Reflections on the Development of School-based Geography Curriculum in Our University
Abstract: The three-level system of new curriculum management has given teachers a broader world for curriculum development.
According to the educational and teaching resources inside and outside the school and the characteristics of students and teachers, schools can re-process and re-create the national geography curriculum in various ways, such as selection, adaptation, integration, supplement and expansion, so as to make the national geography curriculum and local geography curriculum school-based and personalized, which is more in line with the characteristics and needs of students and schools.
This paper mainly explores the development of school-based geography curriculum in our school.
Keywords: school-based curriculum, new curriculum standards, teaching resources, teaching materials resources
Background of school-based curriculum development
According to the new curriculum standards, national curriculum is divided into three management systems, namely, national curriculum, local curriculum and school-based curriculum.
School-based curriculum, also known as school-based curriculum, is a geography curriculum based on the characteristics of education, teaching resources, students and teachers inside and outside the school. Through selection, adaptation, integration, supplement and expansion, the national geography curriculum and local geography curriculum are reprocessed and recreated, making them school-based and personalized, which is more in line with the characteristics and needs of students and schools.
School-based curriculum is the perfection and supplement of national curriculum and local curriculum, and schools can develop relevant courses with local characteristics according to their own conditions and needs.
Based on such conditions, our school geography has also designed the following courses according to the national curriculum standards and its own conditions:
Table 1 geography school-based curriculum
The course name of geography school-based curriculum is suitable for the course type of total class hours in grade.
Mystery of the universe is an elective course in the first semester of Grade One 16.
Study on the Industrial Location of Dongguan: Elective Course for the First Term of Senior High School 8.
Eight elective courses in the second semester of urban and rural planning in this town.
Reflections on the industrial transformation in Dongguan: 16, the first semester of senior two, elective.
Second, school-based curriculum design ideas and suggestions
(A) set goals, clear requirements
The design of school-based curriculum can't go against the requirements of national curriculum and can't be offered at will.
Therefore, when designing a course, we must be clear about the objectives of the course and the requirements for students, and we must not let students "play".
It should be clear what kind of quality the course should cultivate students, and finally to what extent the students are required to master or what results can be produced.
1, set the target
Every course should have a clear goal.
Geography course should achieve four goals:
First, we should cultivate students' correct Scientific Outlook on Development.
Geography is a science that studies the coordinated development of man and land. Any geography study should start with cultivating students' correct Scientific Outlook on Development, so that students can understand that only the coordinated development of man-land system is the sustainable development we need.
Second, cultivate students' practical ability and practical ability.
Geography is a practical subject. Usually geography is taught twice a week, so there are few opportunities for practice.
Therefore, through the implementation of school-based curriculum, we should pay attention to cultivating students' practical ability and practical ability.
Third, cultivate students' sentiment of loving their hometown and their sense of collective honor and responsibility as masters.
Students' feelings for their hometown come from their understanding of their hometown and their identity as masters. Only by recognizing your master's identity can you enhance your sense of responsibility for your hometown.
Therefore, in the design of school-based curriculum, our school pays special attention to giving local characteristics to school-based curriculum, so that students can make suggestions and suggestions around the construction of their hometown.
Fourth, cultivate students' innovative ability and "dare to think and do" action ability.
Middle school students are in the period of "ability development". They have many ideas about what is happening around them, but they often don't know how to implement their ideas, or they are hit hard enough to implement their ideas. Over time, students' ability to act has been stifled, and they always "dare to think and dare not do", so their ability to innovate has gradually weakened.
It is hoped that through the study of geography school-based curriculum, students' action ability will be improved and their innovative spirit will be cultivated.
For example, by studying "Dongguan Industrial Transformation", let each student think and put forward his own views, let everyone take action and tell the mayor his own views through letters.
Through this form, students can feel their sense of responsibility as Dongguan people, and at the same time cultivate their innovation and action ability.
Another example is "Mysterious Universe", through the explanation of relevant scientific knowledge, let students know more about the universe, so as to cultivate students' correct Scientific Outlook on Development; By observing the constellations and other activities, students can apply what they have learned to practice.
2, clear requirements
School-based curriculum is a supplement to the existing curriculum, which can increase students' knowledge in this form.
As a course, you can't learn it. In order to achieve better teaching effect, you should also make corresponding teaching requirements.
First of all, students are required to master knowledge to a certain extent.
School-based curriculum is also a course for students to learn knowledge, so when designing, teachers should clearly require students to master the relevant knowledge and some principles related to the curriculum, that is, to be able to explain the relevant content orally.
Secondly, make clear the expression form of academic performance, that is, the way of curriculum evaluation.
School-based curriculum is different from our usual curriculum. It is not necessary to express the learning results through exams, but to evaluate the learning and performance results through various forms.
