School-based curriculum refers to the school-based, teacher-centered, meeting the needs of students, reflecting the school-running philosophy and characteristics, and making full use of the curriculum resources of local communities and schools according to the national education policy, curriculum management policy and curriculum plan under the premise of ensuring the effective implementation of national and local curriculum. Schools adopt democratic principles and open means, and teachers compile certain courses.

School-based curriculum development refers to all kinds of professional activities carried out by the school by selecting, adapting, editing teaching materials or designing learning activities independently according to the development of the community, taking the school-running concept as the goal, combining the tradition and advantages of the school, the actual needs of students and the training objectives of the school, and implementing and establishing an internal evaluation mechanism in cooperation with external forces. The development of school-based curriculum can improve the adaptability and effectiveness of the curriculum, which is more in line with students' personality development; The development of school-based curriculum also provides a broad space for teachers' professional development, which is of great significance to improve the level of running a school and form its characteristics.

Second, the objectives of school-based curriculum

(1) Promote students' personality development. The development of school-based curriculum should fully respect students' different characteristics, meet students' diverse needs, scientifically design school-based curriculum, optimize school curriculum structure, enrich curriculum resources, strengthen discipline integration, rationally organize teaching content, improve the adaptability of school curriculum, offer courses that students can choose and arrange flexibly, actively advocate independent, cooperative and exploratory learning methods, and implement developmental evaluation. Guiding students to choose courses independently is helpful to develop students' personality and potential, so that students can form more and more extensive abilities, better understand the value of learning, shape a sound personality and promote students' healthy, harmonious and all-round development in the process of choosing courses independently and mastering personalized knowledge.

(2) Promoting teachers' professional development. The main body of school-based curriculum development is teachers, so we should really exercise the autonomy of curriculum development and guide and inspire teachers to pass.

(3) Promote the development of school characteristics. According to students' interests and needs, teachers' specialties and hobbies, the traditions and advantages of the school and the development needs of the local society, school-based curriculum development is carried out to improve the utilization rate of school curriculum resources, make it serve the development of students, form school-running characteristics and promote the development of school characteristics.

Third, the principles of school-based curriculum development

(1) boot. School-based curriculum development must take the educational goals set by the state as the guiding principle and orientation of curriculum construction, and reduce the number of curriculum development.

(2) development. School-based curriculum is an important part of the national basic education curriculum system. School-based curriculum development is the supplement and extension of national and local curriculum. On the premise of ensuring the basic quality of national and local courses, the development of school-based courses should be based on the national education policy, curriculum plan, students' needs assessment and school curriculum resources, fully respect and satisfy the uniqueness and differences between teachers and students, so that students can better meet the development needs that national and local courses can not meet.

(3) openness. The development of school-based curriculum must attach great importance to the full development and integration of curriculum resources. Judging from the curriculum resources as a curriculum element, no matter what kind of school, its curriculum resources are rich and colorful. Therefore, the development of school-based curriculum should extend from in-class to extracurricular; Expand from school to community and radiate to society; From single-subject courses to comprehensive courses with strong practicality.

(4) locality. The development of school-based curriculum must make full use of the curriculum resources in the school community, select materials with development value from the familiar life of students, extract the theme of curriculum development, and form school-based curriculum with strong local characteristics.

(5) originality. The development of school-based curriculum must closely combine the reality of community and school, combine the tradition and advantages of school, highlight the characteristics of school, respect the choice of students, meet the differences between community, school and students, and reflect the uniqueness of school-based curriculum.

(6) Democracy. Principals, teachers, parents and students are the same subject of school education and also the subject of school-based curriculum development. In the process of school-based curriculum development, we should fully listen to and respect the opinions and needs of all parties, especially students, form a democratic atmosphere in which everyone participates, and improve the quality of school-based curriculum development.

Fourthly, the content of school-based curriculum development.

