Let me get you a sample first. This one of mine is also Baidu's.
First, the preliminary work of the study.
Second prize of the 10th Guangdong Youth Science and Technology Innovation Competition. In May, 2005, the organization and thinking of the comprehensive practical activity of "Walking into the Countryside —— Cultural Investigation in Nancun Village" won the second prize in the paper evaluation of the 2005 Guangzhou Middle School History Teaching Annual Meeting.
2. (July 2005 -2007) The experimental stage of project research and school-based curriculum development.
Since July, 2005, English, History and Geography in our school have applied for the topics of "Research on the Utilization and Development of Cultural Resources in Nancun District" and (tentative name) "Development of Local Books", "Searching for the Lost History of Nancun Town" and "Preliminary Study on the Living Conditions of Land-lost Farmers in the Process of Rapid Urbanization —— Taking Nancun Town in Panyu District as an Example", and successfully passed the Tenth Five-Year Plan of Panyu District, Guangzhou. The achievement of this project won two second prizes and two third prizes, which marked that the research of school-based curriculum in our school entered the experimental stage of project research and school-based curriculum development from project practice, and laid a solid theoretical and practical foundation for the development and implementation of school-based curriculum in our school.
For example, the school-based textbook "Looking for the Lost History of Nancun Town" developed by the English research group based on the translation of Nancun humanistic readers. The research group combines the local culture of Nancun with English classroom teaching, replaces the traditional cultural examples mentioned in the textbook with local culture, and tries to infiltrate related topics in English classroom, using local resources to apply to real communication situations, so that students can simulate communication. In addition, they try to use it as reading material for classroom teaching and peacetime test, which not only stimulates students' enthusiasm for learning English, but also improves the overall English teaching effect; Wang Xiaohui and Gao Jianyi, teachers of Geography and Science Group, presided over the project "Investigation on the Living Conditions of Land-lost Farmers in Rapid Urbanization Areas —— Taking Nancun Town in Panyu District as an Example", closely linked with social reality and taking the things around students as the research object, designed the "Investigation on the Living Conditions of Land-lost Farmers in Rapid Urbanization Areas", conducted a questionnaire survey and collected first-hand information on the living conditions of land-lost farmers. On the one hand, in the process of this project, students participated in the whole process of investigation and research activities, participated in questionnaire design and survey statistics, and wrote small papers according to their own feelings during the investigation process, which cultivated students' investigation and research ability, deeply understood the problem of landless peasants and cultivated students' dialectical thinking ability. On the other hand, the resource base established by the project research institute and the "research on the development process of Nancun city" continued by the research group constitute the "urbanization research" of our school.
The main achievement of the research on the utilization and development of human resources in Nancun area-Nancun Humanities Reader comprehensively combs the human resources in Nancun area and penetrates into the comprehensive practical activities of students in school-based curriculum development. It is the first officially published textbook of township local history in Guangzhou, funded by Nancun People's Government and published by Guangdong People's Publishing House. As a reader of local history and culture, it is of great significance to distribute it to middle schools and some primary schools in Nancun area for free. June 5438+October 2007 10, Nancun Humanities Reader won the second prize of "Research on the Utilization and Development of Regional Cultural Resources". As one of the main achievements of the project, the paper "Development of Local Curriculum Resources in Villages and Towns from the Perspective of New Curriculum Reform —— Analysis of the Development Background and Writing Style of Humanities Readers in Nancun Village" won the first prize of Guangzhou "Academic Seminar on Strengthening Education and School-based Scientific Research" and the selection of teaching papers, the first prize of Panyu Education Society 19 Annual Meeting, and the second prize of the collection and selection of papers in the 2007 academic seminar of Guangdong Education Society.
Another topic in the history section, "The Development of Local Reading Books", won the second prize of "Research on the Utilization and Development of Regional Cultural Resources". As one of the main achievements of this project, the paper "A New Attempt to Develop Local Curriculum Resources in Districts and Counties —— Panyu History and Society's Writing Style and Achievements (First Draft)" won the first prize of the 2007 Guangzhou Middle School History Paper Annual Meeting.
