelong learning, good information literacy and environmental awareness.
Second, it reflects the balance, comprehensiveness and selectivity of the curriculum structure.
The new round of basic education curriculum reform has greatly adjusted the current curriculum structure, reduced curriculum categories and adjusted the proportion of specific courses. While retaining the traditional subject courses, the courses aimed at cultivating students' scientific literacy and practical skills have been strengthened, making the proportion of courses such as science and comprehensive practice rise continuously. Offering comprehensive practical activity courses from primary school to senior high school mainly includes information technology education, research-based learning, community service and social practice, and labor technology education. The purpose is to strengthen the cultivation of students' innovative spirit and practical ability, strengthen the connection between school education and social development, change the bad tendency of running schools closed and divorced from society, and cultivate students' sense of social responsibility. Change the current situation that the curriculum structure emphasizes too much on discipline, too many subjects and lacks integration, and set up nine-year consistent curriculum categories and hours as a whole, and set up comprehensive courses to meet the needs of different regions and students' development. The new curriculum attaches importance to the unique value of different curriculum areas (especially comprehensive practical activities, physical education, fine arts, etc.). ) for the development of students, dilute the boundaries of disciplines and emphasize the connection and integration between disciplines. This change of curriculum structure echoes the change of curriculum function, which embodies the basic idea of curriculum reform of basic education in China and the training goal in the new period, and ensures the comprehensive, balanced and personalized development of students.
Third, close the connection between the course content and life and times.
Change the current situation that the course content is "complicated, difficult, biased and old" and pays too much attention to book knowledge, strengthen the connection between the course content and students' life and the development of science and technology in modern society, pay attention to students' learning interest and experience, and select the basic knowledge and skills necessary for lifelong learning. This change in curriculum content strives to reflect the new achievements of modern scientific and technological development and make the curriculum have the spirit of the times. In addition, we no longer simply organize the teaching content with the discipline as the center, and no longer deliberately pursue the rigor, integrity and logic of the discipline system, but pay attention to the combination with students' experience, so that the formation of new knowledge and new concepts is based on students' real life. The course content truly reflects students' life experience and strives to reflect the characteristics of the times, which will effectively change the situation that students' study life is out of touch with the real world and greatly stimulate students' initiative and enthusiasm in learning.
Fourth, improve students' learning style.
The "Outline" clearly points out that it is necessary to change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. In the past, long-term indoctrination learning made students introverted, passive, lacking in self-confidence and obedience ... naturally killing people's creativity. The improvement of learning style is based on the change of teachers' teaching behavior, so we regard the change of teachers' teaching behavior and the improvement of students' learning style as an important symbol of the success of this curriculum reform, and in a sense, it is also a key factor to further promote quality education.
In order to fundamentally change students' learning style and ensure students' autonomy and inquiry learning, this curriculum reform first ensures children's activity time and space in the curriculum by adjusting the curriculum structure, and advocates establishing students' dominant position and promoting students' active learning by changing the presentation mode of learning content in the new curriculum standards. At the same time, it advocates that the learning process should be transformed into an exploration process in which students constantly ask questions and solve problems. According to different learning contents, we can choose a variety of learning methods suitable for personal characteristics, such as acceptance, exploration, imitation and experience. This change in learning style also means that we must pay attention to students' learning process and methods, and what means and methods students use to acquire knowledge. Because the process and methods of acquiring knowledge are different, the real gains brought to students may be different, and the impact on students' lifelong development may also be different.
Five, the establishment of evaluation and examination system in line with the concept of quality education.
In other words, it is necessary to establish a developmental evaluation system, change the curriculum evaluation function that overemphasizes screening and selection, and give play to the role of evaluation in promoting students' development and improving teachers' teaching practice. First, it is necessary to establish an evaluation system to promote students' all-round development, so that the evaluation not only pays attention to students' development in language and mathematical logic, but also discovers and develops students' various potentials, understands students' needs in development, helps students know themselves, builds up self-confidence, promotes students' development at the existing level, and gives play to the educational function of evaluation. Second, it is necessary to establish an evaluation system to promote teachers' continuous improvement, to emphasize teachers' analysis and reflection on their own teaching behavior, and to establish an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents, so that teachers can obtain information from multiple channels and continuously improve their teaching level. Third, evaluation should be a system, from forming multiple evaluation objectives, formulating various evaluation tools, to extensively collecting various materials, and forming constructive opinions and suggestions for improvement. Every link is an indispensable part of promoting development through evaluation. The main direction of future evaluation and examination reform is to attach importance to students' development and teachers' growth records with diversified evaluation objectives and methods.
Six, the implementation of three-level curriculum management system
The new curriculum will change the situation that the curriculum management is too centralized, implement the curriculum management at the national, local and school levels, and enhance the adaptability of the curriculum to local, school and students. Starting from China's national conditions, this curriculum reform has properly handled the relationship between the unity and diversity of the curriculum, established a three-level curriculum management system at the national, local and school levels, and realized the combination of centralization and decentralization. The establishment of three-level curriculum management system is helpful to the diversification of teaching materials and meet the needs of local economic and cultural development and student development. In order to achieve the above objectives, this curriculum reform has redefined the responsibilities of the state, local governments and schools in the curriculum management of basic education, adjusted the proportion of national courses in the whole curriculum plan, and increased some flexibility in curriculum content and class schedule, so that local governments and schools have corresponding choices. The operation of the three-level curriculum management policy has created good conditions for the curriculum to adapt to the particularity of local economic and cultural development, meet the needs of students' personality development and reflect the uniqueness of running a school, which will certainly have a far-reaching impact on accelerating the democratization and scientific process of curriculum construction in China.
