Based on these problems, in the process of curriculum construction and implementation, schools should carefully analyze resources, scientifically set curriculum objectives, build a curriculum system as a whole, carefully organize curriculum content, and strictly regulate curriculum implementation, so as to make the curriculum show the characteristics of diversity, integrity and structure, and improve curriculum quality and implementation efficiency.
Why should the school curriculum be structured?
School curriculum includes national curriculum, local curriculum and school-based curriculum. Curriculum structure refers to the reasonable relationship and appropriate proportion formed by the organization and collocation of various curriculum types and specific subjects in the school curriculum system. School curriculum structure refers to the relatively stable relationship and structure between various components and elements of school curriculum according to certain logic and rules.
Bruner, a famous American educator, pointed out in the book "The Educational Process": "If you understand the structure of knowledge, then this understanding will enable you to advance independently." The essence of learning is to connect similar things and organize them into structures that give them meaning. Psychological research shows that the more knowledge, the stronger the ability. Structured knowledge can promote the formation of ability, because such knowledge has strong cohesion, logic and relevance, and can promote the integration and application of knowledge. Structured knowledge helps to form the integrity of knowledge. For students, knowing the connectivity and complementarity between knowledge can help them master knowledge better, achieve mastery through a comprehensive study and truly integrate into their own cognitive structure.
In fact, in the same school or even the same class, students have different foundations, personalities, specialties and learning styles. Only a diversified and structured curriculum system can provide choices for the growth of students with different types, interests and potentials.
The new round of curriculum reform puts forward specific requirements for curriculum structure to meet the needs of national political, economic, social and cultural development and future talent training, which is mainly reflected in comprehensiveness, selectivity and balance. Synthesis is put forward in view of the over-emphasis on discipline standard, too many disciplines and lack of integration in the past; Selectivity is put forward according to the differences of different regions, different schools and different students to meet the learning needs of students with different interests, potentials and specialties; Balance means that all kinds of course types, specific subjects and course contents in the school curriculum system can maintain an appropriate and reasonable proportion, and each course type and subject has its own value and plays a role in educating people.
How to implement the school curriculum structure
There are many contents involved in the school curriculum structure, but they are mainly reflected in four aspects.
Construction of curriculum objectives
Education is not to cultivate different students into a unified standard, but to make each student become the best self. Students are in the process of dynamic development. Therefore, in school curriculum planning, we should fully consider the diversity and possibility of demand, set structured curriculum objectives, let students choose courses independently, and at the same time let students evaluate themselves, adjust themselves and step by step.
In the long-term teaching practice, jianye district Xincheng Junior High School has accumulated rich subject curriculum resources, and divided each subject into three grades: A, B and C. Students can choose independently according to their own adaptation and diagnosis. The three levels of courses are not simply divided according to the degree of difficulty, but are comprehensively distinguished according to cognitive goals, ways of thinking and ways of learning, and they are interrelated. In the process of learning, students evaluate themselves according to their academic development and readjust their choices. The school also provides corresponding supporting courses for each level of curriculum objectives to promote students' learning and promotion.
The "Dream Stop Club" course of Guanghua East Street Primary School in Qinhuai District, Nanjing, aims at the two major fields of science and liberal arts, and is designed by classification and stratification, step by step. In order to let every child find his own growing point, the school has built a spiral dream course from popularization to improvement and then to promotion, which fits students' learning experience and practical ability, integrates multidisciplinary learning, and pays attention to students' thinking development and emotional change law. Structured curriculum goals enable every child to have a suitable curriculum, an achievable and constantly pursued goal, cultivate interest and develop ability.
The Construction of Curriculum System
The structure of the curriculum system means that the types of courses in the curriculum system should be rich, complete, balanced and coordinated. At present, the curriculum in some schools mainly focuses on knowledge learning and exam-oriented training, but it is obviously insufficient in scientific inquiry, humanistic quality, sports health and artistic aesthetics, which leads to the imbalance of curriculum structure and affects people's all-round development. In fact, from the perspective of people's long-term development, some things that seem to be of little use now may play a great role in the future, such as questioning, exploration, speculation, art, humanities and so on. Therefore, the construction of curriculum system must focus on the long-term and cultivate students' comprehensive literacy and sustainable development ability.
Mr. Lou Yulie pointed out in the book "The Fundamental Spirit of China Culture": "Since the implementation of new school education in modern times, the educational system and curriculum in China are basically modeled after those in Europe, America and the Soviet Union, and the curriculum content is mainly western culture, which has caused the deviation of neglecting traditional cultural education in basic education for a long time. It is necessary to establish the subjective consciousness of Chinese culture, seriously absorb the excellent content of traditional culture, and establish ethical concepts and social order in line with the spirit of the times. " China's traditional philosophy contains rich sources of modern scientific theories. The holistic view and natural view in China's traditional culture have increasingly become an important driving force for the development of modern science. Therefore, in the curriculum system, it is necessary to deal with a variety of relationships such as science and humanities, intuition and rationality, foreign culture and traditional culture, and form a structured curriculum system.