June 5438+065438+1October 65438+April 2005, the history department of our school participated in the high-level seminar on "Research and Experiment of School-based Curriculum Resources Development in Primary and Secondary Schools" (Shawan Hongji Primary School on-the-spot meeting) on behalf of Panyu History Department, and made a speech entitled "Development and Thinking of Local History and Culture Curriculum Resources under the New Curriculum Background-Local History Reading Materials (textbook) in Nancun Town, Panyu District National education experts participated in March 2007, and the history discipline of our school participated in the appraisal report on "Research on the Utilization and Development of Regional Cultural Resources" organized by the Institute of Educational Science of Panyu District Education Bureau, and made a report on "Research Achievements of Panyu's Historical and Social Development and Utilization".
3.(2007-present) The stage of school-based curriculum integration, comprehensive roll-out and characteristic development.
By the second semester of the 2007 school year, the regional development of the regional comprehensive practical activity course in Panyu District has entered the third stage, and the research on the utilization and development of regional cultural resources, which has just completed the final appraisal, will also enter the stage of deepening the subject and popularizing the results. Moreover, the public examinations (inspections) in biology, geography, history and other disciplines that have been carried out for many years will also enter a new stage. On September 28th, 2007, the Research on School-based Curriculum Development and Implementation of Compulsory Education in Nancun Overseas Chinese Federation Middle School, which was declared by our school as the 11th Five-Year Plan of Panyu District, was approved under such scientific research background. At the same time, our school has become an experimental school for the integration of comprehensive practical activities and mental health education in the Eleventh Five-Year Plan.
Therefore, we are lucky to have the above teaching and research background. We will integrate, transform, improve and upgrade our existing academic activities and school-based research results formed in the stage of academic practice activities, rely on our teachers, give full play to their professional advantages and specialties, and rely on the intellectual support of off-campus education experts as a breakthrough to establish a set of comprehensive practical activities, including campus culture, which can enhance students' local humanistic quality, be close to students' lives, and make students love and be willing to practice and explore. So as to gradually accumulate the humanistic spirit of the school and finally realize the development of the characteristic brand of Nancun Overseas Chinese Federation Middle School.
Second, why do you want to carry out this research?
1 is the need of implementing the new curriculum.
One of the important contents of the new round of national basic education reform is to establish a three-level curriculum management system consisting of national curriculum, local curriculum and school curriculum. School-based curriculum refers to the curriculum planned, designed and implemented by the school itself, which is an indispensable part of the national basic education curriculum experimental plan.
The national new curriculum reform requires schools to make full use of the curriculum resources of schools and communities to develop school-based curriculum according to the specific situation of local social and economic development, students' interests and needs, and the traditions and advantages of our school. We should pay attention to the development of students' interests, needs and specialties, pay attention to the development of students' personality, fully embody the autonomy and creativity of teachers and students, and make them have distinctive school characteristics. Its basic orientation is non-academic or interesting, emphasizing that the school is the main body and base, fully respecting and satisfying the uniqueness and differences between teachers and students in the school; The subject of curriculum development is teachers rather than experts, and the goal of development is the development of students' personality; On the premise of implementing national and local courses, through scientific evaluation of students' needs in our school, we can make full use of the curriculum resources of local communities and schools to realize the diversified courses that students can choose according to the school's school-running ideas, especially to better meet the students' development needs that cannot be met by national and local courses, so that the school can better reflect the school-running characteristics and make students develop more comprehensively, harmoniously and individually.
2. It is the internal need of the development of school characteristics and the improvement of education and teaching level.
The key of school-based curriculum is to grasp the two aspects of "school-based" and "development", that is, from the reality of the school, give full play to the main role of teachers and students, meet the actual needs of students, promote the development of students' personality and specialty, form and embody the school-running characteristics, and promote the development of the school. Nancun Federation of Returned Overseas Chinese Middle School is a public rural junior middle school led by the town government and jointly donated by Hong Kong and Macao compatriots. In recent years, with the acceleration of urbanization in Nancun area, the town government has increased its investment in the infrastructure of our school, and the quality of our students, teachers' professional and technical ability, and education and teaching level have been greatly improved. The school's final exam and senior high school entrance examination have exceeded the average score for many years in a row. However, in school teaching, the phenomenon of emphasizing knowledge indoctrination and mechanical memory, shallow understanding of subject knowledge and simple application, while ignoring thinking development and ability training occurs from time to time. School-based project research can help teachers change the traditional education mode that emphasizes knowledge imparting and test scores, but ignores the thinking ability and way, especially the cultivation of students' emotions, attitudes and values, so as to promote school quality education, create characteristic schools and develop theme schools.