The content of school-based curriculum should be guided by students' needs, and actively develop and rationally use various curriculum resources inside and outside the school. The following topics are for reference:

(1) Humanities. Such as: local customs, community and school history, community and school cultural landscape, local culture and so on. ;

(2) Science and technology. Such as: local natural conditions, scientific and technological production, airplane model, electronic technology, labor technology, bioengineering, environmental protection, information technology, astronomical and geographical observation, promoting agriculture through science and technology, frontier of science and technology, science and technology in life, etc.

(3) art. Such as: calligraphy, painting, instrumental music, vocal music, dance, clay sculpture, handicrafts, paper-cutting, weaving, drama, performance, literature and so on.

(4) sports. Such as: ball games, chess, martial arts, gymnastics and so on.

(5) psychology. Such as: psychological counseling, employment guidance, communication etiquette, etc.

(6) Social category. Such as: law education, public security, news interview, local economy, etc.

(7) Life category. Such as: photography, domestic service, fashion design, decoration design, marketing simulation, plant cultivation, applied medicine and so on.

Schools can also develop their own according to their own advantages and needs.

Fifth, the ways of school-based curriculum development: selection, adaptation and new compilation.

(1) Select. Curriculum selection means that teachers choose curriculum themes that can reflect local and school characteristics and meet the different development needs of local, local and students from the school-based curriculum resources of the country, local or other schools, explore the corresponding curriculum resources and directly choose them as teaching materials. You can also learn from and transplant the curriculum development achievements of other regions or schools.

(2) adapt. Adaptation means that teachers modify or reorganize some contents of existing courses according to the actual situation of students and the school itself, and design creative curriculum themes and curriculum units.

(3) self-editing. Self-editing refers to the independent development of school curriculum by teachers in the space set aside by the national curriculum plan. This type of development should pay special attention to the integration with the "comprehensive practical activities" course, and carry out creative design and development in research-based learning, social practice and community service, labor and technical education. In particular, develop courses related to science and life, science and society, and cultivate students' scientific interest and spirit; Develop courses related to students' life, so that students can experience in life and learn in happiness. In this section, special attention should be paid to:

1. Turn teaching and scientific research achievements into school-based courses. Based on the research of school education and teaching topics, the characteristic topics are developed into school-based courses.

2. Transform regional resources into school-based curriculum. Offering local culture classes, let children feel local traditional culture, cultivate students' humanistic quality and love their hometown, and carry forward traditional culture.

3. Turn teachers' experience into school-based curriculum. The main body of school-based curriculum development is teachers, so we should give full play to their intellectual potential and transform their life experience, professional expertise and hobbies into school-based curriculum.

4. Transform the traditional advantage projects of the school into school-based courses. The tradition and advantages of the school (existing clear school-running concept and rich campus culture) are the symbols of characteristic schools and the results of long-term running. Taking the school's traditions and advantages as the school-based curriculum development embodies the principle of unity with the school's educational goals.

5. Turn elective activity courses into school-based courses. Fully draw lessons from the experience of offering elective courses and activity courses in schools, carry out curriculum reform on the basis of elective courses and activity courses, and develop school-based courses with school characteristics.

6. Turn campus activities into school-based courses. Colorful campus activities are rich curriculum resources. By serializing and combing the campus activities carried out by schools, school-based courses with school characteristics can be successfully developed.

VI. Procedures of School-based Curriculum Development

The process of school-based curriculum development mainly includes the following stages:

(1) Establishment of organizational structure. A school curriculum review committee composed of principals, teachers' representatives, students' and parents' representatives, education experts and community stakeholders shall be established to review the major decisions on school-based curriculum construction.

(2) Needs assessment. Demand assessment is the premise and foundation of the whole development activity.

1. By organizing teachers' discussion and designing teachers' and students' questionnaires, the school's running ideas and training objectives are clarified.

2. Assess the needs of students' development. The starting point of school-based curriculum design is to fully consider students' needs and interests, especially to analyze students' learning needs, which has a direct guiding role in determining school-based curriculum objectives. According to students' own characteristics, students' questionnaires and large-scale interviews with students, parents and community members can be used. Questionnaire and interview: "What hobbies do you want yourself (or students) to have? What ability do you want to improve? What courses do you want the school to offer to cultivate these abilities? " Wait a minute.