8. In order to ensure the realization of the above-mentioned training objectives, what educational concepts must practitioners engaged in basic education have?
The Decision on the Reform and Development of Basic Education clearly points out that to implement quality education, we must correct educational ideas and change educational concepts. If all our educators can't do this, it will be difficult for curriculum reform to achieve the expected results, and quality education will become a mere formality. Compared with the past, this curriculum reform has greatly changed in how to treat students, learning, knowledge, development, curriculum and so on.
First, the concept of students
Students are the most important object of education, and how to treat students is the most important problem faced by educators. The core connotation of students' view is whether students are people or things. At least verbally, almost everyone thinks that students are human beings. However, in our actual educational work, it is very common to treat students as things at the mercy of others. This involves a question of how to treat others. This curriculum reform adheres to the following three points for students' reference. First, as people living in certain social conditions, the complicated relationship between people makes students have a "determined" side. Marx's exposition that human nature is the sum of all social relations clearly illustrates this point. Therefore, the new curriculum must have the necessary unity and standardization, which is reflected in the curriculum standards.
Second, students, as people with active life forms, are essentially different from inanimate objects and living animals and plants. It is this initiative that makes people constantly "renew" and constantly surpass themselves. Therefore, in every link of curriculum implementation, we must fully consider how to protect and give full play to students' initiative and enthusiasm.
Third, students are "unfinished". In a positive sense, this incompleteness means that our students have rich potential, broad development space and human resources that are vital to the great cause of the Chinese nation. Promoting the all-round development of every student is an important mission of this curriculum reform.
Second, the concept of development
Since ancient times, the all-round development of human beings has always been the ideal pursued by education. However, the exam-oriented education model seriously limits the connotation and extension of the concept of "development". The so-called "development" only refers to the increase or proficiency of knowledge and skills necessary for passing various exams. This concept of development with instrumental value as the core has seriously damaged people's inner essence, thus seriously hindering the realization of people's ontological value. It should be noted that people's instrumental value and ontological value are inherently unified in the all-round development of people's morality, intelligence, physique, beauty and labor. In order to give full play to the role of curriculum in students' all-round development, this curriculum reform not only adjusts the curriculum structure, teaching process and curriculum evaluation, but also emphasizes that the curriculum standards of various subjects must set goals from three aspects: knowledge and skills, process and method, emotional attitude and values. Only by adhering to the viewpoint of all-round development can we realize the true connotation of the concept of "development", that is, development is qualitative change rather than quantitative change; Only in this way can we realize the true connotation of the concept of "education", that is, education is to cultivate students' sound personality or personality.
Third, the concept of knowledge.
From the previous statement, we already know that the central task of school education in the industrial economy era is to impart knowledge, so systematic knowledge has almost become synonymous with "curriculum". The reason why knowledge occupies such an important position is because people have endowed knowledge with some "sacred" characteristics. Knowledge is not only absolute, but also objective. Thus, knowledge becomes an objective existence that is external to people and has nothing to do with people, similar to underground mineral deposits. As far as knowledge is concerned, the only thing one can do is "discovery". For the students in the school, their task is to accept and store the knowledge that the predecessors have "discovered". Under the guidance of this view of knowledge, school education is bound to be book-centered, teacher-centered, and rote learning.
This curriculum reform adheres to the viewpoint of practice, absorbs the research results of contemporary philosophy, psychology, pedagogy, complex science and other disciplines, and holds that knowledge belongs to the category of human cognition and is formed and tested by people in social practice. In other words, both the acquisition of new knowledge and the mastery of ready-made knowledge are inseparable from people's active participation and the activities of knowing the subject. The process of students mastering knowledge is essentially a process of exploration, selection and creation, and it is also a process in which students' scientific spirit, innovative spirit and even correct world outlook are gradually formed. Therefore, this curriculum reform requires great changes in the relationship between teachers and students, teaching methods and learning methods, and emphasizes that teachers should guide students to question, investigate and explore, learn in practice and learn individually. For students, the most important thing is no longer to accept and store knowledge, but to learn to explore and lay the foundation for lifelong learning.
Fourth, the curriculum view.
Curriculum is a historical category, which is directly subject to educational purposes. Therefore, different times have different curriculum views. "Curriculum is the main body of teaching" or "curriculum is the sum of teaching content and progress" is generally recognized. What needs to be clearly pointed out is that "teaching subjects" or "teaching contents" here mainly refer to teachers imparting classified knowledge to students in the classroom. The biggest drawback of this curriculum view is that the knowledge world presented by teachers to students has strict certainty and simplicity, which does not match the real life world of students characterized by uncertainty and complexity, so education and curriculum are far from the real life of students. In practice, activities that are not directly related to imparting knowledge and skills inside and outside the school are often regarded as extra burdens and rejected. Obviously, this knowledge-based course has not adapted to the needs of the times. The value that the basic education curriculum should fully pursue is to promote the development of students and society. Therefore, we should actively use and develop various curriculum resources. In addition to knowledge and skills, all the material civilization, spiritual civilization and natural existence created by human beings can be the materials that constitute the curriculum. However, we must see that the educational significance of all these materials is potential and can only be activated and highlighted through students' personal experience. Therefore, the gap between school and society, curriculum and life must be eliminated. Only in this way can students feel that learning is not an extra burden of life, but a need of life; Moreover, emotions and experiences that were marginalized in forced "learning" activities (sometimes even excluded as negative factors of education) will also gain the same status as rationality.