3. It is the need to promote the development of teachers.
The value of school-based curriculum resources development lies in promoting the development of teachers. The new curriculum puts forward clear requirements for teachers to develop curriculum resources. In the past, teachers' professional development mainly focused on teaching and educational means and methods. Professional accomplishment and the ability to develop curriculum resources. In this sense, teachers themselves constitute the most valuable curriculum resources in curriculum implementation.
By participating in the development process of school-based curriculum resources, teachers in our school urge them to think deeply about the problems existing in education and teaching, guide them to find growth points from successful experiences, breakthrough points from problems they face, combination points from educational development trends, and leap points from self-improvement. Promoting teachers to implement the new curriculum, from "knowing what to do" and "knowing how to do it" to "knowing how to do it better", provides a stage of "practice-cognition-practice-cognition" for teachers' professional growth.
This is the need of building a harmonious campus.
Building a harmonious socialist society is an important strategic decision of our country in the new period. The essence of quality education is harmonious and people-oriented education. Building a harmonious society depends on building a harmonious education, which makes the society more harmonious, harmonious and orderly by improving people's quality. Building a harmonious education is the goal pursued by educators. Emerson, an American educator, said: "The secret of education lies in respecting students." To respect students, we must first establish a harmonious, democratic and equal relationship between teachers and students, respect students' personality, respect students' emotions, and protect students' self-esteem and self-confidence. However, for a long time, China's education sector has been one-sided in implementing the national education policy to varying degrees. Its outstanding performance is that they attach importance to cultivating students' ability to take exams and ignore students' all-round development in morality, intelligence and physique. Pay attention to students' test scores, but ignore the cultivation of students' ideological and moral character, innovative spirit and practical ability. The proposal of quality education is to try to liberate students from the original examination-oriented system and build a platform for the development of people's basic quality and personality.
Therefore, taking comprehensive practice activities with school-based characteristics as a breakthrough, we should stimulate students' innovative spirit, cultivate their practical ability, establish a long-term mechanism, and form a series of school-based education courses, so that students can have the opportunity to show their individuality, develop morally, intellectually and physically, and achieve the goal of harmonious education.
At the same time, we should use the concepts advocated by the new curriculum, such as all-round development of education quality, overall optimization of large-scale education, harmonious and orderly education process, dynamic development of students, democracy and harmony between teachers and students, and realize society by creating a harmonious environment, designing teaching activity procedures, selecting teaching organization forms, teaching methods, teaching media and other effective strategies according to the subjective and objective conditions of classroom teaching in this specific space-time category, and promoting the all-round and harmonious development of students' physical and mental quality and positive development of their personality hobbies.
5. This is the need of building characteristic campus culture.
Nancun Town, Panyu District, where our school is located, has developed social economy, profound cultural background and abundant human resources. At the end of 2007, it was named "the hometown of folk culture and art in Guangdong Province". However, as a teaching campus, Nancun Federation of Returned Overseas Chinese Middle School still has a monotonous and poor humanistic environment. With the new round of basic education curriculum reform and the third-phase construction of the school by the town government, it is logical for the school to use the unique regional human resources of Nancun Town to build campus culture and create school characteristics and brands. On the basis of establishing a set of school-based curriculum teaching materials, including campus culture, which can improve students' local humanistic quality, be close to students' life, and make students love and be willing to practice and explore, we explore a set of school-based curriculum implementation strategies suitable for students' practice, experience and perception, gradually accumulate the school humanistic spirit, and finally realize the development of the characteristic brand of Nancun Federation of Returned Overseas Chinese Middle School.
Third, the research objectives and contents.
1, research objective
By analyzing the present situation of compulsory education, teaching level, human resources and campus culture in Nancun Town Overseas Chinese Federation Middle School, the characteristics and advantages of curriculum resources inside and outside the school were investigated and evaluated. Starting from the reality of the school, we should give full play to the main role of teachers and students, meet the actual needs of students, and promote the development of students' personalities and specialties. Taking the overall renovation of school buildings as an opportunity, we should take advantage of the professional advantages of teachers and students and the unique advantages of human resources in the surrounding areas of the school to develop school-based courses, build campus culture and create teaching and educating people. On this basis, establish a set of school-based courses to improve students' local humanistic quality and be close to students' life, and explore a set of implementation strategies suitable for students' practice, experience and perception, which are applied to discipline teaching, school moral education, campus culture construction, school brand creation, teacher development and other aspects. Finally, accumulate the humanistic spirit of the campus, form and embody the characteristics of running a school, and promote the development of the school's characteristic brand.
