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[Paper Keywords] quality education approach school-based curriculum projects

Abstract: In the process of implementing quality education, there are still problems that school-based curriculum attaches importance to knowledge learning and ignores practical exploration, or attaches importance to practice but is not closely integrated with knowledge. We believe that project curriculum is a feasible and effective way to further promote quality education. School-based curriculum enables students to effectively use all kinds of knowledge and experience accumulated at ordinary times through the operation of a complete project or topic. Project-based school-based curriculum respects the subjectivity of students' learning and closely combines knowledge with practice, which has a positive role in promoting students' mastery of basic knowledge and cultivation of comprehensive quality.

Since 1980s, the practical research on quality education in China has gradually gone from the beginning to the depth, and various forms of educational and teaching research activities carried out by schools at all levels have given birth to school-based quality education. The development of school-based courses in various places has provided fertile soil for the in-depth promotion of quality education and made great achievements. However, in the process of implementation, there are still problems that school-based curriculum attaches importance to knowledge learning and ignores practical exploration, and some schools attach importance to practice but are not closely integrated with knowledge. The essence behind these two phenomena is that students' subjectivity is ignored in the implementation of school-based curriculum.

We believe that the adoption of school-based curriculum plan in the basic education stage can also effectively promote the implementation of quality education. The so-called school-based curriculum project refers to the operation of a complete project or topic, so that students can effectively use all kinds of knowledge and experience accumulated at ordinary times. In the whole practice process, the project (topic) not only involves all kinds of knowledge and experience accumulated by students at ordinary times, but also requires all students involved in the project to experience the whole process of solving problems in collaboration.

First, put forward the school-based curriculum project thinking

(A) the understanding of quality education

Based on the in-depth thinking of quality education, we put forward the implementation scheme of this school-based curriculum. We believe that quality education should aim at improving students' comprehensive quality and meet the requirements of modern society. This understanding leads us to pay attention to life and society. We find that individuals realize their self-worth by cooperating with others to complete one different project or task after another, whether in life or at work. In the process of realizing self-worth, individuals will use different skills, knowledge and experience. Since everyone's future lifestyle is basically the same, why not make such preparations for individuals when they receive school education? Therefore, we put forward suggestions for implementing school-based curriculum projects.

(B) improve the existing school-based curriculum model

As mentioned above, after years of practice, many schools have accumulated rich experience in school-based R&D and formed their own perfect quality education system according to their own reality. However, there are still some problems in the existing school-based curriculum.

1, knowledge, light? Practice?

At present, the development of school-based curriculum in most schools still stays at? Discipline development? In this mode of thinking. Therefore, the corresponding' school-based curriculum' often adopts the teaching mode of expanding students' relevant knowledge and cultivating students' creative thinking on the basis of subject teaching. Of course, this school-based curriculum will also have practical links in teaching, but what we call comprehensive practical ability is the ability of students to independently use knowledge and experience and complete more complex projects in cooperation, and it is the ability to lay the foundation for students to solve various problems in the future. So, value knowledge, light? Practice? Our school-based curriculum has some shortcomings in promoting the development of students' comprehensive ability.

2. The combination of practice and knowledge is not close enough

Many schools have begun to realize that the development of school-based courses should focus on the improvement of students' practical ability, and have developed some school-based courses to cultivate students' social communication ability and production and life skills. Many schools have made very clever designs in exploring and cultivating students' comprehensive ability. However, the design of this school-based curriculum still has the problem of not being closely integrated with knowledge learning. If this school-based curriculum development is combined with multi-disciplinary teaching, including physics, chemistry, Chinese, mathematics and so on. Then students' mastery of relevant technologies will be more solid, their theoretical foundation will be more solid, and their interest in subject learning will also be promoted.

3. Students' subjectivity is not prominent enough.

From the perspective of teaching methods, most of the current school-based curriculum teaching still follows the basic way of subject teaching, more often? Teachers teach and students learn? ,? Teacher guidance, student practice? . This teaching method is necessary for students to lay a foundation for knowledge learning, but what if they don't design some? Use? In the new curriculum, students' learning of these knowledge and skills can only stay at the memory level, and they can't use them flexibly in real life. In order to highlight students' subjectivity in school-based curriculum learning, it is necessary to add some project-based courses to cultivate students' comprehensive application of knowledge and skills, so as to cultivate students' practical ability in all aspects.

