School-based curriculum is school-based curriculum, and the implementation of school-based curriculum is an effective way to realize the purpose of running a school and reflect its characteristics. In order to better meet students' interests and needs, promote students' personality development, and effectively improve teachers' professional ability and curriculum development level, our school-based curriculum development plan is formulated as follows:

I. Guiding ideology

Based on the concept of "people-oriented, harmonious development", combined with the reality of our school, a series of school-based courses are developed to make up for the shortcomings of national courses and local courses, cultivate students' extensive interests and develop their personality. Through learning, students can initially form a sound personality and personality, laying the foundation for lifelong development.

Second, the implementation objectives

1. Through the study of subject literacy course, students can feel the profoundness of Chinese classics, the flexible innovation of mathematical thinking, and the vivid and interesting English situation, cultivate sentiment, develop personality, maintain the best learning state and improve humanistic literacy.

2. Through the study of life skills course, students can master the necessary labor skills and etiquette norms, develop good moral behavior habits, initially form a sound personality, and love all the beautiful things in life.

3. Through the study of art and sports skills courses, students can develop their specialties, build up their self-confidence, enrich their spiritual life and achieve all-round and harmonious development.

Third, the basic structure

Based on school-based courses and activity groups, the following three types of contents are established, and some contents are increased or decreased each semester according to the specific circumstances of the environment and teachers.

1, subject literacy-classic reading, oral English, exercises, mathematical thinking

2. Life skills-origami, life skills, life etiquette and law grew with me.

3. Artistic skills-dance, vocal music, instrumental music, children's painting, decorative painting, traditional Chinese painting, paper cutting, calligraphy, cross stitch, plasticine, ceramics, Go, martial arts, table tennis, track and field, etc.

Fourth, the implementation principle

1, the principle of reality: fully consider the overall level of teachers and the development of students in our school, and take into account other factors of the school to establish the development goals of school-based curriculum.

2. Basic principles: develop students' abilities in an all-round way, promote the application and integration of subject knowledge, and provide students with basic services.

3. Developmental principle: pay attention to students' future development, pay attention to developing students' potential, and aim at promoting students' personality development.

Verb (abbreviation of verb) safeguard measures

(A) the establishment of school-based curriculum development and implementation leading group

Team leader: Zhan Yuanchuan, who is fully responsible for school-based curriculum development, teaching and research management and teaching material compilation guidance.

Deputy team leaders: Liang Juan and Wang, to determine the content of school-based curriculum development and the design and implementation of school-based curriculum.

Members: Lv Zhuangjun, Liu Yang, Ding, Bi, Qu Chunxian,.

(2) Organizing the compilation of school-based courses or textbooks.

Editors: Wang, Lv Zhuangjun, Yu Aifang, Miao Wenjing,,,, Luan, Cao Zheng,, Ji, Han Jie, Qu Chunxian.

Realization process of intransitive verbs

(A) establish a correct view of the curriculum.

(1) Take the methods of self-study and counseling, dispersion and concentration, discussion and testing, and combination of theory and practice, and organize teachers to learn the basic theories of curriculum reform, such as an overview of basic education curriculum reform, general training of basic education curriculum reform, and curriculum implementation standards, so as to form a correct education concept and guide education and teaching practice with a big education concept.

(2) Joint efforts and * * * cooperation. The guidance office is responsible for making the overall plan, reviewing the curriculum outline, teaching materials and subject evaluation system, and for process management, phased work plan, inspection and implementation, training guidance, etc. The general affairs department is responsible for the material support needed for curriculum development, coordinating the collection and maintenance of materials, the construction of venues and the supply of venue facilities. Give full play to the role of parents' committee, get help and support from parents, tap parents' resources and community resources, integrate school-based curriculum into life and society, and promote children's all-round and harmonious development.

(B) conscientiously implement the curriculum objectives

1. School-based teachers make scientific and reasonable teaching plans according to the existing school-based curriculum resources and students' age characteristics and acceptance ability; In the process of curriculum implementation, problems are found and reflected in time, and the content is constantly improved to enrich the curriculum system.

