School-based curriculum planning plan
First, the guiding ideology is the concept of "people-oriented, harmonious development", combined with the actual situation of our school, develop a series of school-based courses in line with our school's situation, in order to make up for the shortcomings of national courses and local courses, cultivate students' extensive interests and develop their individuality. 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, the vivid and interesting English situation, cultivate sentiment, develop personality, keep 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 category-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
(2) Organizing the compilation of school-based courses or textbooks.
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 formulating the overall plan, reviewing the curriculum outline, teaching materials and subject evaluation system, and for process management, staging, inspection and implementation, training and guidance. 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 (20%), checking teachers' teaching plans (20%), blog (monthly) (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.
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.
The second part is the school-based curriculum planning plan
School-based curriculum is an important supplement to national curriculum and local curriculum, an important embodiment of school curriculum development and construction ability, and also the need to highlight school characteristics. The development and construction of school-based curriculum is of great value to meet students' diversified choices and development needs, which embodies the high standard training of people. According to the spirit of "Ordinary Senior High School Curriculum Plan (Experiment)" and "Shandong Province Ordinary Senior High School New Curriculum Experimental Work Plan (Trial)", combined with the actual situation of the school, scientifically evaluate and analyze the development needs of students, and formulate the curriculum development implementation plan of our school. First, the necessity and possibility of school-based curriculum development and construction
Curriculum is for students, and meeting students' interests and needs in the process of growth is the most fundamental concern of school-based curriculum development. "A good school should not stipulate the development path of people, but should be a place where students can realize their dreams." In essence, the school is an environment for students to constantly improve and grow. The most important responsibility of a school is to create the most suitable ecological environment for students according to the laws of education, human growth and social development. The difference of intelligence advantages inevitably requires the diversity of courses, and "harmony without difference" reflects the respect for people. Establishing a harmonious curriculum system can not only promote the all-round development of students, but also give vitality to the curriculum.
(1) demand
Wudi No.1 Middle School has a history of six years. With the social development and curriculum reform, the school's ideal is to create a happy life for teachers and students. The school attaches great importance to the pursuit of students' future sustainable development, and at the same time pays attention to the development design based on students' today, so that students' tomorrow development will always be based on today. By cultivating students' quality, the foundation of students' development will be consolidated and the foundation of students' lifelong happiness will be truly laid.
Every student is a colorful individual, with his own strengths in growth background, development experience and quality composition. Students in modern society have comprehensive quality, strong sense of competition and outstanding personality. This is the fundamental point of school-based curriculum development and construction. Facing such a group, students should not only acquire higher knowledge and thinking ability through courses, but also learn to survive, develop and innovate in their studies. Not only should students acquire the personality qualities needed for all-round development, but they should also learn to respect, inherit tradition, know how to care and acquire civilization.
Discipline teaching and research groups, lesson preparation groups and teachers should carefully analyze and study student groups, combine the laws and characteristics of students' physical and mental development, and adopt various forms of investigation such as questionnaire survey, interview and discussion to enter students, understand their needs, master their learning situation, and develop relevant school-based courses in a targeted manner.
Teachers and students are an inseparable whole, and they are the most important elements in the curriculum. Teachers are the core of education, the main body of curriculum development and construction, and the most fundamental force to ensure the development of schools and students. The development and research of school-based curriculum is not only the internal needs of teachers' professional development, but also the development needs of educational reform and strengthening educational research. Teachers can put their interests or extraordinary intelligence into teaching practice through courses, expand their research fields, and realize their educational ideals and life values through such a platform.
(2) Possibility
1, Wudi has a long history and rich cultural resources. There are many places of interest and scenic spots, and the rural scenery is beautiful. (The "Eight Great Scenery" is well known. The ancient charm of Jieshi Mountain, Dakouhe Tourist Scenic Area, Sea Breeze Pagoda, Qintai, Guangwu City, Qing Dynasty Higher Primary School Hall, Wei Tomb, A Qing Tomb Master's Former Residence still exists, and the new look has just bloomed. Climb Jieshi Mountain to see the sea; Stroll along the Gold Coast and surf in the water.
Wudi's long-standing folk art has unique local characteristics. During the late Qing Dynasty and the Republic of China, folk art forms such as bamboo calligraphy, Xihe drum and wrestling music in Hebei Province were introduced to Wudi County one after another. Wudi is known as the "hometown of drum books" in northern Shandong.
