1, layering, separation technology, retaining emotion

Case 1: Wenling Middle School in Zhejiang Province

According to the grading standard, students are divided into two types according to their learning characteristics: teacher-dependent and autonomous learning.

Wenling Middle School in Zhejiang Province is now divided into classes according to disciplines, and the stratified classes have not yet started. Why not hurry to have classes in different levels? Chen Caikun told reporters: "According to opinion polls, 500 students want to be stratified, while 400 students don't want to be stratified.

We don't want to give students and teachers too many variables at once. Three-sevenths should be sorted out, such as curriculum arrangement, teaching and management. Therefore, we hope that students will determine the subjects first, then recognize such a change, and get used to the teacher's teaching methods before starting to stratify. "

Although there is no hierarchical class, Chen Caikun's thinking is clear: divide classes first, then divide classes, and teach at different levels according to each type of students. In the future, three foreign language courses will be divided into AB levels.

Instead of taking grades as the grading standard, students are innovatively divided into two types according to their learning characteristics: one is dependent on teachers, and the other is autonomous learning, thus avoiding the suspicion of labeling students.

"Most schools will face a problem when carrying out hierarchical teaching. Students are willing to go to classes with good grades, and students with poor grades will feel oppressed in their hearts.

Parents will also have opinions, why my child is in Class B, and the teacher will also have opinions. How can we grasp the two levels of difficulty and class hours?

According to Chen Caikun's idea of layering according to students' learning characteristics, the class hours of each course are different. For example, according to the teacher-oriented class, Chinese is taught in four classes, and according to the self-study class, it is taught in three classes, which will give such students one less class. Similarly, math and English are the same.

However, the school will give a restriction that students can't exceed the total class hours in three courses.

For example, Wang Jing, a student, has a total of 1 1 classes in Chinese, mathematics and English. She can only choose two classes, four classes a week and three classes a week.

Conclusion: This hierarchical method avoids the problem of dividing classes according to grades, and also avoids the difficulty for teachers to grasp the depth of teaching content.

I have seen several schools that have done well in hierarchical teaching, and all of them have such problems. Teachers are in both fast and slow classes, and I don't know how to grasp the difficulty of teaching. What do some schools do? Two examples are missing from the slow class and two examples are added to the fast class. In fact, they are not based on students' learning characteristics, but on their existing learning level. Therefore, we hope to stratify students according to their learning characteristics, from a single classified class to a mixed stratified classified class, so that the teaching order will be normal. "

2. Break the curse of grading according to grades and let students choose and classify freely.

Case 2: Shanghai Datong Middle School

Shanghai Datong Middle School classifies compulsory courses, breaking the "curse" of grading according to grades, and allowing students to choose courses freely.

Datong Middle School has also set up elective modules for major subjects such as Chinese and English.

Take Chinese as an example, all students should learn, but not all students have to learn the same language.

In Datong Middle School, from the first semester of senior one to the second semester of senior two, in addition to the compulsory basic Chinese course for all students, the extended Chinese course to realize "taking lessons" is divided into eight elective modules: basic reading, novel reading, classical Chinese reading, ancient poetry reading, modern poetry reading, current Chinese reading, writing guidance and masterpiece reading.

Summary: Students can choose different module combinations in different learning periods according to their own interests. Each student can only participate in four modules and two modules independently. Among them, "basic reading" suggests that students with weak Chinese learning foundation choose to study, and students who do not participate can choose not to attend classes.

For the "shift system", students can choose from multi-level courses suitable for their development needs, hobbies, acceptance level and rhythm, and then they can really "walk up".

3. Mobile management eliminates parents' concerns.

Case 3: Fudan High School in Pudong, Shanghai

There are 75 students in Grade Two and Grade One 120 in Fudan High School Affiliated to Pudong, Shanghai.

The normal placement of these students is five classes, but after the placement, there are 38 different classes of regular subjects.

Why are there six times more classes? The reason is that the school not only has full-time shifts, but also implements hierarchical teaching in four subjects: mathematics, physics, chemistry and English according to the different foundations and abilities of students. Each subject is divided into three layers: A, B and C.

Class A is generally about 50% of the first grade students, and the number of students in each class is generally not more than 36; Class C is less than 25% of students after grade, and the number is usually around 20 or even less; The rest of the students are in class B.