Second, the project curriculum development

Project-based curriculum needs to promote students' application ability of knowledge and actively develop students' social communication ability and cooperation ability through the implementation of one project, so all kinds of preparations should be made at every step of curriculum development.

(A) to deepen participants' understanding of project-based curriculum development

Project-based curriculum belongs to the development of brand-new school-based curriculum in form [1], but it can not be separated from the support of existing curriculum in the whole implementation process, which is the biggest feature of project-based curriculum. Therefore, before curriculum development, all participants need to fully understand the writing characteristics, implementation methods and mutual cooperation of project-based school-based curriculum.

First of all, school administrators should understand the significance of offering project courses. The characteristic of project-based school-based curriculum is to organically combine students' interest, practical ability and rational application of subject knowledge, so the implementation of the curriculum can promote the improvement of students' comprehensive application ability. On the basis of understanding the process of curriculum implementation, school administrators should coordinate the connection between participants' responsibilities and processes. At the same time, the school should pay attention to the continuity of the course, and it should not be terminated because of the job change or job transfer of the lead organizer. In the process of compiling teaching materials, course writers should realize that the development of courses needs to collect many projects, and it is not enough to rely on only a few course developers. It is necessary to mobilize the wisdom of all teachers and students to form courses. Project library? . However, the textbook or course guide written according to the project needs to coordinate the participation of teachers in all subjects, and the final implementation of the course needs the running-in of teachers.

In short, all participants in the project-based school-based curriculum should realize the significance of cooperation and attach importance to communication with others, so that the curriculum can proceed smoothly and truly become a bridge between knowledge and practice.

(2) Pay attention to the diversification and practicality of project selection.

The first problem of developing project-based school-based curriculum is to have rich projects and topics to compile teaching materials. Before choosing a project, we must give full play to students' subjectivity, and let students fully express their expectations, needs and interests through the discussion of curriculum preparation or the corresponding questionnaire survey. At the same time, due to the blindness and randomness of students' proposals, we also need the participation of school teachers and parents. Through multi-level and multi-angle investigation, the course is finally formed? Project library? .

Of course, the setting of projects in the curriculum should also consider the actual situation of the school. Because the school-based curriculum is aimed at the students of our school, it is necessary to conduct a detailed investigation on the specific conditions of students of different grades before compiling the teaching materials, so as to provide suitable projects for students of different grades. In addition, some projects have high requirements for tools and venues, so we should consider alternatives as appropriate based on the actual situation of the school.

(three) combined with the subject knowledge to prepare the project implementation plan.

This part is the core part of curriculum development. Project library? After the establishment, it is necessary to analyze the knowledge points contained in each project and extract the parts suitable for students to understand. Finally, according to the types of knowledge mainly involved in the project? Project library? Articles are confidential. This is an arduous task, which requires the cooperation of teachers from different disciplines.

For what? Project library? Every project in middle school needs detailed knowledge point analysis, and this step should be determined by teachers from different disciplines through centralized discussion. With what? Go for an outing? Take the project as an example and draw up it in this project? An outing plan? , writing? Outing notes? It involves the use of Chinese knowledge, especially writing; Fund raising and fund allocation before outing will involve the application of mathematical knowledge; The assignment of responsibilities of specific personnel in activities involves the training of students' social communication ability and teamwork ability; If students want to make videos and photo albums related to outings, they may also involve computer-related knowledge. This kind of discussion can give full play to the strengths of teachers in various subjects and fully tap the knowledge and skills contained in the project.

However, it is not enough to just list the knowledge points. We also need to learn and practice knowledge according to the specific conditions of students of different grades. The same in? Go for an outing? In the project, juniors may focus on writing, mathematical statistics and other aspects of training, and seniors may need a variety of ability training. Then, according to the actual situation of the school and students, the knowledge point training of the project is subdivided, so as to determine the training objectives of the same project at different stages of students, so that the learning of the same project can be carried out step by step, and students can master and apply knowledge more skillfully.

Through the above analysis, according to the steps of project implementation, we can edit out the detailed implementation plan of each project, including the knowledge points and training subjects involved in each step, and become the reference materials for school-based courses used in different grades.

Third, the implementation of project-based school-based curriculum

Project-based school-based curriculum involves not only the study of basic knowledge of various disciplines, but also the application of these knowledge. Therefore, the implementation of project-based school-based curriculum needs to adopt the form of group implementation and multi-disciplinary teachers' participation to achieve the curriculum objectives.