2. Research content
(1) Investigate the humanistic resources and value evaluation of school-based curriculum research and utilization in and around the school.
Nancun, where our school is located, is the primary area in the south extension of Panyu, Guangzhou, and also the core area of "South China Plate". In history, outstanding people and outstanding people are one of the areas with rich historical and cultural resources in Panyu and even Guangzhou. In order to adapt to the trend of rapid urbanization, it is the general trend to develop forward-looking community culture with regional cultural characteristics. On the basis of the original achievements, we should make further use of the professional advantages of teachers in our school, further explore the school-based curriculum in Nancun, study and utilize humanistic resources, and evaluate their value. Based on the preliminary investigation of humanistic resources in Nancun area and the analysis of the universal value orientation of local curriculum development, we think that the value orientation of humanistic curriculum resources development in Nancun area should be: first; Cultivate students' emotion and value orientation of understanding, loving and serving Nancun, and promote the sustainable development of local economy and culture; The second is to protect and inherit the cultural form and excellent cultural tradition of elegant and popular culture in Nancun area; Third, carry forward the outstanding cultural and academic traditions of Nancun, including natural monks, Gao, Wu Qingshi, Cui and other cultural celebrities, as well as the outstanding regional character spirit embodied in the anti-Japanese events of Haiyun Poetry School, Zhidizhuang and Qixinggang, that is, the indomitable national spirit, the outstanding folk arts and crafts culture embodied in Nancun embroidery and dragon bow making, which came from Shanfang and Li V Guangtang.
(2) Taking the construction and development of comprehensive practical activities with school-based characteristics as the breakthrough of school-based curriculum development.
The regional development of regional comprehensive practical activity course in Panyu District since 2006 has entered the third stage. The first stage is the model promotion stage, the second stage is the curriculum standardization stage, and the third stage is the characteristic development stage. Our school will take the construction and development of comprehensive practical activities with school-based characteristics as the breakthrough of school-based curriculum development. The first is to build a design model that integrates comprehensive practical activities with school-based curriculum development. The course includes four basic elements: objective, content and implementation evaluation. Curriculum design is to plan the four elements of the curriculum and follow a certain development process (the basic structure of the model); The design mode of the integration of comprehensive practical activities and school-based curriculum development is to design the objectives, contents, implementation and evaluation of comprehensive practical activities and school-based curriculum development according to a certain process. This study mainly adopts a series of theme models, namely, activity field-activity theme-research topic-inquiry problem.
Secondly, it is to explore the integrated curriculum system of comprehensive practical activities and school-based curriculum development. The integrated curriculum system of comprehensive practical activities and school-based curriculum development, the first layer is comprehensive practical activities and school-based curriculum development, the second layer is the goal, content, implementation and evaluation of curriculum development, and the third layer is the model of curriculum design, as follows:
Comprehensive practical activities —————————————————————————————————————————
merge
Objectives, contents, implementation and evaluation
———————————————————————————————————————
Activity areas, such as: humanities and social curriculum objectives.
Theme of the activity, such as: going into the content of traditional culture course.
Research topics, such as: discussing the implementation of Nancun history celebrity course.
Explore questions, such as: What influence did Nancun historical celebrities have on my growth? Curriculum evaluation
Third, form an operation system of integrated implementation of comprehensive practical activities and school-based curriculum development, and operate according to the process of theoretical study-expert guidance-curriculum development-curriculum implementation-reflection and improvement-forming results.
(3) School-based curriculum development
Develop school-based curriculum and make it an important carrier of school-running characteristics. Such as children's design and production can cultivate the spirit of collectivism, show the class spirit, improve students' sense of identity with the class, and thus build a good class spirit with its own characteristics and positive attitude. By creating a scientific and cultural atmosphere in classrooms, offices and corridors, creating a pleasant and humanistic working environment, improving the cultural and artistic taste of teachers and students, enriching their spiritual world, and building a vibrant campus culture, we can create a strong educational atmosphere, create a harmonious environment for students' development, prepare for students' living background, and shape a campus culture with rich connotations, distinctive features and elegant taste.
