1. Whose school-based curriculum is it?
The introduction comes from a teacher's lecture on the curriculum development and implementation of Lanshan Fishing Song. Finally, the teacher put forward a "slogan", which I didn't write down, to the effect that we should preserve folk customs and culture.
Wang Xiaowei said, "Remember homesickness? Preserve culture? Save folk customs? Is the burden of school-based curriculum too heavy? Where is the school? Where are the students? Does this raise the requirements for school-based courses? "
I thought the same thing.
The same thing, expressed and understood from different angles, may have different tastes, and it is easier to deviate from the "original intention".
Ten years ago, the curriculum reform of basic education just started, and school-based curriculum was initially put forward. I participated in the first national seminar on school-based curriculum development and implementation, which was organized in Xishan District, Wuxi, Jiangsu Province. Up to now, many details have been forgotten. What impressed me the most is a passage by hit floor, a professor at Cui Yunkuo, East China Normal University, to the effect that school-based curriculum is what we strive for and must be developed based on students' interests and needs. To put it to the extreme, even if only one student in the whole school has certain interests or development needs, the school should try to create conditions to provide him with corresponding courses.
This passage has been said for more than ten years, and now, the pioneers of curriculum reform have changed a lot. Today, the call for developing and implementing school-based curriculum that meets students' interest needs seems to be euphemistic and less persistent. Even many times, we say that our school-based curriculum is "We want …" and "We have developed …".
Who are we doing school-based courses for?
Being positioned as an imminent folk salvation, how big is the responsibility of the school? So many cultures need to be preserved, and all need the efforts of the school?
What the president of liberal arts said was that there were no traces of schools and students. What he should be worried about is the occurrence of such a phenomenon-no matter who and what content, people clap their heads and say that protection, preservation, retention and memory are very important, so they plunge into the school and arrange it as a "course"-all courses are arranged in this way, and students' interest will really be "blown away by the breeze".
How to position the curriculum developed and implemented according to students' interest needs? How to express it?
School-based curriculum without students' interests, no matter how diverse it is, will also be filled with a decadent and compulsory filling flavor, which is boring.
School-based curriculum must be returned to students, so as to maintain the "initial heart" of this course. I thought.
Second, where can school-based curriculum come from?
Students' interest comes first, which is the main purpose of school-based curriculum development and implementation.
But this is an ideal.
Students' interest is not the only source of school-based curriculum.
First of all, as President Wang Wenke mentioned in his experience introduction, "Our school, our curriculum, should have its own spiritual pursuit." "School-based curriculum must reflect the principal's philosophy of running a school." The primary source of school-based curriculum lies in the pursuit of running a school.
In 2009, during the development of Qi Jing Road No.1 Primary School in Jinan, we organized backbone teachers to systematically develop the school-based curriculum "Learn to talk" around the school-running concept of "Learn to talk to success"-because the school education concept is oriented to cultivate the awareness and ability of dialogue and communication, it is necessary to plan special guidance for the design of this curriculum-the positioning we envisioned for this curriculum at that time was "core school-based curriculum".
The core school-based curriculum, which is rooted in the pursuit of school spirit and specially developed and implemented, is necessary for the idea of running a school to immerse in the hearts of teachers and students from the wall.
Secondly, it is the most possible, lasting and effective source of school-based curriculum to develop and implement school-based curriculum from the perspective of the "ability" of relevant personnel (teachers or others) inside and outside the school, and to choose between the "ability" of teachers and the "interest" of students through two-way selection.
Finally, the school-based curriculum developed and implemented by students-the effective resources of education often come from the educated themselves. Shungeng Primary School's "I am a little expert" is just a platform, and the protagonist of singing opera is the student-the student is an expert, giving a report to his peers. Is there a "course" that interests children more than this?
Is it more in line with our pursuit and the original meaning of school-based curriculum to understand and express our school-based curriculum from such a perspective (source) than to emphasize the need of inheriting culture and the urgency of saving folk customs?
Communicate with the president of liberal arts, "only limited courses are valuable." The question now is, "1234567, everyone is playing it, one after another. However, in fact, no school can' put' several courses at will, so the problem comes out. Where are we going? "
Starting from students' interests, starting from the above possible sources, especially combining with the current advocacy background (root) of core literacy and key competence, our school-based curriculum can truly "stand up" and not fail.
Third, who is the key to the development and implementation of school-based curriculum?
Yang Lu, a provincial researcher, has a high activity plan-the experience introduction session is named "Principal Forum"! All the participants in the exchange of experience are school principals and top leaders!
School-based curriculum, like comprehensive practical activities, is not a "course" that can be completed by several teachers, but only the vision and planning of the principal.
