① Curriculum setting mode: three-level management of national, local and school-based curriculum.

The so-called national curriculum is a unified curriculum stipulated by the national education administrative department, which embodies the will of the country and is specially developed for future citizens to achieve the same quality after receiving basic education. It is the main part of the national basic education curriculum planning framework. Compared with local courses and school-based courses, it covers the most courses and accounts for the most class hours. It plays an important role in determining the quality of a country's basic education. For example, mathematics, Chinese, foreign languages, history, geography, music, art, physical education, physics and chemistry offered in junior high schools are all national courses.

The so-called local curriculum is a curriculum formulated by the provincial education administrative department or its authorized education department according to the needs of local political, economic, cultural and ethnic development within the scope of the curriculum plan of each educational stage stipulated by the state. Local curriculum is of great value in making full use of local educational resources, embodying the regional characteristics of basic education and enhancing the local adaptability of curriculum. For example, information technology education belongs to local courses.

The so-called school-based curriculum is a variety of courses that can be selected by students on the premise of implementing national and local courses, making full use of the curriculum resources of local communities and schools and according to the school's school-running ideas. For example, mental health, instruction in learning Chinese, appreciation of famous works, reading and writing, instruction in English writing (Q bar), English interest groups, and English Olympic Games tutoring offered in our school are all school-based courses.

National curriculum, local curriculum and school-based curriculum are different in curriculum design, development and management.

Three types. Among them, the leading value of national curriculum lies in reflecting the educational will of the country through the curriculum, the leading value of local curriculum lies in meeting the practical needs of local social development through the curriculum, and the leading value of school-based curriculum lies in highlighting the purpose and characteristics of running a school through the curriculum. In the past, national curriculum attracted much attention, while local curriculum and school-based curriculum were not substantially developed. The new curriculum will change the situation that the curriculum management is too centralized, implement the curriculum management at the national, local and school levels, and enhance the adaptability of the curriculum to local, school and students. This can not only ensure the basic requirements of national unity, but also meet the needs of different regions, different schools and different school conditions and modes.

National curriculum, local curriculum and school-based curriculum are not "three sets" of unrelated courses, but are interrelated and internally integrated, because the power subjects of national, local and school curriculum decision-making interact with each other, which forms the "* * * body" of curriculum reform. There is no so-called three-level course, which is advanced or important and which is low or secondary. They are all an organic part of the curriculum system of basic education in China, which together constitute the whole curriculum of basic education in China, and bear their respective irreplaceable responsibilities for the development of primary and secondary school students and the development of our society. Courses at all levels are consistent and complementary in the overall goal, all obey and serve the overall goal of China's basic education, and all reflect China's educational policy and educational training goals at all stages.

The three-level curriculum management policy requires that curriculum must be combined with teaching, and teachers must play a main role in curriculum reform. Teachers should not only be executors of curriculum implementation, but also builders and developers of curriculum. Teachers should improve and strengthen the ability of curriculum construction, so that national and local courses can be supplemented, enriched and improved in school and classroom implementation; The new curriculum requires teachers to have the ability to develop localization, localization and school-based.

The implementation of national, local and school three-level curriculum management can change the situation that curriculum management is too centralized and leave room for local and schools to develop curriculum. National and local courses mainly solve the problem of the same quality of the same group of educated people in a certain range, while school-based courses are designed to meet the special needs and interests of every educated person. In addition to developing school-based courses suitable for the actual situation of the school, schools also have the right to choose textbooks approved by the state and the province.

This kind of curriculum can properly handle the relationship between the unity and diversity of the curriculum, establish a three-level curriculum system at the national, local and school levels, and realize the combination of centralization and decentralization. The establishment of three-level curriculum management system is helpful to the diversification of teaching materials and meet the needs of local economic and cultural development and student development. This curriculum reform redefines the division of responsibilities of the state, local governments and schools in the curriculum management of basic education, adjusts the proportion of national courses in the whole curriculum plan, and increases some flexibility in curriculum content and class schedule, so that local governments and schools have corresponding choices. The operation of the three-level curriculum management policy has created good conditions for the curriculum to adapt to the particularity of local economic and cultural development and meet the needs of students' personality development, which embodies the uniqueness of running a school and will certainly have a far-reaching impact on accelerating the democratization and scientific process of curriculum construction in China.

(2) What does the academic affairs office of the school manage?

