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Pay attention to class selection and class system: practice and reflection from the front line

Release time: 2018-10-02
Views: 21218

"Selecting classes and taking classes" is not only a concept problem, many schools have begun exploratory practice. In this issue, we try to provide some practical cases from schools, disciplines and some key points, hoping to provide some practical ways for the first-line schools. Editor

The implementation system of "5285" courses lay the foundation for class attendance

At present, the contradiction between a single, homogeneous and solidified teaching system and the Ever-rich curriculum types and curriculum resources as well as the diversified and individualized development needs of students has become increasingly prominent. Especially the relatively fixed administrative class teaching system, has been unable to meet the students'personality development needs, affecting the quality of curriculum implementation, is not conducive to students' independent choice, independent development. Therefore, it is imperative to construct the school education and teaching system with the core of "selecting courses and moving classes" under the condition that the curriculum resources are abundant enough and the teaching environment is satisfied.

Our school aims to cultivate talents with "five possessions", that is, to cultivate innovative talents with Chinese feelings and traditional culture, international vision and multi-cultural understanding, sense of justice and responsibility, ability to adapt to society, sense of inquiry and practical ability. In order to achieve the goal of "five talents", the school has established the "5285" curriculum implementation system. The first "five" refers to the establishment of a "five-system" education and teaching implementation and management system, namely, class system, School Department system, tutorial system, credit system, long-term system; "two" refers to the common basic general course and interest quality development elective (specialized) course two major categories; "eight" refers to eight curriculum areas, including language and quality. Literature, Mathematics, Natural Science and Technology, Innovation Literacy, Humanities and Social Sciences, Arts and Aesthetics, Physical Education and Health, Moral Education and Comprehensive Practical Activities; The second "five" refers to the implementation of "five certificates" education, that is, students can simultaneously obtain a high school diploma, integrity certificate, volunteer experience certificate, talent certificate after graduation. Book, sports fitness certificate. We advocate students'independent choice, independent development, self-transcendence, strive to lay a solid foundation for each student's "comprehensive and solid, personality development", while winning the college entrance examination, but also for students in the "post-college entrance examination" period of sustainable development and future life-long development of the seeds of hope, laying a lifelong foundation. On the basis of this course and its implementation system, we began to think and practice about the course selection system.

Constructing an optional curriculum system

"Course selection" is not a simple hierarchical teaching, but based on a rich variety of optional courses. It contains the true guidance and sincere respect of teachers, and it is the life education for students to learn how to choose and take responsibility. In order to lay the path and ladder of academic study for different students, the emphasis is put on the development of ladder-type and combination-type subject learning courses.

Stratification according to needs is the basic starting point for students to choose courses. For example, our high school English classes (compulsory and elective) according to the needs of students'development to carry out elective teaching practice. The English course is divided into three levels: A, B and C. The main goal of the A level is to improve the ability of English application and thinking. The B level gives consideration to both the ability of English application and basic ability and the ability of taking exams. The results of a year's survey show that students'learning enthusiasm and satisfaction are very high, and they have achieved a lot. Under the mode of full coverage of art courses, we have offered a large-scale integrated, large-scale migration and wide-ranging art theme course: "Art is around" experience appreciation course, because of "students" teaching interest and specialty development course, "according to local conditions" Art Literacy course, and so on, are deeply loved by students. The practice of teaching in different classes and small classes by the International Department of the school has also achieved good results.

Corresponding to the two courses, there are two main ways for students to choose courses. In the common basic general course, the way of tutor guidance and students'independent choice is generally adopted, and there is no threshold. Students are required to make a choice and complete the study within the prescribed time. In the course of interest quality development, teachers generally recommend two-way choice, that is, students have a certain learning base or special potential and interest, can choose, teachers can select students for the examination of elective courses.
"Course selection and shift" teaching is a necessary condition to meet the students'independent choice, so that the curriculum can be selective to ensure the diversity and autonomy of students' development needs. The so-called "private customized" curriculum is not designated and arranged by the school, but the result of students'choice, which fully meets the students' personalized development needs, and truly reflects the learning experience and career planning. From the perspective of future school education development, in terms of a student's three-year or six-year study, the "starting point" and "ending point" of his or her school study, as well as the path and content of study, are allowed to design and choose independently on the premise that he or she must meet a basic academic quality standard. It is I who am different from others. What we expect.