It should be such a conscious responsibility for the president of liberal arts to say that "school-based curriculum must reflect the president's philosophy of running a school".
In a sense, the school-based curriculum is absent without the principal.
4. What does the school-based curriculum do?
I won't list them all here, but I want to talk about a point I exchanged with Mr. Yang Lu.
In 2009, qiyi primary school organized and developed the core school-based curriculum of Learning to Dialogue, and then compiled a curriculum resource package, the theme and content of which came from the hard work of key teachers in the school. Then the school planned the "school-based curriculum month", requiring all teachers, regardless of the science section, to choose a topic, choose their own courses, set their own time, prepare their own lessons and have a school-based curriculum class.
In the discussion and exchange after one month, the people who felt the deepest came from such "big subjects" as Chinese, mathematics and English, and even some old directors. They generally lamented a sentence-"I didn't expect our children to be like this in class!"
This sigh is meaningful!
It shows that our efforts to change students' learning style still have a long way to go.
Explain that whether it is our school-based curriculum or comprehensive practical activities, the real task may really not be to "teach" students anything specific.
Explaining some of the changes we expect may not require special efforts, but only provide an opportunity.
What should school-based curriculum do?
There are many answers, such as meeting students' needs, realizing social expectations and giving full play to teachers' expertise. ...
But I heard "I didn't expect our children to be like this in class!" " "When I sighed, I thought I found the answer.
5. What kind of school-based curriculum should we do?
Different people have different views on school-based curriculum, which is a good thing.
What should we pay attention to in school-based curriculum?
First of all, the school-based curriculum I understand is not a supplement to simple knowledge. We must not let the fragmentary knowledge that can be completed through search and conversation fill the intelligent space of our school-based curriculum. In this sense, it is not because I am a teacher and researcher of comprehensive practical activities in primary schools. In fact, I have been looking forward to those school-based courses that are comprehensive and practical, can arouse students' interest and are very different from general subject teaching. It can also be said that it is a comprehensive practical activity! But I really think that comprehensive practice should be the most important way to implement school-based curriculum, rather than knowledge-based classroom teaching in general.
Secondly, the school-based curriculum I understand should be rich and varied, but there is no need to be greedy. After all, education cannot be completely equated with life. For school education, completely and absolutely meeting the development needs of each student may be just an ideal and long-term direction, which is unlikely to be realized under the current realistic conditions. On the contrary, it may be more feasible to pursue exquisiteness and characteristics. Wang Xiao thinks so too.
Secondly, school-based curriculum originated from the initial second class, extracurricular activities and extracurricular interest groups, but today many schools have a tendency to replace school-based curriculum implementation with "community activities", which needs to be vigilant. "Community" is a form of school-based curriculum implementation, but it must not be all. From the perspective of specific courses, it is suggested that schools should focus on popularization and improvement.
Thirdly, at present, when it comes to school-based curriculum, each school lays out its own curriculum category system, and rarely thinks about it from the perspective of cultivating students' various qualities. The problem is that you also have many doors, and I also have many doors. If you are more than me, everyone feels the same-the sense of similarity is too strong! Why is this happening?
I thought I forgot my goal when I expressed my thoughts-I was doing everything. Why? What have you achieved?
Based on the goal, isn't that what we've been talking about?
But what is the goal in the exchange of school-based curriculum experience? How can we arrange this lesson out of thin air without leaving the goal, without giving people a dazzling but superficial feeling?
Finally, let's talk about teaching materials. Recently, there seems to be a trend to show and exchange the results of school-based courses, and many schools have successively published "teaching materials". This is a problem.
At the beginning of the curriculum reform, we had a clear view on the "teaching materials" of school-based curriculum-we did not recommend schools to compile and publish school-based curriculum teaching materials-we emphasized standard-based teaching, and after the goal was determined, teachers collected and arranged information to assist teaching-some knowledge lost its specific meaning once solidified.
It is suggested that teachers should rely on the development of resource packages. When it comes to students' learning, teachers should temporarily provide corresponding materials and organize teaching activities in an appropriate form.
Sixth, communicate and collide, and think more.
I was the most absent-minded person at the meeting.
Because I don't care about the content on the stage, okay.
I have been paying attention to their inspiration and thinking.
As for the specific content expressed by many people on the stage, is it necessary to record and convey it word by word?
What others do is never my business.
Why do others do this? This is what we need to pay special attention to.
So I don't like plagiarism, even if their experience is "advanced".
As the president of liberal arts said privately, "communicate and collide in comparison and recognition, and reflect on our curriculum construction." Perhaps "there are some eye-catching things in it", but it is not the focus of our attention. Let it be.
Learn to learn, not recite.
In fact, one of the courses I want to be a principal and start developing is "learning to learn", so leave a train of thought.