In mid-autumn, the water is blue and there is no dust. In this crisp autumn in October, Mr. Zheng and I were lucky enough to go to Rizhao Experimental Primary School to participate in the observation meeting of school-based curriculum selection for quality primary schools. We feel a lot of gains, especially the understanding of school-based curriculum. I felt a little confused before attending the class, but suddenly I felt suddenly enlightened after attending the class. The long-lost "school-based curriculum" gradually became clear in my mind. The specific experience is as follows:
Zazie Hoko
First, the evaluation is comprehensive and accurate. This selection is divided into four aspects: course outline, classroom video, lecture and defense.
The course outline is mainly to understand the professional quality of participating teachers. To improve teachers' professional quality, teachers should first understand the four elements of school-based curriculum, then find their own interests and choose the school-based curriculum that they have the ability to undertake. They should not develop school-based courses according to their own interests, regardless of their own abilities. Classroom video is mainly to understand the teacher's ability to control the classroom, the ability to deal with classroom generative knowledge and classroom teaching wit. Talking about class is mainly to understand the comprehensive quality of teachers, typhoon, Taiwan appearance, temperament, classroom control ability, classroom design and so on. The defense is mainly to understand the teacher's adaptability, reflect the depth of the teacher's understanding of the course, and organize the language and language expression ability.
Second, the basic skills are solid. Participants in the lecture came from 20 places in the city, basically representing different teaching levels, with natural and generous teaching attitude, cadence of teaching language and rich teaching wit. Teachers have designed exquisite courseware, using multimedia to display words, pictures, animations, music and so on. Some teachers also performed themselves and showed their best side to every audience present. It shows their extensive cultural knowledge, profound ideological understanding and rich emotional psychology.
Third, the curriculum system is complete. Judging from the syllabus of participating teachers, teachers' understanding of school-based curriculum has been improved, curriculum elements are complete, curriculum resources are rich, and the compilation of syllabus has a complete system. Curriculum development has made a great breakthrough in logic and systematicness, and its knowledge has been improved, and the breath of culture such as humanities, history and geography has been integrated into it. For example, the exploration of tie-dye curriculum, the combination of chanting culture and school-based curriculum, and the combination of mathematics culture and school-based curriculum are relatively complete in the curriculum system. It is the school that has formed its own unique school-based curriculum characteristics around the regional characteristics, with distinct themes.
Fourth, the course pays attention to students' multiple thinking. Most participating teachers can realize the ideal school-based curriculum teaching: highlighting problem solving, embodying research consciousness and paying attention to students' differences. The design problem has connotation, depth, hierarchy and appropriate difficulty, and completely abandons the mode of interest group activities. It embodies the students' dominant position. There are various forms of performance in classroom activities, such as group inquiry, performance, production and display, kite making, ancient poetry reading and so on.
In short, on the road of school-based curriculum exploration, we need to keep learning, enrich our experience, capture local resources with our heart, perform school-based curriculum brilliantly, and improve school-based curriculum with our wisdom.