Emperor Wu's humanities began in Xia and Shang Dynasties, flourished in Tang Dynasty, followed by Song and Yuan Dynasties, flourished in Ming and Qing Dynasties, and talented people came forth in large numbers, such as Ke Jia and Yi Lin, and the wise man was called Fang Qing and Bo Lian. In the later Tang Dynasty, Li Yuming was the prime minister, saying that Han Jian was handed down from ancient books. In the Northern Song Dynasty, Li Zhiyi was better than Su Qin, with books like yellow rice, a giant of Hanyuan, and a great master. Ming Taizu Osamu Dazai made his achievements famous at home and abroad. The article is amazing today, and it is known as the three ministers of the same dynasty (the Ministry of Household Affairs, the Ministry of Official Affairs and the Ministry of Military Affairs) together with Wang Zuo and Gu Zhong, who are both Emperor Wu, and is famous for their national history. The Wu family of Haifeng, thought to be the representative in Qing Dynasty, was called "Jinshi Family" and "Shangshu Family". In the Qing dynasty, the ten dynasties were officials, and they had the reputation of "seven governors, eight assistants and nine honors, and three Hanlin, five senior officials and ten dynasties were banned". Wu's writings are abundant, and he is as famous as Wei County. The Dictionary of Modern Celebrities in China records ten historical celebrities in the period of Emperor Wu, such as Minister Beiyang, Governor Zhang of Guangdong and Guangxi, General of the Anti-Japanese War, Minister Xu, Model Commissioner Shi, Political Commissar Ding Hongze of the Trilateral Party, and members of the League. Retired veteran of Beijing-Kunming, master of drum set, martial arts celebrity Jiang Shouqing, computer doctor Wang, master of architectural design and master of Chinese painting in China Li Shan are all contemporary celebrities.
Rich cultural background and rapid economic construction provide the possibility for the development and construction of school-based curriculum.
2. In the process of curriculum reform, the school has gradually formed a development idea based on classroom teaching, focusing on curriculum construction, focusing on the cultivation of students' innovative thinking and aiming at quality education, and has also formed a relatively mature curriculum development system and model. The school encourages all teachers to actively set up school-based courses, and provides a more positive and democratic environment for the development and construction of school-based courses from the aspects of teachers' professional development, teaching and research team building, class allowance, system management, evaluation and recommendation, and logistics support.
3. Expand the curriculum field with the help of social resources. Parents of students, surrounding resources, regional culture, local characteristics, folk artists, social celebrities, social groups, etc. It can be used as a curriculum resource to establish a "social resources curriculum resource database".
4. Pay attention to the collection, utilization and redevelopment of classroom-generated resources. Preserve the teaching process in a cultural way, pay attention to collecting and sorting out the learning and inquiry process of students in the process of school-based curriculum development, and reflect on teaching in time. Words, pictures, videos and other resources can be valuable resources for the follow-up curriculum development and construction.
5. Pay attention to the acquisition of network resources and give full play to the resource advantages of online media technologies such as educational blogs and educational websites. School websites and educational system resource websites can be resources for curriculum development.
6. At present, the teaching area, office area, art building, playground, library, academic lecture hall, laboratory building, dormitory, canteen and other areas in our school are well-equipped, which can be used as the resource guarantee for the development and construction of school-based curriculum. Of course, we also actively advocate teachers to creatively develop or use relevant venues and set up school-based courses with characteristics.
Second, the overall goal of school-based curriculum development and construction
In 2xx, China's "Outline of Basic Education Curriculum Reform (Trial)" proposed that "the situation of over-centralized curriculum management should be changed, and national, local and school-level curriculum management should be implemented to enhance the adaptability of the curriculum to local, school and students." The 23-year "Ordinary Senior High School Curriculum Plan (Experiment)" also puts forward that "schools should be given reasonable and sufficient curriculum autonomy, so as to creatively implement national curriculum and develop school curriculum according to local conditions, and provide guarantee for students to effectively choose courses. At present, the scope of school-based curriculum development in our school is mainly two elective parts in the curriculum plan (experiment) of ordinary high schools. School-based curriculum is a kind of curriculum juxtaposed with national curriculum and local curriculum. It has independent value and clear proportion. No one can deprive students of the right to learn school-based courses.
In the exploration of quality education, the core educational value concept of "people-oriented" is highlighted. Supported by Gardner's theory of multiple intelligences, the school cultivates students' basic qualities such as humanistic quality, scientific quality, physical and mental health quality, self-awareness and survival ability according to the orientation of basic education, the law of human growth and development and the characteristics of our students.
Third, the development of school-based curriculum.
(1) development subject:
Individual teachers (including logistics personnel), lesson preparation group, all teachers, cooperation inside and outside the school, cooperation between students and teachers and students, etc. Advocate "1+ 1" mode, that is, teachers undertake the teaching of a subject and have the ability to develop school-based courses. In principle, whoever develops it will undertake its implementation.