School-based curriculum development is a continuous professional activity of the school. It needs a rational, democratic and scientific decision-making process or step:
The first step: scenario analysis, including clarifying the concept of school education, investigating students' needs, analyzing school resources, grasping the needs of community development and so on. The second step: according to the situation analysis, construct the implementation mode of school-based curriculum development. Including determining the overall goal of school-based curriculum development, formulating the development implementation plan, designing the campus culture construction plan, etc.
Step 3: Organize implementation, including selecting and arranging knowledge or activity sequence, class size, time arrangement, resource allocation, and issues needing attention. Conduct school-based curriculum development and experiments.
The fourth step: evaluation and improvement, including evaluation content and method, result processing and improvement suggestions involving teachers, students and curriculum plans.
The development of school-based teaching materials includes the series of school-based teaching materials, the series of moral education activities, the series of comprehensive practice, the development of school-based teaching materials for moral education and the development of school-based courses for brand building.
(4) Construction of campus culture
Campus environment includes material environment, social environment and cultural environment. Developing campus environment course is a new course that embodies quality education and school characteristics. Campus environmental courses are everywhere, which can exert a subtle influence on students. Students will learn useful knowledge, values, norms or attitudes from campus cultural courses.
Among them, the physical environment includes the campus construction and facilities of the school; Social environment includes teacher-student relationship, teacher-student relationship, classmate group, reward and punishment system, etc. Cultural environment includes school or class culture, such as school history, school spirit, ceremonies or activities, such as flag raising, class meetings, large-scale school activities, etc. This is an important way to realize environmental education.
The achievements of campus culture that our school will develop include:
Material and cultural achievements: excerpts from important events, monuments and historical figures in Nancun and Panyu history, such as the cultural relics unearthed from the Eastern Han Dynasty tomb in Yuangang village, the first person in the Eastern Jin Dynasty-General Chen Xuande, a natural monk in the late Ming and early Qing Dynasties, Haiyun Temple and Haiyun Poetry School, an anti-Qing national hero, Li Suiqiu, the champion of peony poetry, the uprising and Bennan Academy in the late Qing Dynasty (Shage Yong Tuan General Administration), and Gao, three outstanding figures in Lingnan painting circles. Form Nancun historical and cultural celebrity square sculpture (field culture) and Nancun area major historical event group sculpture wall (wall culture), Lingnan painting school, Haiyun poetry, Haiyun calligraphy classic works gallery (gallery culture) and teacher office culture;
Intangible cultural achievements: including school-running concept and characteristics, school motto, school emblem, school song, school emblem, teaching style and study style, forming a series of educational materials on freshman school history; Class emblem, class flag, etc.
2. Research methods
1, literature research method. Consult and collect a large number of materials related to this research work, learn from the successful experience of others, and help the research work carry out smoothly.
2. Investigation and research method. Investigate students' needs and suggestions, investigate and analyze the situation of teachers, society and school educational resources, and obtain information on school-based curriculum design and compilation; Carry out comprehensive practical activities and conduct community surveys.
3. Research methods of eastbound travel. It is based on solving practical problems in school-based curriculum development, needs the guidance of school administration, needs the participation of teachers, students, parents and social stakeholders, and actively seeks ways to solve practical problems.
4. Experience summary method. Summarize and analyze the specific situation in practice, make it systematic and scientific, and finally rise to experience to guide the later research work.
3. Research institutions
Department in charge of the project: Institute of Educational Science, Panyu District Education Bureau.
Advisory Group of Leading Experts:
Yan Luan (Mayor of Nancun Town People's Government, Panyu District)
Chen Naiquan (Deputy Mayor of Nancun Town People's Government, Panyu District)
Wu Yuedong (Director, Teaching and Research Section, Panyu Education Bureau)
Jiang Tao (Associate Professor, Panyu Institute of Education)
Feng Yongguang (Director of Nancun Town Education Guidance Center)
Chen Zhixi (Deputy Director of Nancun Town Education Guidance Center, Panyu District)
Zhang Zhihai (Deputy Director of Nancun Town Education Guidance Center, Panyu District)
Team leader: Feng
The main members of the research group: Xiao Dongping, Bian Guangqing, Zhu, Zhang Fengyun and Gao Jianyi.
