Functional change
From continuing education and employment to improving national quality
The function of the course has changed. In the words of experts, compared with previous courses, the core change of the new high school curriculum is the change from exam-oriented education to quality education. It is generally believed that the tasks of ordinary senior high schools are "further education" and "employment". In view of the tendency of attaching too much importance to knowledge transmission in previous courses, the new curriculum in senior high school emphasizes the formation of a proactive learning attitude, and it is necessary to turn the learning process into a process in which students learn to learn, learn to cooperate, learn to survive and learn to be a person. It breaks the traditional elitism-based curriculum orientation and narrow value orientation of continuing education, changes the situation that the previous syllabus is too demanding and the teaching content is "complicated, difficult, biased and old", and turns to pay attention to the all-round development of students and improve the quality of the people.
Structural change
From single subject examination to credit management and module learning
The curriculum structure has changed. On the basis of adjusting the proportion of specific courses, a curriculum structure composed of three levels: learning field, discipline and module is established, which is different from previous courses. The fields of study include Chinese and literature, mathematics, humanities and society, science, technology, art, sports and health, and comprehensive practical activities.
The implementation of credit system management in the new curriculum of senior high school requires concrete and clear requirements. For example, students are required to obtain certain credits in all fields of study every academic year to prevent students from deviating from the subject prematurely. Promote students' all-round development. Students who study a module and pass the exam can get 2 credits (in which the modules of physical education and health, art, music and art are 18 hours in principle, which is equivalent to 1 credit), and the credits are recognized by the school. Among the eight compulsory credits of technology, there are 4 credits for information technology and 4 credits for general technology. Inquiry learning activity is a compulsory course for every student, with a total of 15 credits for three years. Students must take part in social practice for one week every academic year and get 2 credits. Three-year middle school students must participate in community service for at least 10 working days and get 2 credits. Requirements for students' graduation credits: Students must obtain certain credits in each field of study every academic year, and take 65,438+065,438+06 compulsory credits within three years (including 65,438+05 credits for research-based learning activities, 2 credits for community service and 6 credits for social practice), and at least 6 credits for elective II. You can only graduate if your total credit reaches 144. Schools and teachers should ensure the implementation of the new curriculum by means of credit system management.
The characteristics of modular courses: the curriculum is relatively centralized. The academic year is 52 weeks, including 40 weeks of teaching time, social practice 1 week, holidays 1 1 week (including winter and summer vacations, holidays and busy agricultural holidays). Each semester is divided into two sections, each with 10 weeks, of which 9 weeks are taught, and 1 week is used to review exams. Each module is usually 36 hours, usually arranged according to 4 hours per week, and can be completed in one learning cycle. The change of curriculum schedule in ordinary senior high schools requires curriculum implementers to change the way of preparing lessons mainly according to class hours in the past, and strengthen the preparation of lessons by semester and time period to adapt to the characteristics of module integrity.
Content change
From subject center to the relationship between curriculum and social life
The course content has changed. The course of technology and comprehensive practical activities in the new curriculum will change students' previous learning style, which is mainly based on accepting knowledge from teachers; Build an open learning environment for students, provide opportunities to acquire knowledge through multiple channels, and comprehensively apply what they have learned in practice; Promote students to form positive learning attitudes and good learning strategies, and cultivate innovative spirit and practical ability; Through the study of comprehensive practical activities, students can gain the experience of personally participating in research and exploration, cultivate the ability to find and solve problems, and collect and process information; Learn to share and cooperate; Cultivate scientific attitude and scientific morality; Cultivate a sense of responsibility and mission to society. The content of the new curriculum will reveal the progress of contemporary society and the development of science and technology, reflect the development trend of various disciplines, pay attention to students' experience and strengthen the connection between the curriculum and social life; Master the necessary classical knowledge and flexible application ability, and pay attention to cultivating students' interest in learning and the spirit of seeking knowledge and exploring. Instead of simply organizing the teaching content with the discipline as the center and deliberately pursuing the rigor, integrity and logic of the discipline system, we should proceed from the needs of high school students' development and combine the reality of social and discipline development to select the knowledge necessary for students' lifelong development. The content of the course should not only reflect its times, but also its foundation, and emphasize selectivity to meet the development needs of different students.
Settings change
From fixed subjects to compulsory and elective courses
The curriculum has changed. Chinese, math, foreign languages, etc. All students study unified and fixed subjects. The new high school curriculum consists of compulsory and elective parts, and research-based learning activities have become a compulsory course for students. Research-based learning activities are: based on students' autonomy and inquiry learning, choosing interesting real questions from students' lives; Mainly in the form of individual or group cooperation; Get direct experience through personal practice. Help to cultivate scientific spirit and attitude; Help master basic scientific methods; Comprehensive application of the learned knowledge is helpful to improve the ability to solve practical problems. Carrying out research-based learning activities includes five stages: determining topics, making plans, collecting materials, summarizing and sorting out, and exchanging and evaluating. Finally, students can publish their research results through research papers, model works, keynote speeches, sketch performances, debate contests and so on. Teachers should guide students to regard the sharing process of achievements as a process for students to discover themselves and appreciate others, rather than a performance with utilitarian purposes. When sharing the results, teachers should organize students to reflect on their research process through discussion and writing, and make a comprehensive evaluation of students' research activities.