3. Evaluate the curriculum resources of schools and communities. Evaluate the needs of school, community and social development, analyze the curriculum resources of school and community, including human and material resources, and analyze the resources of the community where the school is located. It mainly includes: (1) students' needs and suggestions. (2) Regional demand and social demand. (3) the status of educational resources in towns and schools; Teachers' professional ability and students' learning ability. (4) Tradition and advantages of the school. (5) Parents' wishes and suggestions on school curriculum development.

(3), determine the goal. On the basis of analysis and research on demand assessment, after consideration by the school curriculum review committee, the overall goal of school-based curriculum is determined and the overall structure of school-based curriculum is formulated according to the school-running goal and school reality.

(4) Organizing the implementation.

1. According to the overall objectives and curriculum structure of school-based curriculum, the school has formulated a school-based curriculum development guide, which was announced to all teachers' assembly at the beginning of the semester, requiring all teachers to declare at least one school-based curriculum according to the requirements of the guide.

2. Training teachers. Teachers are the key to the success of school-based curriculum development. Schools must train teachers who undertake the development and implementation of school-based curriculum and regard it as an important content of school-based training. The contents of training include: outline of basic education curriculum reform (for trial implementation), related curriculum theory, basic knowledge of curriculum development, etc.

3. Organize teachers to declare courses independently. According to the school-based curriculum development plan and their own professional application courses, teachers fill out the Examination and Approval Form for the Implementation of School-based Curriculum in Xiongxian County and submit it to the school.

4. Organize the declaration and evaluation of school-based curriculum. According to the overall goal of school-based curriculum and teachers' curriculum development ability, the school curriculum review committee reviews the courses declared by teachers (with curriculum introduction). After deliberation and approval, it was incorporated into the Catalogue of Elective Courses for Students and Course Introduction. The course introduction of each course should be 200 words.

5, held a school-based curriculum conference, announced to all students "student elective course catalogue and course introduction". Teachers who wish to offer school-based courses will introduce the main contents, objectives and teaching methods of the courses to all students. Let students choose their own courses according to their own wishes and interests. If the number of students selected is less than 10, this course will be cancelled naturally. Students' participation in the choice of school-based curriculum not only embodies the advanced educational concept of taking students as the center and respecting students' dominant position, but also increases the pressure on teachers to start classes, prompting them to study hard and develop school-based curriculum seriously, and constantly improving the quality of school-based curriculum development and implementation.

6. On this basis, the school has formed a complete implementation plan for school-based curriculum development, and submitted it to the Education Bureau for record and approval together with the Implementation Approval Form for Xiongxian School-based Curriculum for each teacher included in the plan.

7. The School-based Curriculum Evaluation Committee of the Education Bureau shall examine and approve the School-based Curriculum Development Implementation Plan and the Xiongxian School-based Curriculum Implementation Approval Form declared by the school, and the classes are not allowed to start until they are approved.

8. According to the Implementation Plan for School-based Curriculum Development and the Examination and Approval Form for the Implementation of School-based Curriculum in Xiongxian County approved by the School-based Curriculum Evaluation Committee of the Education Bureau, schools can arrange school-based curriculum teaching hours uniformly or dispersedly according to subjects, but the school-based curriculum hours must be at least 1-2 hours per week for primary and junior high schools, and the school-based curriculum hours must be included in the curriculum schedule.

8. Teachers write their own syllabus and lesson plans for school-based courses. Curriculum outline is the teacher's design of the courses he teaches. Including course objectives, course content or activity arrangement, course implementation suggestions and course evaluation suggestions. In the arrangement of class hours, a learning content can be one class, several classes, one week, every other week, or half a day's learning activities.

Seven, the implementation of school-based curriculum

The implementation of school-based curriculum should reflect the age characteristics of students.

In primary school 1-2 grade, according to children's extensive interests in exploration, operation and performance, various activity courses are set up in the form of games, so as to increase experience, cultivate interests and discover specialties in participatory comprehensive learning and avoid premature professional education.