Other disciplines, such as geography and history, are implemented according to the class structure of layered disciplines, and follow physics.

How to classify students after determining the subject? The school's practice is: freshmen adopt administrative class teaching after entering school, and then after half a semester, according to the students' mid-term exam results, usual classroom performance and homework completion, teachers from four disciplines who implement hierarchical teaching give hierarchical suggestions.

The relevant person in charge of the school explained that the disadvantages of stratification are as follows: first, freshmen leave classes at different levels when they enter school, which reduces the familiarity among students; Second, the admission scores of the senior high school entrance examination are generally high and the degree of discrimination is small, which is difficult to be used as the basis for students' stratification.

In addition, it is very important that freshmen and their parents will inevitably have the idea of "fast class" and "slow class" and are used to measuring their learning level only by the results of the senior high school entrance examination. Students with high scores in the senior high school entrance examination will easily have bad feelings if they don't enter their advanced classes.

Stratification is not only a technical problem, but also an emotional problem.

Summary: In order to eliminate parents' worries, in addition to communicating with parents for many times the concept of "respecting differences and applying differences", the four grades of subjects in the school adopt mobile management, requiring teachers to adopt the same teaching progress and assessment difficulty as far as possible, but the teaching difficulty and homework can be different, and students can apply for changing classes every semester according to their own learning situation.

It is not so easy for students to choose their own courses, but it can be done.

Case 4: Wenling Middle School in Zhejiang Province

Before coming off work, reserve the opportunity of trial and error, regret, fill in the subjects of voluntary choice three times and adjust.

A few years before the introduction of the new college entrance examination reform policy, Wenling Middle School began to try compulsory courses and elective courses, full tutorial system in large classes and small classes, and five courses a year, offering characteristic school-based courses that fully meet students' individual choices.

In this sense, President Chen Caikun and Wenling Middle School are undoubtedly the pathfinders and weathervanes of the new college entrance examination reform.

In order to fully meet the needs of rational choice, Wenling Middle School reserved three opportunities for trial and error, repentance and re-filling.

Summary of main points: after the second course, let students fill in the intention form to get a general understanding of students' choice intention; The second time is at the beginning of the third course, the first week after the summer vacation; The third time is to determine the selected subjects at the end of the third course. Through the course examination, students will choose three courses that they are best at as college entrance examination subjects.

After the fourth fine-tuning and formal confirmation, a small number of students who don't know much about certain subjects can have the opportunity to change again.

This course requires the signature of students and parents, and finally the subject is decided.

"In order to respect students' choices, considering the limitations of teachers and time and space, we ask students to provide schools with two choices: the first choice and the second choice. If there is only one choice, don't submit the second choice. This is also a kind of respect, which is guided and coordinated by the small class tutor. "

5. Management: resource utilization and model innovation.

Case 6: Wenling Middle School in Zhejiang Province

Establishing Mathematical Model and Designing Course Scheduling Program

Since the implementation of the new college entrance examination scheme, the work of teachers and administrators in Wenling Middle School has been very tense, and some teachers have begun to take classes across grades.

The shift system also brings new challenges to the school's teaching order and class management: arranging classes separately is a technical problem.

There are many complicated factors to consider when arranging courses. According to the old method, computer course arrangement is basically paralyzed. We can't find a software that integrates the three functions of course selection, course arrangement and course arrangement. We can only arrange courses manually, and even ask university professors to help us set up a mathematical model design program.

Chen Caikun personally participated in the whole course arrangement process.

"We first use the computer to arrange classes, then establish a mathematical model, and then push it down step by step according to the combination of selected subjects. It is proposed to arrange languages, numbers and foreign languages first, and the number of selected classes is uniformly numbered as one class. Numbers should be the same vertically (eight classes a day are arranged in a vertical line) (that is, try to have classes in the same class) and horizontally (one class is arranged in a row every five days), and cannot be repeated (that is, students in the same class can only)

For example, the combination of physical chemistry, political geography and historical geography has 15 people choosing general technology. We will immediately transfer this 15 person to a teaching class and change classes at night.

Then there are only two subjects left, so it's easy to arrange. For example, for the combination of politics and history, we only need to consider these two courses to arrange courses, and we can arrange them smoothly.