Responsibilities of the Academic Affairs Office

I. Construction of disciplines and specialties

1. Participate in the formulation of the teaching development plan of the college, and organize the formulation and implementation of the professional construction plan.

2. Formulate the professional setting plan, and organize the declaration and implementation. Participate in the formulation of enrollment plan.

3. Organize various teaching evaluations.

Second, the teaching plan system (Revised Edition) and its implementation

1. organizational system (revised) determines and reviews the teaching plans of all majors in the school.

2. Organize and coordinate the implementation of teaching plans of various majors.

Third, the organization and management of curriculum construction

1. Formulate the curriculum construction plan of the college and organize the implementation, exchange, evaluation, acceptance and implementation of awards.

2. Organize the formulation of the syllabus of each course and prepare the course selection guide.

Fourthly, the organization and management of the teaching process.

1. Compile the teaching calendar, teaching plan and curriculum.

2. Cooperate with departments to implement teacher distribution.

3. Manage students' grades and student status files.

4. Issue various academic certificates and certificates.

5. Responsible for the daily teaching scheduling, unified arrangement of the use of the whole school classroom.

6. Organize national and provincial unified examinations and tests.

7. Responsible for monitoring the teaching quality of off-campus classes.

The Construction and Supply of verb (the abbreviation of verb)

1. Organize the planning and implementation of textbook construction in the whole school.

2. Organize the audit of self-compiled teaching materials and handouts of the whole school.

3. Responsible for the supply of teaching materials for the whole school students (including off-campus classes).

Six, the management and organization of experimental practice.

1. Cooperate with departments to implement the construction planning and implementation of laboratories and practice places.

2. Cooperate with departments to organize and coordinate the construction of off-campus practice bases.

3. Responsible for the use and distribution of various teaching-related expenses such as experimental practice.

4. Be responsible for the English and computer grade examinations of the whole school.

Seven, teaching reform and teaching research

1. Organize and implement all kinds of teaching reforms in the whole school.

2. Responsible for the collection and research of teaching information in the whole school.

3. Organize teaching evaluation and experience exchange.

4. Organize various competitions for students.

Eight. Other jobs

1. Responsible for formulating various teaching management rules and regulations, monitoring teaching quality and evaluation.

2 responsible for contact, coordination and implementation of joint school work.

3. Complete other tasks assigned by the leaders.

(3) What does national curriculum management mean in the national, local and school three-level curriculum management model?

Management thought

(4) What are the routine management of the school?

Contains too much content, the details are as follows:

I. Administration

1. Strictly enforce education laws and regulations.

2. Establish rules and regulations and run schools according to regulations.

3. Division of responsibilities and scientific management.

4. Standardize the school management process.

5. Do the beginning and end of the semester well.

6. Adhere to the regular meeting system. one

7. Democratic management schools.

8. Do a good job in file management.

9. Standardize the management of books and periodicals entering schools.

10. Strengthen the self-management of principals.

Second, the management of teachers.

1 1. Implement the post target responsibility system,

12. Do a good job in political business study.

13. Pay special attention to the cultivation of teachers' morality.

14. strengthen the attendance management of faculty and staff.

15. Improve teachers' professional files.

Third, student management.

16. Improve the student status management system.

17. Standardize student placement.

18. Strengthen student attendance management.

Fourth, education and teaching management.

19. Strictly implement the curriculum plan and curriculum standards.

20. Standardize teaching work.

2 1. Implement teaching inspection.

22. Strengthen education and teaching research.

23. Improve and perfect the evaluation system.

24. Strengthen ideological and moral education.

25. Strengthen the ties between schools, families and society.

26. Do a good job in school sports art.

Verb (abbreviation of verb) safety management

27. Establish and improve the safety work organization and work system.

28. Strengthen safety education for teachers and students.

29. Do a good job in safety precautions.

30. Implement the accident reporting system.

3 1. Add * * * to work.

Intransitive Verb Campus Management

32. Rational allocation of campus facilities.

33. Do a good job in campus greening.

34. Keep the campus clean and beautiful.

35. Do a good job in the construction of campus culture.

36. Standardize the indoor layout.

37. Maintain a good campus order.

Seven. Financial and asset management

38. Carefully prepare the annual budget.

39. Strictly regulate the financial management of schools.

40. Standardize the procurement of goods.

4 1. Improve the property registration system.