Only when the teacher makes clear the expression form of academic performance can students have learning goals and learn relevant content more purposefully.
For example, after studying the industrial transformation in Dongguan, students are required to put forward their own views and opinions and express them in the form of small papers.
(B) make good use of on-site curriculum resources
1, based on teaching materials, make the course closer to what you have learned.
At present, the source of students' knowledge can not be separated from books, but the knowledge in books is not enough for students, because the knowledge in textbooks can't explain a problem too deeply, and there is not enough time for us to apply it to practice.
Because of this, the development of school-based curriculum should be based on what we have learned, and it is also an expansion of what we have learned.
The school-based courses offered in our school are all from textbooks, but they are different from textbook knowledge; On the basis of textbook knowledge, an in-depth discussion of a problem.
For example, urban and rural planning, the content of the textbook mainly tells the general law of urban development and the distribution of urban regional types.
On the basis of students' understanding of this, some principles and processes of urban and rural planning are further supplemented, so that students can understand this process and then investigate the urban and rural planning of their own town. Finally, students can try to design their ideal hometown planning.
This course design not only makes use of students' existing knowledge, but also enables students to have a deeper understanding of this knowledge point.
2, based on the theme of life, to apply what you have learned.
Any knowledge is useful only if it is applied to life and solves life problems.
Our students often learn but can't use it. We can't use what we have learned to analyze the problems in life and solve the problems we face in life.
This problem can be alleviated by setting up school-based courses.
For example, many students only know the general principle of industrial layout from books, but they can't tell the advantages and disadvantages of industrial layout around us.
Therefore, we hope that students can learn more about the principles of industrial layout through further study of urban and rural planning, and guide them to think about the advantages and disadvantages of industrial layout around them and improvement measures.
3. Make the course lively and interesting with the help of various teaching resources.
Many schools will encounter the problem of insufficient teaching resources when offering school-based courses. For example, the compulsory course "The Earth in the Universe" has aroused many students' interest and curiosity in exploring the universe, and it is also in line with students' requirements to offer such a course.
However, many schools suffer from the lack of binoculars and think that it is of no practical significance to offer this course; Everyone thinks that astronomical courses must have astronomical telescopes to observe the moon and sunspots.
Because of this, other interesting parts of astronomy (such as constellations, nebulae and strange stars, etc. ) is ignored.
But in fact, there are not many opportunities to actually use the telescope during the whole process, and the number of times of use is generally no more than three times.
There is no doubt that if there are astronomical telescopes, it is certainly a good thing to offer such courses.
But astronomy has a wide range, and it is not necessary to use astronomical telescopes. We can also tell students some other parts about astronomy according to some resources in our school.
For example, the astronomy course offered by our school mainly introduces some knowledge about the universe, such as the solar system and its planets, beautiful nebulae, the Milky Way, the Shenzhou series, China's lunar exploration plan and so on.
Of course, in order to let students know our moon better and understand the principle of telescopes, we can use the telescopes owned by teachers or organize students to visit Dongguan Science and Technology Museum to solve the problem of lack of telescope resources.
Through this form, students can also learn about the structure and function of the telescope, and also learn about the use of the telescope.
(C) combining current events, developing school-based curriculum
The issue of current affairs is a concern of everyone and society. At the same time, it is undeniable that current events are hot topics in the college entrance examination.
Therefore, as a student group, they pay no less attention to current affairs than others.
Students' understanding of current events often comes from the internet and newspapers, but they often stay on the basis of knowing the contents of these reports, so it is difficult for them to further analyze or put forward their views and opinions. In other words, our students' understanding of current events is not deep and comprehensive enough.
Offering courses related to current affairs is helpful to cultivate students' innovative ability and thinking.
For example, in recent years, Dongguan and even the whole Pearl River Delta are facing the problem of industrial upgrading, and these problems happen around us, which can also be said to be closely related to our lives, and are a problem worthy of consideration by all Dongguan people.
Through investigation and study, we can understand the history of Dongguan's industrial development, understand the general law of industrial transfer and the present situation of Dongguan's industry, and arouse students' thinking-what should be the way out for Dongguan? Finally, we can put forward our suggestions on Dongguan's industrial transformation in the form of a letter to the mayor.
This will not only enable students to learn relevant knowledge, but also cultivate their feelings of loving their hometown and their sense of responsibility of making suggestions and suggestions for their hometown.
(D) Pay attention to students' interests and make school-based curriculum more dynamic.
Schools exist for students, and students' interests and needs are the important foundation of school-based curriculum development.
The number of students taking this course reflects the success of this course on the other hand.
For students, the interest in the course itself is an important reason to decide their course selection.
