2. People-oriented: People-oriented educational philosophy requires emphasizing humanistic care for students, treating students as "people" with feelings and needs, rather than "containers" of knowledge and "machines" of examinations, and actively creating a relaxed, happy and harmonious learning atmosphere. In the process of teaching, it is required to realize the educational goal by tapping the potential of students and improving their potential. We should be good at giving full play to students' advantages and helping them improve, instead of just focusing on grades and performance, so that each student has his own development space.
3. Curriculum structure: How to balance the needs and possibilities of knowledge, children and society in the content of each course involves the compilation of curriculum standards and textbooks (especially textbooks).
4. Curriculum standards: Curriculum standards are the basis of textbook compilation, teaching, evaluation and examination proposition, and the basis of national management and evaluation of curriculum. It embodies the basic requirements of the state for students at different stages in knowledge and skills, processes and methods, emotional attitudes and values, stipulates the nature, objectives and content framework of each course, and puts forward teaching and evaluation suggestions.
5. School-based curriculum: School-based curriculum is a variety of courses for students to choose from under the premise of implementing national and local courses, by scientifically evaluating the needs of our students, making full use of the curriculum resources of local communities and schools, and according to the school's school-running ideas.
6. Curriculum resources: curriculum resources refer to various factors that are conducive to the realization of curriculum objectives, including the sources of factors that constitute the curriculum, such as knowledge, skills, experience, activities and methods, emotional attitudes and values, and training objectives; It also includes the necessary and direct conditions for implementing the course, such as manpower, material resources, financial resources, time, venue, media, equipment, facilities and environment, as well as the understanding of the course.
7. Positive learning attitude: The process of students acquiring basic knowledge and skills becomes the process of learning to learn and forming correct values.
8. All-round development of students: Basic requirements are put forward for students at different stages in terms of knowledge and skills, processes and methods, emotional attitudes and values. The course puts special emphasis on promoting students' healthy physical and mental development, cultivating good conduct and lifelong learning desire and ability.
9. Science Humanities Course: This course is based on science, takes the perfection and liberation of human beings as the highest goal, emphasizes the dialectical unity of human scientific literacy and humanistic literacy, and aims at the exchange and integration of scientific knowledge, scientific attitude and humanistic spirit, and strives to integrate educational concepts such as "learning to survive", "learning to respect, understand and tolerate", "learning to live together" and "learning to create" into all aspects of curriculum development.
10, the curriculum ecological view of returning to life: emphasizing the organic unity of nature, society and people in the curriculum system, making nature, society and people the basic sources of curriculum (that is, nature is a curriculum, society is a curriculum, and self can be a curriculum).
1 1, improvement of students' learning style: based on the change of teachers' teaching behavior, teachers should pay attention to students' learning process and methods, pay attention to what methods, means and ways students use to acquire knowledge, try their best to create an atmosphere in which students actively participate, are willing to explore, work diligently and take the initiative to acquire knowledge, and guide students to learn to collect, analyze, process and use information.
12. Three-level curriculum management mode: let local and schools participate in curriculum decision-making, let principals, teachers, even students, parents and community people have the opportunity to participate in the curriculum construction of basic education, and put forward opinions and suggestions for the development of basic education.
13. Textbooks are examples: textbooks are "cultural intermediaries" (or materials) used by schools to promote students' development, and the content of textbooks is a (but not the only) "topic" in the dialogue between teachers and students in the teaching process. This is a concrete example. The ultimate goal of students' learning textbook content is not to remember all the contents of the textbook, but to use the textbook materials to train the method of analyzing problems and improve their ability to analyze and solve problems. Teachers use teaching materials as an intermediary to cultivate students' emotions, attitudes and values, inspire students' thinking and cultivate students' abilities in all aspects by organizing dialogue and exchanges between teachers and students. The focus of teachers' teaching should not be the completion of textbooks, but the training and cultivation of students' learning attitudes, habits, methods and ways of thinking, so that students can change from learning to learning.
14, the classroom is a laboratory: the classroom is not a special stage for teachers to perform, but a place for teachers and students to interact; Classroom is not only a place where teachers train students, but also a place where teachers guide students' development. Classroom is not only a place to impart knowledge, but also a place to explore knowledge.
15. student-centered learning activities: in the teaching process, teachers should take students as the center (students' attitudes, emotions, experiences, development, etc. ) instead of the subject. Teachers should aim at the development of students in explaining, guiding, showing, demonstrating, dispelling doubts, evaluating, organizing and observing, and strive to achieve the unity of cognition and emotion.
16. Classroom teaching pays attention to the process: teachers should pay attention to students' "learning" rather than just their "learning". Teachers' teaching design should aim at changing students' traditional receptive learning style and allowing students to participate in the teaching process to the maximum extent.
17. Comprehensive practical activities: As a compulsory course from primary school to high school, comprehensive practical activities mainly include: information technology education, research-based learning, community service and social practice, and labor technology education. It emphasizes that students should enhance their awareness of inquiry and innovation, learn scientific research methods, and cultivate their ability of comprehensive application of knowledge through practice. Strengthen the close relationship between school and society, and cultivate students' sense of social responsibility. In the process of curriculum implementation, we should strengthen information technology education and cultivate students' awareness and ability to use information technology. Understand the necessary general technology and professional division of labor, and form a preliminary technical ability.
18, new teaching concept: It is a process of information and emotional exchange and communication, benign interaction and common development between teachers and students.
19, new ideas of teachers: promoters of students' development, developers and builders of courses, and researchers of education and teaching; In the relationship with students, they are equal and equality comes first.
20. New view of students: the subject of learning, people with independent personality, people with individual differences, and people with rich personality and potential.
2 1, a new concept of quality: to realize the transformation from "taking scores as the standard" to "taking the all-round development of each student's morality, intelligence, physical fitness and personality as the standard", so that every student can get lively and positive development.
22, autonomous learning: students actively participate in teaching activities, can learn, want to learn, learn, and persist in learning (as opposed to passive learning).
23. Cooperative learning: Students learn from each other with a clear division of labor (as opposed to individual learning) in order to accomplish common tasks in groups and teams.
24. Inquiry learning: problem-oriented, practical, participatory and open (relative to receptive learning).
25. Diversified evaluation contents: We should not only pay attention to the evaluation of language ability and mathematical logic ability, but also pay attention to the evaluation of process, method, emotion, attitude and values.
26. Diversified evaluation methods: in addition to written examination, there are oral examination, defense, operation examination, listening examination, process file record (growth portfolio, scientific and artistic activity folder), encouraging comments, predictive comments, etc.
27. Pay equal attention to process evaluation and result evaluation: process evaluation mainly aims at promoting development, and result evaluation has obvious selection and screening functions.
28. Developmental evaluation: It is required to pay attention to the whole person's development, personality development and development process. Because of the combination of formative evaluation and summative evaluation, the development process of students, teachers, schools and courses has become an integral part of evaluation.
29. Teachers' professional development: In short, it is the development of teachers' teaching ability and research ability.
30. Teaching reflection: it is the core factor of teachers' professional development and self-growth. Examining and analyzing one's behavior before, during and after teaching can improve the effectiveness of one's teaching and theorize one's experience, thus forming and improving one's teaching self-monitoring ability.