42. Strengthen the management of equipment and facilities.

Directory of guidance office files

2009- 1 1-2

First, teacher management.

A-0 1 faculty roster (two basic volumes 7)

A-02 teacher comprehensive information registration form

A-03 Teachers' academic qualifications, professional titles and certificates

A-04 post structure and target responsibility

A-05 teacher's morality and style assessment form

A-06 teacher annual assessment registration publicity

A -07 Statistics of Teachers' Teaching Business Assessment

A -08 Continuing Education Plan Summary Activities

A -09 Continuing Education Activity Record School-based Training

A-10 summary of teachers' moral education plan

A-1 1 Record the learning experience of teachers' morality.

A-12 evaluation table of advanced materials of teachers' morality

A-13 disciplinary system attendance sheet vacation sheet

A-14 teacher title evaluation materials

A-15 official document of teachers' titles

A-16 teacher award certificate of honor

Second, student management

B-0 1 student management system

B-02 registration documents

B-03 Withdrawal of the Admission Notice

B-04 sixth grade roster (curriculum)

B-05 Student Roster (Two Basic Books 3)

B-06 Student Registration Form

B-07 Student Seating Table

B-08 Registration Statistics Report

B-09 change student questionnaire

B-10 material change certificate

B-1 1 student change registration (basic volume 2, volume 4)

B-12 drop-out report form

B-13 student registration

B-14 student registration card

B-15 Postgraduate Registration

B-16 diploma stub

B-17 graduation examination results

B-18 comprehensive quality evaluation form for graduates

B-1* * student attendance record

B -20 Student Evaluation Form

B -2 1 student awards and honors

B -22 Student Cadres and Their Cultivation

B -23 Moral Education Activities and Achievements

B -24 mid-term exam results

B -25 Academic activities and achievements

B -26 Sports activities and achievements

B -27 Technical activities and achievements

B -28 statistics of moral, intellectual and physical achievements

Third, education and teaching management.

C -0 1 plan of guidance office

Overview of C -02 Guidance Office

C -03 course plan

C -04 course summary

C-05 theme class meeting teaching plan

C-06 ceremony commendation materials

C-07 special work measures

Quality analysis during C-08 period

C-9 senior high school entrance examination program summary

C- 10 curriculum

C- 1 1 teaching link requirements

C- 12 weekly work arrangement

C- 13 education and teaching list

C- 14 experimental teaching checklist

C- 15 quality monitoring record

C- 16 teacher's teaching work plan

C- 17 summary of teachers' teaching work

C- 18 examination work arrangement

C- 19 Statistics of Teachers' Teaching Achievements

Analysis on Teaching Quality of C-20 Teachers

C-2 1 summary of teaching and research plan

C-22 Records of teaching and research activities

C-23 Learning Group Training Activities

C-24 Teaching Papers on Teacher Education

C-25 scientific research materials

C-26 teacher teaching business evaluation registration form

C-27 Theme Education Activities (Morality, Politics, Security and Law)

C-28 Campus Cultural Activities

C-29 Parents Association Parents School

C-30 Home Visit Record of Head Teacher

C-3 1 teacher portfolio

⑤ What is teaching management?

Teaching management is a process of using the principles and methods of management and teaching theory, giving full play to management functions such as planning, organization, coordination and control, coordinating all elements of the teaching process, making it run in an orderly manner and improving efficiency. The education administrative department and the school undertake the teaching management. Teaching management involves basic links such as teaching plan management, teaching organization management and teaching quality management.

(5) School curriculum management refers to the extension of reading teaching management, including process management, business management, quality management and monitoring management, and the education administrative department and the school undertake teaching management. Teaching management involves basic links such as teaching plan management, teaching organization management and teaching quality management.

Research and practical achievements refer to research or consulting reports, teaching research papers or monographs and achievements made by teaching managers under the new situation. The main contents of the inspection are:

Investigation or consultation report formed by teaching management personnel in management;

2. Teaching management personnel participate in teaching research projects;

3. Teaching research papers or monographs written and published by teaching managers;

4. Performance and rewards of teaching management personnel.

Teaching quality monitoring is a quality inspection or evaluation of teaching links according to quality standards. To carry out evaluation, it is necessary to formulate corresponding evaluation plans, set up evaluation institutions and set up evaluation teams. The evaluation contents include teaching evaluation, management evaluation, learning evaluation and personal evaluation. In order to enhance the timeliness of evaluation, there must be supporting mechanisms and reward and punishment systems. This kind of evaluation not only examines the series of documents of evaluation, but also examines the process and effect of evaluation.