(a) Collective implementation

Group implementation is the basic form of project-based school-based curriculum implementation, that is, students complete the whole project in groups. Because every project in the course needs the cooperation of participants, students need to form a tacit understanding through running-in, organization and cooperation. Similar? Go for an outing? Take the project as an example, because the whole process includes planning, fund raising, division of labor arrangement, activity organization and afterwards summary. , is very complicated, need a leader to plan as a whole, which requires team members to negotiate and choose the leader of the organization, and then the leader will arrange everything. In the course of the project, there will be arguments, doubts, helplessness and compromises, but it is in this way that students experience the importance of teamwork.

Participation of Multidisciplinary Teachers

In the process of implementing the project-based curriculum, the participation of multidisciplinary teachers is an important support for the project to achieve better results. Because each project will decompose the knowledge points of different disciplines and draw up the key knowledge points of different grades in the development process, it is urgent for teachers of various disciplines to cooperate with each other in the process of carrying out the project. Of course, because the same project focuses on different knowledge points in different grades, teachers of different grades will take the lead in organizing the project implementation in the process of cooperation.

With the participation of multi-disciplinary teachers, students can better combine subject knowledge with practice during the course project, which not only deepens their understanding of subject knowledge, but also transfers knowledge to real life. In addition, disciplinary cooperation will promote teachers' communication, strengthen disciplinary interaction, and help expand teachers' knowledge and break the past? Interlaced like a mountain? Disciplinary boundaries.

(C) the effective interaction between teachers and students in the implementation process

Project-based school-based curriculum needs the full interaction of all parties, including school administrators, teachers, students and even parents, to determine the projects suitable for all grades, so effective interaction between teachers and students is needed in the implementation process to achieve the curriculum objectives. So how do teachers and students interact during the project? In the course of course learning, we should first take students as the main body and guide students to think and interact by throwing out topics. At this stage, teachers mainly play the role of inspiration and guidance, gradually stimulate students' imagination and creativity, and make them have a strong interest in the whole project. After the project enters the specific implementation stage, teachers should play the role of instructors. When students encounter difficulties in the implementation of the project, teachers should follow up in time to find and help solve the problems. Finally, teachers and students should reflect on the knowledge and skills used in the project implementation process and sum up experience.

Fourthly, the project curriculum can improve students' quality.

Project-based school-based curriculum needs students' active participation from development to implementation. Whether it is the selection of projects or the analysis of corresponding knowledge points, including the division of labor and cooperation among students in the implementation process, students' subjective initiative can be fully mobilized. The learning of subject courses is often the passive acceptance of knowledge by students, while in project-based courses, students are the operators of the whole project, and they dominate the direction and effect of project implementation. When students' subjectivity is fully respected, they will take the initiative to find relevant knowledge in textbooks, actively collect richer subject knowledge through various channels, and solve various problems encountered in the project. Once students' initiative to explore is mobilized, they will gradually develop the good habit of autonomous learning in the study of subject courses.

Project-based school-based curriculum attaches great importance to the cultivation of students' comprehensive application ability and team spirit. ? A single tree cannot make a forest? Our education is not only to train elites at the top of the pyramid, but also to train talents who can give full play to their potential in different positions. Therefore, the project curriculum emphasizes the implementation in the form of student teams. Let every student fully understand his ability and his role in the team, and be willing to play such a role in the implementation of one project after another.

Judging from the development and implementation effect of project-based school-based curriculum, we think that respecting students' subjectivity in learning and closely combining knowledge with practice will have a positive role in promoting students' mastery of basic knowledge and cultivation of comprehensive quality.

Precautions:

① Wang: School-based Curriculum Theory [M], Shanghai Education Press, February 2000, p. 7.

References:

[1] Fang, Ding Zuzhi, Wu, editor-in-chief: Handbook of All-round Quality Education [M]. China Materials Publishing House, 1997.

[2] Ye Lan, Li Ka-shing and Yang Xiaowei. Promoting quality education: changing ideas can create a new situation [J]. Minjiao [2005] No.21.

[3] Li Zhihong editor: Experience the new curriculum school-based curriculum development [M]. Hunan Education Press, 2002.

[4] Wang. School-based curriculum theory [M]. Shanghai Education Press, 2000.

[5] Cognitive and Technical Group of Winterbell University, Wang Wenjing, Joe, etc. Translation: A Perspective of Jasper Series of American Curriculum and Teaching Cases [M]. East China Normal University Press, 2002.

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