2. Teachers carefully prepare lessons, carefully design the teaching process, do a good job in school-based courses on time, and make a scientific and reasonable evaluation of students' learning in time.

3. Every semester, at least one school-based curriculum discussion is carried out in grade groups. Activities should be purposeful, prepared, recorded and effective; At the end of each semester, organize a school-based curriculum achievement display and evaluation for all teachers and students, with full participation and flexible form.

4. When students need to go out for investigation and visit, they should be organized by leaders in charge, class teachers and teachers to ensure the safety of teachers and students.

(C) to complete the evaluation of the level of curriculum implementation

In order to promote teachers' professional development, publicize students' personality and form school characteristics, curriculum evaluation is conducted by teachers, and the guidance office is responsible for the guidance and audit of the program and the overall evaluation of the implementation of school-based curriculum teachers. Evaluation focuses on diversification and personalization.

1, the evaluation of teachers pays attention to the process.

Evaluate teachers' curriculum plan (attachment 1) and classroom teaching (attachment 2) from the aspects of teaching preparation, teaching methods and teaching attitude. The school adopts questionnaire survey (10%), lecture notes (20%), checking teachers' teaching plans (20%), blog (monthly) summary (20%) and teaching effect (30%) to supervise the implementation.

2, the evaluation of students' learning situation mainly includes the following parts:

(1) Evaluate students' attendance in class, accounting for 20% of the total academic achievement.

(2) Academic completion evaluation accounts for 40% of the total academic achievement. Including attending classes, learning attitude and homework completion.

(3) Course completion accounts for 40% of the total academic achievement.

The total academic achievement of school-based curriculum students is divided into four grades: A, B, C and D.

In order to promote the development of students' specialties and pay attention to students' interest and attitude towards school-based curriculum learning, methods such as observation, inspection, on-site report and work display are adopted to promote the effective implementation of the curriculum. Emphasize the following two points:

The first is to organize exhibitions of staged works. Various forms of student works exhibitions are held in grades and schools, such as study notes, handwritten newspapers, handmade works, photos, essays, etc. Strengthen publicity and encourage students in time.

Second, there should be evaluation of learning results, and students' learning situation should be recorded according to the grade system. At the end of the semester, according to the contents of school-based textbooks and students' field participation, teachers use open-book exams to test students' academic performance, so that students have the opportunity to give full play to their talents and achieve reasonable results. (see annexes 4 and 5)

The above courses are not only geared to all, but also to individuals, and at the same time present a reasonable level and gradient. School-based compulsory courses such as classic reading, entering Weihai and appreciating famous songs and paintings. Attach importance to humanistic edification and the cultivation of practical inquiry ability. Therefore, Tian primary school is full of elegant temperament, innovative quality of self-improvement and exemplary master style; According to students' physical and mental development and age characteristics, plasticine, pottery, origami, paper-cutting and other courses are selected according to grades, following the law of from easy to difficult and gradually entering the connotation, aiming at discovering and cultivating a group of interested and savvy young artists; On this basis, more than 20 interest groups have been added to guide children to play their special skills and fly on their own stage.

Primary school-based curriculum development and implementation plan II

First, the background and ideas of school-based project establishment.

In order to better promote all teachers to participate in the research, this semester, we set up a research group in the school center, and distributed the implementation plan of the research group's school-based scientific research work in the school center, which decomposed three topics undertaken by our school, namely, the study of effective group learning in primary school Chinese teaching, the study of cooperative group learning in primary school mathematics teaching, and the study of classroom learning group construction and group learning strategies at district level, and divided them into several small topics that are closely related to teachers and easy to start.

The so-called "sub-project in school" is the general project of "experimental research on classroom teaching to promote students' autonomous learning" proposed by our school. Our school has decided to regularize and standardize the establishment of sub-projects in the school from this year. At the same time, the municipal projects, district projects and sub-projects in the school will be incorporated into the regular project management system of the school, unified management procedures will be implemented, process management will be emphasized, and project seminars will be held regularly every semester.

Second, the school project management team and scientific research backbone team.