⑥ What aspects does school education management include?

Contains too much content, the details are as follows:

I. Administration

1. Strictly enforce education laws and regulations.

2. Establish rules and regulations and run schools according to regulations.

3. Division of responsibilities and scientific management.

4. Standardize the school management process.

5. Do the beginning and end of the semester well.

6. Adhere to the regular meeting system. one

7. Democratic management schools.

8. Do a good job in file management.

9. Standardize the management of books and periodicals entering schools.

10. Strengthen the self-management of principals.

Second, the management of teachers.

1 1. Implement the post target responsibility system,

12. Do a good job in political business study.

13. Pay special attention to the cultivation of teachers' morality.

14. strengthen the attendance management of faculty and staff.

15. Improve teachers' professional files.

Third, student management.

16. Improve the student status management system.

17. Standardize student placement.

18. Strengthen student attendance management.

Fourth, education and teaching management.

19. Strictly implement the curriculum plan and curriculum standards.

20. Standardize teaching work.

2 1. Implement teaching inspection.

22. Strengthen education and teaching research.

23. Improve and perfect the evaluation system.

24. Strengthen ideological and moral education.

25. Strengthen the ties between schools, families and society.

26. Do a good job in school sports art.

Verb (abbreviation of verb) safety management

27. Establish and improve the safety work organization and work system.

28. Strengthen safety education for teachers and students.

29. Do a good job in safety precautions.

30. Implement the accident reporting system.

3 1. Add * * * to work.

Intransitive Verb Campus Management

32. Rational allocation of campus facilities.

33. Do a good job in campus greening.

34. Keep the campus clean and beautiful.

35. Do a good job in the construction of campus culture.

36. Standardize the indoor layout.

37. Maintain a good campus order.

Seven. Financial and asset management

38. Carefully prepare the annual budget.

39. Strictly regulate the financial management of schools.

40. Standardize the procurement of goods.

4 1. Improve the property registration system.

42. Strengthen the management of equipment and facilities.

Directory of guidance office files

First, teacher management.

A-0 1 faculty roster (two basic volumes 7)

A-02 teacher comprehensive information registration form

A-03 Teachers' academic qualifications, professional titles and certificates

A-04 post structure and target responsibility

A-05 teacher's morality and style assessment form

A-06 teacher annual assessment registration publicity

A -07 Statistics of Teachers' Teaching Business Assessment

A -08 Continuing Education Plan Summary Activities

A -09 Continuing Education Activity Record School-based Training

A-10 summary of teachers' moral education plan

A-1 1 Record the learning experience of teachers' morality.

A-12 evaluation table of advanced materials of teachers' morality

A-13 disciplinary system attendance sheet vacation sheet

A-14 teacher title evaluation materials

A-15 official document of teachers' titles

A-16 teacher award certificate of honor

Second, student management

B-0 1 student management system

B-02 registration documents

B-03 Withdrawal of the Admission Notice

B-04 sixth grade roster (curriculum)

B-05 Student Roster (Two Basic Books 3)

B-06 Student Registration Form

B-07 Student Seating Table

B-08 Registration Statistics Report

B-09 change student questionnaire

B-10 material change certificate

B-1 1 student change registration (basic volume 2, volume 4)

B-12 drop-out report form

B-13 student registration

B-14 student registration card

B-15 Postgraduate Registration

B-16 diploma stub

B-17 graduation examination results

B-18 comprehensive quality evaluation form for graduates

B-1* * student attendance record

B -20 Student Evaluation Form

B -2 1 student awards and honors

B -22 Student Cadres and Their Cultivation

B -23 Moral Education Activities and Achievements

B -24 mid-term exam results

B -25 Academic activities and achievements

B -26 Sports activities and achievements

B -27 Technical activities and achievements

B -28 statistics of moral, intellectual and physical achievements

Third, education and teaching management.