In grades 3-6 of primary school, courses with school characteristics should be developed according to students' hobbies, and interest groups and theme unit activities should be adopted to make full use of curriculum resources inside and outside the school, so as to provide students with opportunities to develop their special skills and avoid simple skill training.

Middle schools should set up diversified courses in the form of elective courses based on students' self-development needs and school development goals to meet students' different development needs; Develop a series of courses to meet the needs of students' sustainable development.

According to the needs of students and the construction projects with school characteristics, schools should tap and utilize the curriculum resources inside and outside the school to the maximum extent based on the existing conditions of the school. Efforts will be made to transform the life experience and hobbies contained in teachers and students into curriculum resources. Rational allocation of facilities resources, make full use of and expand off-campus curriculum resources. Attach importance to the construction of practice base, attach importance to the role of parents and township resources, and actively carry out cooperation with off-campus institutions.

School-based curriculum should fully reflect the autonomy, exploration and creativity of students' learning activities in the implementation process; Activity, practicality and comprehensiveness of learning style; The teaching process of situation, cooperation and construction; Flexibility, pertinence and creativity of teaching methods. We can't use the national curriculum to occupy the class hours of the school-based curriculum, and we can't turn the school-based curriculum into an extension and supplement of the cultural curriculum stipulated by the state. Instead, we should correctly handle the relationship between these three kinds of courses according to the relevant course documents, ensure the reasonable proportion of all kinds of courses, and give full play to their different roles in students' development.

Eight, the management of school-based curriculum

1, organization and management. Schools should set up a school-based curriculum development leading group headed by the principal, which is responsible for the organization and management of school-based curriculum development. At the same time, it is necessary to set up a school curriculum review Committee, which is generally composed of principals, teachers' representatives, students' and parents' representatives and township-related people. The principal is the director and the director of the guidance office is the deputy director. The main functions of the Curriculum Review Committee are to review the major decisions made in the course of school curriculum development, to formulate guidelines for school-based curriculum development and related systems for school-based curriculum development and management, and to inspect and supervise the implementation of the school-based curriculum development implementation plan. The Academic Affairs Office is specifically responsible for the planning, implementation, inspection and evaluation of school-based curriculum, organizing discussions and exchanges, and implementing various management measures of school-based curriculum.

2. Plan management. Schools should formulate the implementation plan of school-based curriculum development and submit it to the competent department of county education bureau for consideration before the implementation of each academic year. The competent department of Education Bureau must feedback the audit results within one month after receiving the application. Unaudited school-based curriculum development plans shall not be implemented in schools. March of each academic year is the preparation time for school-based curriculum development. During this period, the school carried out preparatory work such as needs assessment and investigation, making plans and teacher training, which was officially implemented in April.

3. Teaching material management. School-based courses can choose teachers' guidance books, which can provide students with necessary operating materials or activity equipment, but students are not allowed to buy a manual, teaching materials or materials. Schools should do what they can and do not advocate beautifully printed school-based textbooks. Teachers' syllabus and teaching plans are the best school-based teaching materials.

4. Personnel management. Every teacher must develop and implement more than one school-based curriculum. Schools should include teachers' participation in school-based curriculum development in the priority range of evaluation.

Nine. School-based curriculum evaluation

In order to establish and improve the curriculum evaluation system, schools should formulate evaluation standards according to the development objectives of school-based curriculum, and adopt various evaluation methods to evaluate the curriculum implementation regularly. The evaluation results should be announced to teachers, students, parents and relevant personnel or the society, accept the supervision of the society on the implementation of school-based curriculum, and constantly improve the development and implementation of school-based curriculum. School-based curriculum evaluation includes the evaluation of school-based curriculum implementation plan, the evaluation of teachers' curriculum implementation process and the evaluation of students' academic performance.

1. Schools should regularly evaluate the school-based curriculum implementation plan and put forward suggestions for improvement to serve the formulation of the curriculum implementation plan for the new school year. The evaluation elements of the school-based curriculum implementation plan mainly include: whether the curriculum objectives are in line with the school's educational purpose or philosophy, and whether the objectives are clear and definite; Whether the selection of course content is appropriate, whether the required course resources can be effectively obtained, and whether the content design is concrete and flexible; Whether the curriculum organization is appropriate and conforms to the characteristics of students' physical and mental development; Whether the methods and methods of curriculum evaluation are appropriate; Whether the whole course plan is feasible; Wait a minute.