In order to better promote the standardization of school project management and enhance the authenticity of school project research, a project management team and a scientific research backbone team were established on the basis of the school central research group. Responsible for guiding and supervising the regular topics of each teaching and research group and the selection of excellent papers in the school. Members of the subject expert committee are recommended by various teaching and research groups, and are required to actively study new educational and teaching management ideas, actively participate in curriculum reform, have strong scientific research ability and certain project guidance ability.

Third, the school-based project system:

General project of the school: experimental study on classroom teaching to promote students' autonomous learning.

General person in charge of the project: Party xx (person in charge)

Sub-topic:

Municipal Project: Research on Effective Group Learning in Chinese Teaching in Primary Schools

Project leader: An xx (vice president) Application time: xx. 10.

Municipal Project: Research on Group Cooperative Learning in Primary School Mathematics Teaching

Project leader: Zou xx (key math teacher) Application time: xx. 10.

District-level project: class learning group construction and group learning strategy research

Project leader: An xx (vice president) Application time: xx. 1

Main sub-projects and principals at the school level:

Chief Project Officer: Yang xx (Vice President)

"English Group Autonomous Learning Guidance Strategy" Zhang xx

How to guide students to study Wang X in group in science class.

"Effective Strategies for Social Science Group Learning" Zhao xx

Wang xx, the guiding strategy of independent learning of art groups

"How to guide students to learn independently in music class" Zhang X Yao X

"How physical education class guides students to study in groups" Yang xx Li X.

Four. Suggestions on topic selection

The research direction of the above topic is designed from a macro perspective according to the classroom teaching reform and the three-step guidance teaching model, aiming at helping teachers determine their thinking direction; The sub-topic is designed from a middle perspective in combination with the reality of curriculum reform in our school, aiming at helping teachers determine the general direction of research.

Sub-topic research in schools generally requires small topics, and the research objectives, contents and methods are determined from a subtle perspective. Therefore, it is suggested that teachers should try their best to choose a point as an incision from a micro perspective when choosing a topic, and conduct practical, detailed, concrete and in-depth research.

Verb (abbreviation of verb) sub-item declaration and related requirements

1. Topic selection and declaration time

The beginning of each semester is the time for topic selection and report review. According to the problems and puzzles existing in the usual teaching, combined with the experimental research of "building students' classroom and improving study life" in the district teaching and research section and the teaching reform practice of group learning in our school, the research topic is determined, the topic list is filled in and reported to the research group of the school center. The school project management team and the expert committee will decide whether to establish the project.

2. Research content requirements

The research of the subject requires that the research object should be specific, the research case should be true (it must be a vivid story in one's own teaching), and the research results should be effective (it can promote one's own teaching).

3. Project scale and cycle

Sub-project research can be completed by one person alone or by many people in cooperation; The research time of subprojects is generally half a year or one year. If it is a municipal or district-level project, a research group can be set up, and the research period is one school year or more.

4. Process management

Every semester, the school project management team and scientific research backbone team organize project research seminars, and the project leader reports the progress of research work and submits the project research stage report.

5. Summarize the requirements of the problem

The end of each semester or the end of the school year is the time for the preliminary conclusion of the project, and the conclusion of the project should have a conclusion (first draft). Conclusion The results are generally divided into papers and research reports (teaching results). After the preliminary conclusion of the project, the results of the project should be verified in practice in the next semester of each academic year, and then the results should be revised and improved to form the final draft.

6. Selection of project results

At the end of May each year, the school project management team and the scientific research backbone team will organize the selection of outstanding papers this semester, and then report them according to the number of indicators approved by the district teaching and research office. The results of municipal and district-level projects are declared as excellent results, and the results of sub-projects in schools are declared as excellent papers.

VI. Specific requirements for sub-projects in this school year

Since the release of this plan, this project has been officially launched, and the project list will be sent to the school guidance office in the name of the individual within one week of the start of the next semester. Then, the school project management team will examine and approve all the projects that have been declared for approval to determine whether to establish the project.