Schools should break the disadvantages of subject-based and sub-subject curriculum structure, strengthen the integration within and between disciplines, carry out comprehensive practical activities, and strive to improve the degree of curriculum integration; It is necessary to break the disadvantages of excessive pursuit of unity in curriculum structure in order to adapt to the differences and different needs among regions, schools and students, and at the same time encourage and guide local and schools to tap their own resources and develop local and school-based courses with their own characteristics.
Under the guidance of the school-running concept of "cultivating honesty with profound knowledge and educating people with aesthetic education", Nanjing Ninghai Middle School has gradually built a multi-structure and scientific and balanced curriculum system in long-term practice, including six learning areas: language and culture, mathematics and science, art and humanities, life and practice, sports and health, citizens and the world, and reconstructed and implemented subject courses in subject teaching. It presents a vivid form of three-dimensional, intersection and integration, which embodies the comprehensiveness of development, the diversity of choices and the coordination of structure, provides a rich supply for the growth of students, and promotes the all-round development and personality development of students.
Structure of course content
The new curriculum standard points out that structured knowledge is the basis of ability formation, and this knowledge structure is composed of basic concepts, basic principles and basic ideas in subject knowledge. Knowledge is the foundation of ability, and only structured knowledge can promote the formation and development of ability. Bruner pointed out: "Students' study of the basic structure of the subject helps them to understand the connotation of knowledge, promote the migration and application of knowledge, and establish effective links between knowledge to form a knowledge network. "
The structure of course content is to change the "fragmentation" status of knowledge learning and form a spiral learning chain with internal relations. It is necessary to help students know and understand all kinds of basic concepts, basic principles, basic ideas and their relationships in the discipline, and draw inferences from others to promote ability transfer.
Nanjing Jinling Middle School Experimental Primary School actively explores "knowledge construction teaching promotes students' ability development": when each unit prepares lessons collectively, the lesson preparation team should sort out the knowledge system of the unit in detail, deeply analyze the position and function of each knowledge point in the knowledge system and its relationship with related knowledge points, and fully reveal the formation process of important viewpoints, laws and rules of the unit and their relationship with existing knowledge and experience; Create vivid situations in the teaching process, let students experience, understand and understand the occurrence and formation of knowledge, grasp the connection between old and new knowledge, and establish a perfect knowledge network; In the unit summary, let students use mind map and knowledge tree to review and describe the development context and logical structure of unit knowledge, and form a complete understanding of unit knowledge system.
Structuring of curriculum implementation
The structuralization of curriculum implementation mainly refers to the structuralization of implementation methods and means. According to the characteristics of course content, students' age characteristics and learning methods, let students participate in the construction of knowledge and truly understand the connotation of knowledge and its connection with the life world.
Based on the concept of "full experience curriculum", the experimental primary school of Nanjing Agricultural University uses progressive theme learning, course week learning, family life practice, venue learning and walking learning to break the time-space boundary between classroom and campus, effectively expand learning resources and channels, and improve students' ability and literacy.
Progressive thematic learning refers to the readjustment and division of national comprehensive practical courses. Under the organization, guidance and coordination of teachers, students carry out learning activities step by step along the theme clues; Curriculum week study means that the school concentrates on a one-week special study of an event. Students go into libraries and laboratories, consult materials, explore experiments, discuss and communicate, and write reports. Family life practice means that parents and students jointly complete the content suitable for parent-child activities, so that students can enter nature, understand society, experience housework, enhance parent-child relationship and gain life insights; Site learning refers to making learning go from school to society, and making use of rich resources such as vivid and vast nature, museums and research institutes to let students learn and explore; Walking learning refers to on-site experience learning. Through field observation and investigation, we can truly understand and feel the content, form and significance of the learning theme, and cultivate comprehensive literacy and humanistic spirit.
The structure of curriculum implementation cultivates students' independent, cooperative and inquiry learning consciousness and ability, promotes students' overall grasp and cognition of knowledge, effectively extends the connotation and value of the curriculum, forms a multi-dimensional connection with family, society and life, enriches students' experience and understanding, and is conducive to cultivating students' practical and innovative ability.
The school curriculum structure is a systematic project, a reconstruction and optimization of the existing school curriculum, and a forward-looking and planned teaching reform and talent training. Around the spirit of curriculum reform and the overall goal of cultivating students' core literacy, we should make overall plans, think systematically, expand paths, build platforms, form an open and cooperative atmosphere and mechanism, and make the curriculum truly become the core element to promote the development of the school.
Structured school curriculum is the carrier of school spirit and culture, which provides support for each student's personality development and turns their development potential into reality. The construction of school curriculum structure should not only draw lessons from advanced experience at home and abroad, but also be based on school history and culture, school-running reality and educational objectives, and carry out school-based practice, transformation and upgrading.