According to the concept of new curriculum standards, students are the main body of learning. Psychology believes that only by stimulating students' interest can students learn easily and achieve twice the result with half the effort.
Therefore, when setting up school-based geography courses, we should pay attention to the combination of students' interest and knowledge, stimulate students' interest and achieve better teaching results.
For example, most students show great interest in the vast universe, but the knowledge in our textbooks is far from enough, so it meets the conditions for setting up school-based geography courses.
So what should such a course teacher design? We can first survey students to find out which parts of the universe they are interested in, and then design the relevant content of the course according to the students' interests.
Third, the problems in the design of geography school-based curriculum
There are also some problems in the development of geography school-based curriculum, such as:
(1) Realistic problems A large part of the courses we design need students to do or practice.
For example, in the astronomy course, we hope that students can really understand the constellations in the night sky and need to observe them on the spot.
However, due to our school's geographical location close to towns and villages, the light pollution is serious, so it is generally necessary to see several bright constellations on a cloudless night, and safety issues should be considered when going out to observe, so whether we can observe or not needs the cooperation of many realistic conditions.
(2) Data Collection In the geography school-based curriculum, a lot of data need to be investigated and collected, which is more difficult for students, and some data need to be provided by the government, so it is a serious problem whether the data can be collected completely.
(3) Time problem School-based curriculum is different from ordinary curriculum, and there are few class hours, so it is a problem whether the teaching content can be completed in a specific time; In addition, because some contents are observation exercises and data collection, it is also worth considering whether students have enough time to finish these contents.
Four. conclusion
The above are my views on the school-based curriculum of geography in our school, but in the process of practice, I find that the content of the curriculum needs to be further improved and enriched.
Schedule II: Course Outline
Mystery of the universe Research on Dongguan's Industrial Location: Reflections on the Town's Urban and Rural Planning and Dongguan's Industrial Transformation
Suitable for grade one, grade one, grade one and grade two.
Total class hours 1688 16
Course objective 1, to make students understand the universe;
2. Cultivate students' practical ability and observation ability, as well as the scientific spirit of daring to explore;
3. Cultivate students' correct world outlook and cosmology.
1. Understand the development history of Dongguan industry, the factors of industrial layout formation, and the reasons for its location selection.
2. Cultivate students' ability of collecting, sorting and analyzing data;
3. Enhance students' understanding of their hometown and cultivate the sentiment of loving their hometown.
1, understand the basic principles of urban and rural planning and adjust the present situation of urban and rural planning in this town;
2. Analyze the advantages and disadvantages of the town's urban and rural planning from a scientific point of view, as well as the main problems, and think about solutions;
3. Cultivate students' understanding of their hometown and stimulate students' feelings of loving their hometown.
1, so that students can understand the reasons and laws of industrial transformation and investigate the industrial status and existing problems in Dongguan;
2. Analyze the problems existing in Dongguan's industrial transformation through the survey data, and put forward relevant countermeasures;
3. Cultivate students' innovative thinking ability.
Learning theme or activity arrangement 1, celestial bodies in the universe; 2. Members of the solar system; 3. Four seasons starry sky and rotating star map; 4. Starry observation in autumn or winter.
5. China's space history (Shenzhou series and China's lunar exploration program, etc. ).
1, general principles and principles of industrial layout; 2. Analysis of industrial layout (taking the Pearl River Delta as an example); 3. Analyze the characteristics of industrial types and layout in Dongguan; 4. Analyze the reasons for this layout and form a paper.
1, basic principles of urban and rural planning; 2. Case analysis of urban and rural planning; 3. Visit the city planning office and collect relevant information; 4. Analyze the data and form a paper.
1, the formation law of industrial transformation and its reasons; 2. Introduction to the history and successful areas of industrial transformation; 3. Investigation and data collection of Dongguan's industrial structure: 4. Analysis of existing problems in Dongguan's current industrial structure: 5. Discussion: Dongguan's industrial outlet; 6. Form a study paper.
Observation of Evaluation Method —— A Summary of Suggestions to Planning Office and a Letter to Mayor
References:
1, Cui Yunkuo, Zhong Qiquan, New Curriculum Concept and Innovation, Higher Education Press, 2004;
2. Wu Gangping, School-based Curriculum Theory, Shanghai Education Press, 2000;
3. Tan Zhenhua, Development of School-based Geography Curriculum, Reference for Middle School Geography Teaching, July-August 2004 Edition;
4. Chang Guowei, School-based Curriculum and Teachers' Professional Development, Academic Forum, July 2007;
5. Song Lixin, Geography School-based Curriculum Development, Geography 360 Community Network;
6. Zhang Jiamin, high school geography school-based curriculum design:
7. Dongguan Geography Teaching and Research Network;
8. China Journal Network.