I took part in the course arrangement to see if the 35 combinations of 7 choices and 3 choices can meet the needs of all students, and found some problems for decision-making. "

At present, Wenling Middle School has also placed a four-story bookshelf at the gate of each teaching class, and the corresponding positions of each layer are labeled with topics, and students put the corresponding homework on the bookshelf.

At the same time, every student is required to prepare a schoolbag and carry books with him like a college class.

Subsequent schools will prepare a bookcase for each student to put textbooks and learning tools.

With regard to attendance, based on the large number of students in Wenling Middle School and the high degree of self-discipline, Chen Caikun decided to find another way to manage attendance, from the opposite side, and implement the attendance system on the premise that everyone abides by discipline, so that school statistics are simpler: set up students' seats, for example, A has seats for administrative classes and a seat for teaching classes, and the teacher will know which position is missing.

6, "tutorial system" academic counseling, "email" to send and receive homework

Case 7: Taizhou No.1 Middle School in Zhejiang Province

In view of the communication problem between students and teachers, the solution of Taizhou No.1 Middle School in Zhejiang Province is to make full use of evening self-study classes and homework remedial classes to increase the communication opportunities between students and teachers.

"When studying at night, you are required to have strong discipline. As long as you are a teacher of this subject, students can ask questions.

Moreover, the ninth class every day is a homework finishing class, and the school also requires teachers to give after-school counseling.

"Said to hu.

At the same time, Taizhou No.1 Middle School implements mailbox receiving and dispatching operation for the management of homework.

The administrative class has a class representative, and the teaching class has a class representative. Homework is collected by class representatives of the administrative class and distributed to teachers' mailboxes according to different teachers. When attending this class, it was given to the students by the class representative of the teaching class.

7. Dual-track management of class teachers and tutors

Case 8: Fudan High School in Pudong, Shanghai

After leaving the class, the group of students taught by teachers is changeable, and the class structure tends to be loose, which brings great challenges to student management-teachers can't find students and can't catch them.

To this end, Pudong Fudan Affiliated Middle School has implemented the dual-track management of class teacher and tutor.

In order to facilitate daily management, the school has compiled seven classes in the administrative system and set up a class teacher to organize relevant theme education and collective activities; The tutor is responsible for 8 ~ 12 students, and divides the management area according to the student dormitory. The main responsibility is to provide students with academic guidance, further education guidance, life guidance and home-school contact.

At present, the school has 18 tutors. They take advantage of the opportunity of having a tutor class every two weeks and taking a night shift in the student dormitory every two weeks to have in-depth exchanges with students.

Luo said that her counseling mainly takes the form of research projects. Every time a social discussion topic is raised, everyone will sit around and brainstorm, "which is very good for cultivating their exploration spirit, divergent thinking and dialectical thinking".

Ideally, the tutor and the head teacher should be completely different teachers, but at present, some teachers in the school play two roles at the same time because of the shortage of teachers-there are only 25 full-time teachers, and most of them are newly graduated college students, with an average age of less than 30 years old.

The shift system has a great demand for resources.

Yu Xiaozhen, the vice president, thinks that most schools can only start classes partially according to the existing resources. If all students have to attend classes, at least one of the space resources and teacher resources is very abundant.

A very important condition for Pudong Fudan High School to be fully employed is that the classroom resources are sufficient. In fact, the school teachers are insufficient. Under the limited establishment, external teachers are currently used to solve problems, so the school has 15 teachers, accounting for nearly13 of all teachers.

conclusion and suggestion

The "shift system" teaching gives students great freedom and freedom of independent choice, and also puts forward higher requirements for teachers' teaching and school management.

Curriculum design should be more flexible, diverse and selective, students should be further respected, students should be taught in accordance with their aptitude, the autonomy and enthusiasm of students should be truly guaranteed in the management mechanism, and the guidance for students' course selection and life should be strengthened.

As a "new" and more effective learning organization, "shift system" has been highly praised by people and has become a major trend under the reform of college entrance examination.

At this time, the more we need to communicate with each other, the more we need to calmly and rationally understand the "walking class" and understand the changes in educational concepts and teaching strategies behind it. This requires not only innovative thinking, but also summing up experience, learning lessons and implementing it steadily in the process of active exploration, so that "walking class" can become the starting point for improving the soft power of the school and let teachers and students really enjoy the benefits brought by "walking class"