System design school management system

"Course selection" is not a single independent teaching organization behavior, but exists in the systematic design of school education and teaching management. Our school has established and implemented a five-system educational and teaching management system based on the shift class system, the school department system (the students of different grades are divided into the science and technology innovation department, the art and sports department, the six-year consistent school department, the ordinary high school department and the international curriculum department), the tutorial system, the credit system and the long-term system according to their development direction and interests and specialties. Among them, the class system and the school system are two key words. The basic system of school curriculum implementation should be based on the selection of courses and the shift of classes, the implementation of tutorial system and credit system management. With the school department system as the core, assisted by the tutorial system, the long-term system, together become the basic structure of school students'guidance and management. Only when the five-system management system cooperates with each other and works together, can we ensure the quality of teaching and the effect of education.

Take credit system management as an example. The credit system implements modular and nodal management, and establishes "credit bank" to allow credit points to be replaceable, appreciated and negotiable under certain rules. Credits in different fields are given different "colors", and the difference of each student's academic progress path can be reflected by the number of credits and "colors". Credit is also an important basis for students to obtain the "five certificates" issued by the school, only to complete the minimum credit value of all kinds of common basic courses, to obtain a high school diploma; and to obtain other certificates, it is necessary to achieve a higher credit value.

Another problem that has been affecting curriculum reform, teachers'professional development and professional well-being is the return of teachers' classroom autonomy. Because of the restriction of textbooks and examinations, the real autonomy of classroom teaching is influenced by various textbooks and examinations. Teachers have no right to decide when to teach, how to teach, and how to test. Teachers'classroom teaching autonomy needs the maximum freedom under the curriculum standards. When we can really give class autonomy to teachers is the real meaning of emancipation. The implementation of "course selection and shift" will enable teachers to have more autonomy in classroom teaching, of course, the requirements for teachers are higher, especially for teachers'curriculum development and integration and research capabilities. Teachers must focus not only on books, but also on reality, but also on the common foundation and personality-based development needs of students; study the field of this subject, but also cross-border understanding of other disciplines; can lead students into disciplines, but also let students out of disciplines; both teachers and life instructors . This has changed a lot compared with the normal occupation of teachers in the past. Teachers'teaching and students' life development have never been so closely related. This is really from subject teaching to discipline education and discipline education. Teachers should reform their own thinking and thinking mode, so that the subject areas where they are good at teaching, while interdisciplinary and part-time lessons become the norm. To this end, our school has set up a special teacher development center, student career education center and quality development center, regularly carry out teachers'outgoing "subject research and training" activities and lead students' learning trip, so that every teacher has a research topic, so that every student has a research topic, so that every teacher has become a learning. Student mentor. This has greatly promoted the secondary growth and reconstruction of teachers'professional knowledge system, and highlighted the formation of interdisciplinary and interdisciplinary education literacy.

In the new high school building to be completed, our school has constructed more than 40 subject classrooms and six high-end individualized scientific inquiry laboratories, including intelligent science and technology, information life science, nanotechnology and visualization, space network information, and aerospace. There are also student activity rooms, Lu Xun Academy, Golden Sail Concert Hall, Lou Shibai Painting and Calligraphy Academy, Zhicheng Lecture Hall, Folk Music Museum and a large number of open and semi-open public learning spaces. Wireless network signals cover all corners of the campus. These first-class hardware and software environments will take classes for the implementation of elective courses. Teaching is a powerful guarantee. (Zhu Jianmin, headmaster of Beijing 35 middle school)

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