2, the school should regularly organize curriculum implementation evaluation. The evaluation of curriculum implementation is mainly the evaluation of teachers' teaching process, including the evaluation of teaching preparation, teaching methods and teaching attitudes, which should be conducive to teachers' own professional development. Schools should regularly check teachers' lesson plans, organize teachers to exchange lesson plans frequently, and provide suggestions for teachers' follow-up teaching.

3. The evaluation of students' academic achievements is mainly to evaluate students' achievements in knowledge, skills, emotional attitudes, values and learning methods. The content of evaluation should focus on attitude and ability, reduce quantification and conduct more analytical evaluation. Students should be evaluated in the context of student activities, and personalized evaluation should be made according to the actual background of different students. At the same time, students should be helped to learn self-evaluation. The evaluation results should be recorded in the form of grades and comments. Evaluation should be conducive to promoting students' personality development and stimulating students' quality development.

X. Suggestions on the development and implementation of school-based curriculum

(A) the diversification of teaching methods and teaching strategies. School-based curriculum adopts different methods and strategies because of different objectives, contents and resources. In the organizational form, it can be combined with the dispersed phase, taking groups, classes and grades as units; The content should conform to children's age characteristics and experience background, from near to far, from shallow to deep, from concrete to abstract, from simple to complex; In the arrangement of class hours, a learning content can be one class, several classes, one week, one week, or half a day. In teaching activities, we should pay attention to cultivating students' independence and autonomy, advocate learning methods of cooperation, participation, inquiry and experience, and promote students' active development.

(2) Strengthen the overall planning and management of the implementation process. The development and implementation of school-based curriculum is an arduous, extensive, arduous and long-term work. It is far from enough to rely solely on individual teachers. It is necessary to organize scientifically, formulate scientific, standardized, concrete and feasible implementation plans, and make timely adjustments in the implementation process.

(3) Combining with scientific research projects in schools. School-based curriculum development can be combined with school scientific research projects. With the help of scientific research, we can expand the breadth and depth of school-based curriculum development and implementation, solve the problems encountered and improve the quality of school-based curriculum.

(D) Study the school-based curriculum evaluation system. The establishment of school-based curriculum evaluation system is the guarantee of school-based curriculum quality, and its evaluation must conform to the development function of evaluation advocated by the new curriculum reform of basic education (that is, evaluation emphasizes the development value for students and teachers and the improvement value for the curriculum itself). The development of school-based curriculum should start the research of evaluation system.

(5) Create conditions for independent development. According to the reality of our county, schools with conditions and abilities can independently develop and study. Schools that do not have the conditions may jointly develop or choose with the consent of the county school-based curriculum development steering group, but they should actively create conditions to independently develop school-based curriculum with their own characteristics as soon as possible.

(6) Improve the system. Schools must formulate corresponding management systems. It mainly includes: curriculum review system, curriculum evaluation system, teacher training system, discussion and exchange system, incentive mechanism and so on. All kinds of school personnel should strictly implement the management system and regularly check the implementation of the system.

(7) Establish a security system. In the process of school-based curriculum development, schools should fully provide equipment and financial support. It is necessary to rationally allocate all kinds of teaching equipment, provide necessary material guarantee for the implementation of school-based curriculum, give priority to the declaration of teachers' professional titles and the evaluation of the first prize, and give policy support.

County-level school-based curriculum development implementation approval form

Unit: (Seal) Declaration Time:

course content

developer

course

build

Grade segment

course content

Class arrangement

teacher

Course duration

course

travel

intervene

The continuation/abbreviation of Shaoxing

bureau of education

Yi Jian

County education bureau

date month year

This form is made in quintuplicate, one for the development teacher, one for the school, one for the central school, one for the research and training center and one for the Education Bureau.