Luo Weifeng Jiang Jia Bin Zeng Qingwen
4, research division of labor
Feng: Responsible for the overall planning and system in the process of school-based curriculum development, as well as the financing of research funds;
Xiao Dongping: Responsible for the management in the process of school-based curriculum development and coordinating the relationship between disciplines and sub-topics;
Bian Guangqing: Responsible for organizing the theoretical research of the project, writing and modifying the project declaration and opening report, and organizing the project development;
Moral education art group:
Zhang Fengyun: Responsible for the sub-topic of "Research on the Development and Implementation Mode of School-based Curriculum of National Ideological and Moral Education" and the sub-topic of "School-based Curriculum Development and Student Activities of Lingnan Painting School";
Team members:
History group:
Zhu: responsible for writing and revising the opening report and the sub-topic research of "local history curriculum resources development and school-based research";
Team member: Tan Chunmei
English group:
Huang Jiabin: Responsible for the research of the sub-topic "Local English Education and Student Activities in Nancun Town";
Team members: Tang, He Yanqiong, Liu and Cui Yanmei.
Geographical group:
Gao Jianyi: Responsible for the sub-topic research of "School-based Curriculum Development and Student Activities of Local Geography in Nancun Town";
Team member: Wang Xiaohui.
Political groups:
Zeng Qingwen: Responsible for the sub-topic research of "Local Humanities and Politics and Student Activities in Nancun Town";
Team member: Liu Weimin.
Information technology group:
Luo Weifeng: responsible for the sub-topic research of "school-based curriculum development and information technology resource database establishment";
Team members:
Language group:
Jiang Hua: Responsible for the research of two sub-topics: "School-based Curriculum Development and Student Activities of China Local Poetry of Haiyun Temple Poetry School" and "Selected Reading of China Classical Poetry in Middle School";
Team member: Wu Daozheng
5. Research progress
The first stage (September 2007-February 2008): preparation and brewing stage.
(1) Transform, improve and upgrade the existing academic activities and school-based research achievements in our school;
(2) Organize expert lectures, special theoretical study, off-campus study, etc.
(3) subject demonstration and declaration;
(4) Each sub-research group collects and sorts out the materials of school-based curriculum development.
(5) According to the school-based curriculum implementation plan, the discipline makes the curriculum plan of the discipline. Each sub-topic and research group plans to declare the comprehensive practical activity course, including the action research plan and comprehensive practical activity plan of each topic.
(6) Opening report;
The second stage (March 2008-February 2009): full implementation stage.
(1) Carry out comprehensive practical activities.
(2) The compilation of teachers' teaching papers (or teaching cases), school-based curriculum series and students' comprehensive practical activities;
(3) Develop campus culture in combination with the third phase of the school project: including field culture, corridor culture, wall culture, office culture and other material cultures, school philosophy and characteristics, school motto, school emblem, school song, teaching style, study style and other intangible cultures.
The third stage (March 2009-September 2009): summary, evaluation and communication stage.
Closing report, expert appraisal stage exchange summary (closing report, audio-visual materials, results display)
6. Allocation of funds
(1) Sources of funds: the Education Bureau of Panyu District, Guangzhou provided RMB 5,000, the Nancun Town Government of Panyu District, Guangzhou provided RMB 50,000, and the school raised RMB 5,000, totaling RMB 60,000.
(2) Allocation of funds:
Expert consultant fee: RMB 6,543,800.00 Yuan.
Business expenses for scientific research: 20,000 yuan
Books and materials fee: 6,543,800 yuan+0,000 yuan.
Printing and publishing fee: 20,000 yuan
7. Expected results
(1) Project conclusion report;
(2) Write a series of books entitled "Research on the Development and Implementation of School-based Curriculum for Compulsory Education in Nancun Overseas Chinese Federation Middle School":
A collection of teachers' papers (or teaching cases);
B School-based curriculum is divided into "four series"-discipline activity series, moral education activity series, comprehensive practice series and campus culture course series. , and there are four types, that is, reading, learning materials, teaching materials, thematic resource library and so on.
Students' comprehensive practical activities;
(3) Achievements of campus culture development (scheme), including achievements of campus culture combined with the construction of the third phase of the school project, including material and cultural achievements: sculpture of Nancun historical and cultural celebrity square (field culture), group sculpture wall of major historical events in Nancun area (wall culture), Lingnan painting school, Haiyun poetry, Haiyun calligraphy classic gallery (gallery culture) and teachers' office culture; Intangible cultural achievements: including school philosophy and characteristics, school motto, school emblem, school song, teaching style and study style, forming a series of educational materials for freshman history; Class emblem, class flag, etc.
(4) Project achievement resource library or webpage.