Primary school-based curriculum development and implementation plan 3

First, the guiding ideology of the course

For the purpose of teaching and educating people, we should conscientiously implement the idea of "health first", comprehensively promote quality education, cultivate students' awareness of "lifelong sports" and scientific fitness ability, enhance students' physical and mental health, improve students' sports cultural literacy, and give full play to the special functions of sports, so as to realize the overall goal of school education and cultivate all-round innovative talents.

With the continuous advancement of the new curriculum, in order to meet the needs of students' personality development and cultivate students' lifelong sports ability, our school has developed and tried a school-based skipping course in physical education class to reflect the teaching characteristics of the new curriculum, cultivate students' interest in participating in physical exercise, master the skills and skills of skipping rope, cultivate the qualities of unity, cooperation, courage to struggle and fear of difficulties, and form the concept of lifelong physical exercise.

Second, the goal of skipping school-based curriculum:

The purpose of school-based curriculum development of skipping rope is to fully respect and meet students' different characteristics and diverse needs, provide students with more rights to choose courses, and make students' personality develop more fully and comprehensively. At the same time, it embodies the characteristics of fitness and the concept of lifelong sports. Implementing "Happy Skipping" in physical education class can make students participate in physical exercise more happily in class, stimulate their enthusiasm for learning skipping, inspire students to master the methods of skipping exercise, improve their ability of independent exercise, cultivate their habit of regular exercise, and make physical exercise become their conscious behavior and lifestyle, so that physical exercise can accompany them for life.

The school-based course of skipping rope enables students to master the basic knowledge, skills and methods of skipping rope and apply them in daily exercise; Improve students' physical quality and environmental adaptability, and promote students' all-round physical and mental development; Cultivate students' good ideological style, tenacious will, strong sense of competition and noble team spirit.

Third, the principle of skipping school-based curriculum:

When determining the content and practice of school-based truancy, the school adheres to the following basic principles: First, the principle of comprehensiveness. School physical education curriculum contains many aspects. When adjusting the course content, we should fully consider the proportion of each field to promote the all-round development of students' body and mind. In addition, develop the skipping course content for all students, so that all students can master it. The second is the principle of liquidity. Students' sports knowledge, basic sports skills, physiological and psychological changes in skipping learning will help them better master other related sports skills and flexibly migrate to other physical education teaching contents and activities. The third is the practical principle. Skipping rope is not only in line with the economic conditions of students, but also suitable for the venue environment and time and space constraints of our school. The content is easy to learn and suitable for all students to learn and master.

Fourth, the implementation and organization methods of the school-based curriculum for advanced placement:

1, for the whole class.

The first level of learning is mainly based on "situational stimulation". The key point is to stimulate interest, guide learning methods and cultivate habits. One of the basic concepts of curriculum standards is to stimulate students' interest in physical education, so interest is the first factor to consider when choosing teaching content. Play all kinds of novel and interesting games with ropes to improve students' interest in learning. For example, put the short rope on the ground as a river for students to jump forward with their feet, or use the short rope as a small trap for students to bypass the trap.

The second level of learning is mainly "competition and cooperation". Emphasis is placed on hierarchical teaching and classified guidance to cultivate students' ability to participate in competition and cooperation. The teaching content of skipping rope includes skipping rope before and after, skipping rope side by side and other two-person cooperative exercises. To enable students to master various skipping movements through cooperative exercise, so as to achieve the function of exercising and enjoying body and mind. And through games, competitions and other teaching methods, there is both competition and cooperation, so that students can actively participate in the competition, stimulate students' initiative, create a cooperative atmosphere and enhance collective cohesion.

The third level of learning is based on "independent cooperation and inquiry", with the emphasis on further hierarchical teaching and classified guidance to ensure the learning effect of students' participation. Skipping rope can be not only a jump, but also a multi-person jump and a group jump. Multi-person skipping requires students to learn in cooperation, and realize that only by using cooperative learning can they achieve success and happiness in practicing all kinds of pattern skipping.