(2) Course theme:
(1) A theme that reflects students' interests, specialties, comprehensive quality and physical and mental health.
(2) Themes that reflect the development of the times and need people's new qualities, such as financial management, expression, cooperation, tolerance and innovation.
(3) the theme reflecting the development of school characteristics.
(4) Reflect the theme of local culture and nature such as nationality, folklore, community and environment.
Types of school-based curriculum development:
At present, the school-based courses in our school are mainly planned into eight categories. Teachers can choose to develop corresponding school-based courses or adapt them according to different categories, and they can also offer interdisciplinary and interdisciplinary school-based courses according to their intellectual interests.
The main categories are as follows:
Scientific interests, artistic skills, humanistic quality, language tools, technology, subject development, experience, cultural exchange courses, etc.
(four) the development of the curriculum, you must fill in the "Wudi No.1 Middle School School-based Curriculum Application Form", which will be reviewed by the School-based Curriculum Review Committee to determine whether it will be included in the implementation procedures.
The school's original school-based curriculum, after processing and modification, can continue to declare.
Fourthly, the implementation and daily management of school-based curriculum.
Every school-based curriculum must include curriculum planning, curriculum objectives, curriculum content, curriculum implementation and evaluation, curriculum resources analysis and utilization and other related curriculum elements.
(A) the implementation of school-based curriculum
Based on the curriculum objectives, school-based curriculum adopts diversified implementation methods. Organized and implemented by the course teaching office and grade group.
1. Curriculum teaching departments and grade groups should carefully organize curriculum promotion meetings for parents and students, and introduce in detail the characteristics of school curriculum and its role in cultivating students' quality. Pay attention to guiding students to discover their own regional advantages and intelligence, and help build up their desire for development.
2. Let students choose courses according to their own development needs.
(B) school-based curriculum and credit requirements
1, the class arrangement of each school-based curriculum is generally weekly 1 class, and the total class is 18 class.
2. According to the ordinary senior high school (experimental) curriculum plan, the minimum credit for each graduate is 144, of which the compulsory credit is 1 16, the elective I credit is at least 22, and the elective II credit is at least 6. School courses (elective credits II) should be set in modules, and each module should be designed as 18 hours, 1 credit, or 36 hours, with 2 credits. Schools should actually provide school courses with at least 18 credits.
3. Each student must complete at least 2 credits per academic year and take at least two school-based courses, and record them in the student files.
(C) the daily management of school-based curriculum
1, grade group
(1) Each grade group has the responsibility to plan, develop and implement school-based curriculum in stages. The quantity and quality of its school-based curriculum is one of the important indicators of the grade group's thousand-point assessment.
(2) The school-based curriculum offered by each grade group must be "six haves" according to the norms: there are curriculum objectives, curriculum plans, pre-class teaching plans, scientific and feasible teaching designs, implementation methods and evaluation methods.
(3) Each grade must offer enough school elective courses to meet the needs of students of this grade. Encourage cooperation to offer related courses.
2. Teacher level
(1) School-based courses should be based on students' questionnaires, combined with students' physical and mental development characteristics, interests and development needs, and relevant courses should be set up in a targeted manner to improve the quality of teaching services.
(2) Teachers are not allowed to transfer classes, substitute classes or suspend classes by themselves; You must not change the time and place of class without permission.
(3) Teachers must consciously abide by the approved class hours, and may not increase or decrease the class hours in violation of regulations, so as not to cause students' class hours burden or loose management.
(4) Teachers provide students with 100% original grades to the Course Academic Affairs Office, of which 4% are usually scored, and students are absent from class for more than three times. This elective course is not credited.
(5) Each elective course should pay attention to the collection, classification and arrangement of course process resources, and establish a complete electronic file. After a period of time, it is necessary to form a perfect curriculum outline and gradually develop it into a high-quality course.
3. At the student level
(1) Students choose courses according to the school curriculum list and fill in the course selection application. Once a student decides which course to take, he is not allowed to change or quit. If students want to change this course, they must submit a written application to the grade group, and they can take classes and get credits after approval.
(2) In principle, school-based courses are allowed to start only when the number of registered students reaches 3; More than 75 people should be divided into classes. If the number of students drops below the bottom line due to the loss of students, the course will be terminated.
(3) Follow the routine management of school curriculum, strengthen classroom management, and pay attention to the combination of process evaluation, developmental evaluation and summative evaluation.
(4) Students have the right to complain to the grade group or report to the grade group through the feedback of elective courses if they are dissatisfied during the course of school-based courses.