2. Special exercises and activities between classes. Exercise between classes is the main way to strengthen students' physique and achieve the goal of exercising for one hour every day. Due to the large number of students and the limited playground area, our school has arranged a set of "static rope gymnastics", which uses short ropes that students usually use in class and replaces the usual broadcast gymnastics with "static rope gymnastics". This form of recess exercise fully stimulates students' interest in physical exercise, mobilizes students' sports enthusiasm to the maximum extent, promotes students' physical and mental health development, and forms a recess exercise mode with school characteristics.

3. Sports Festival Series Competition. Based on the sports spirit of "I participate, I am happy, I exercise and I am healthy", the school has completely transformed the traditional sports events and sports meeting forms, and held various forms of skipping competitions at the school sports meeting every year. At the same time, the participation of innovative game items such as "pattern skipping" and "group jumping long rope" has greatly stimulated students' enthusiasm for participation and truly realized the sportsmanship of "happy skipping".

4. Sports interest activity group. According to the students' interests, the school set up a skipping interest activity group. The activities of interest groups not only meet the needs of students' professional development, but also prepare for sports competitions at all levels. The interest group of skipping rope has become a characteristic sports activity group of the school.

Through a series of activities, such as skipping class teaching, "static rope exercises", skipping interest activity groups, skipping competitions in sports festivals, a good skipping atmosphere is created, so that the school-based skipping course in our school can be better developed and utilized. Skipping rope plays an inestimable role in training students' balance and coordination ability, developing lower limb strength and tempering will quality.

Five, skip school-based curriculum evaluation system:

1, evaluation principle

When implementing the self-evaluation of school-based curriculum, we must pay attention to the evaluation of the teaching process, so as to make it a happy emotional life and positive emotional experience for students. While imparting knowledge, we should pay attention to whether each student is cheerful or indifferent in class. Are you happy or sad? With the acquisition of subject knowledge, is the attitude of students towards subject knowledge more and more positive or more negative? These can fully understand students' interest and learning ability in subject learning, let students learn knowledge and receive education in love, and let students grow up happily.

2. Evaluation strategy

(1) Timely teacher evaluation. In the early stage of basic teaching, teachers should give students more time to experience the interest of skipping rope. Teachers observe, analyze and grasp the existing problems from students' learning, and make appropriate evaluations in the second half of teaching. Premature evaluation will suppress students' interest in learning.

(2) Learn the program operation of the evaluation method. According to the concept of learning before teaching, the evaluation of the initial stage of the unit is mainly borne by the teacher, and the evaluation of the teacher is to guide the learning correctly to a greater extent. At this time, the evaluation of teachers is relatively more, while the evaluation of students' learning is relatively less. In the later period of unit learning, students are gradually asked to make certain self-evaluation and mutual evaluation among classmates, and teachers also ask students to make "self-evaluation, biological evaluation, intra-group evaluation, inter-group evaluation and so on".

(3) Evaluation method and development content. The evaluation methods include teachers' own oral evaluation, students' oral mutual evaluation, study group and mutual evaluation, teachers' teaching postscript evaluation, students' learning growth record evaluation and so on. The development content of evaluation also changes with the development of teaching materials. At the beginning of unit learning, students' knowledge and skills are not yet mature, from learning to skilled stereotypes. Teachers should give more guidance and don't let students receive too much evaluation during the summary period. The focus of evaluation should be on learning attitude and behavior, and students' learning advantages should be affirmed through encouraging and praising language, so as to better improve their learning interests and hobbies. (1) 78 school-based courses in Kunming Xingzhi Middle School allow students to study freely. (2) The school-based course of "Twenty-four solar terms" in Changxindian School in Fengtai District was launched. (3) The code was started from the doll. Children's programming education has entered the school-based curriculum of primary and secondary schools in Shenzhen (4); Wenchang Middle School has incorporated space education into the school-based curriculum; Students were electrocuted by space technology near the water tower (5); Taizhou robot education has been written into the school-based curriculum of primary schools; There are new measures to innovate popular science education (6); Held a national seminar on the cooperative construction of school-based curriculum of traditional culture in primary and secondary schools (VII); Xiamen has incorporated Minnan culture into the school-based curriculum to carry out the Minnan language test (8); Table Tennis School-based Curriculum Teaching Plan (9)