C -0 1 plan of guidance office

Overview of C -02 Guidance Office

C -03 course plan

C -04 course summary

C-05 theme class meeting teaching plan

C-06 ceremony commendation materials

C-07 special work measures

Quality analysis during C-08 period

C-9 senior high school entrance examination program summary

C- 10 curriculum

C- 1 1 teaching link requirements

C- 12 weekly work arrangement

C- 13 education and teaching list

C- 14 experimental teaching checklist

C- 15 quality monitoring record

C- 16 teacher's teaching work plan

C- 17 summary of teachers' teaching work

C- 18 examination work arrangement

C- 19 Statistics of Teachers' Teaching Achievements

Analysis on Teaching Quality of C-20 Teachers

C-2 1 summary of teaching and research plan

C-22 Records of teaching and research activities

C-23 Learning Group Training Activities

C-24 Teaching Papers on Teacher Education

C-25 scientific research materials

C-26 teacher teaching business evaluation registration form

C-27 Theme Education Activities (Morality, Politics, Security and Law)

C-28 Campus Cultural Activities

C-29 Parents Association Parents School

C-30 Home Visit Record of Head Teacher

C-3 1 teacher portfolio

⑦ What are the main courses of management?

Management is a comprehensive interdisciplinary subject, and it is a science that systematically studies the basic laws and general methods of management activities. Management is produced to meet the needs of modern socialized mass production. Its purpose is to study how to improve the productivity level under the existing conditions through the reasonable organization and allocation of human, financial and material resources.

Main courses: management, microeconomics, macroeconomics, accounting, human resource management, financial management, production and operation management, statistics, strategic management, organizational behavior, corporate culture, money and banking, international trade, operational research and probability statistics. Mathematics, English, etc. Different school courses are different.

What does teaching management include?

Teaching management involves four aspects: teaching plan management, teaching organization management and teaching quality management.

1, process management, teaching process is a bilateral activity process composed of teachers' teaching and students' learning according to certain social requirements and teaching purposes and the characteristics of students' physical and mental development. Teaching process management is an activity process of how to determine the order of teaching work, establish corresponding methods and achieve teaching objectives through planning, entertainment, inspection and summary according to the laws of teaching process.

2. Business management. Teaching business management is a planned and organized management activity for school teaching business. Teaching business management is an important part of school teaching management, which determines the level of school teaching management.

3. Quality management. Teaching quality management is a process of arranging teaching activities according to the requirements of training objectives and controlling the quality of each stage and link in the teaching process. The central task of school teaching management is to improve teaching quality.

4. Monitoring and management. Teaching monitoring can be divided into teaching quality monitoring (which can be managed by department) and teaching process monitoring (which can be managed by grade). Understand and monitor the teaching process and situation, find out the information and data reflecting the teaching quality, find out the problems existing in teaching, analyze the causes of the problems, and put forward suggestions to correct the existing problems.

Teaching management is a process of using the principles and methods of management and teaching theory, giving full play to management functions such as planning, organization, coordination and control, coordinating all elements of the teaching process, making it run in an orderly manner and improving efficiency. The education administrative department and the school undertake the teaching management.

(8) School curriculum management refers to extended reading:

The task of teaching management

1. Make the school teaching work plan, define the teaching objectives, and ensure the planned, step-by-step and orderly operation of the school teaching work.

2, establish and improve the school teaching management system, clear responsibilities, give play to the role of management institutions and personnel.

3. Strengthen the management of teachers' teaching quality and students' learning quality.

4. Organize teaching and research activities to promote teaching reform.

5. Go deep into the front line of teaching, strengthen inspection and guidance, sum up experience in time, and improve teaching quality.

6. Strengthen education management.

Why does the new curriculum emphasize that the curriculum management system should be divided into three levels of management?

In the past, Chinese mainland has always been a highly centralized national curriculum development model and curriculum management system. Since 1985 * * * the central government's decision on the reform of the education system was announced, local governments have obtained some educational management authority. Since the late 1980s, the central authorities have allowed some regions to formulate some curriculum reform programs with local characteristics for some regions to implement. For example, the initial goal of the first phase of the curriculum reform in Shanghai is to formulate a set of curriculum plans suitable for the developed coastal areas in China, and another example is the comprehensive curriculum reform of compulsory education in Zhejiang and the comprehensive curriculum experiment in senior high schools in Guangdong. 1999 1 month, the Ministry of Education issued an action plan to revitalize education facing the 2 1 century, and in the spring of 2000, the core project of quality education-the national basic teaching paste curriculum reform was launched. The new round of curriculum reform has further promoted the reform of curriculum management system, and really dominated the three-level curriculum management model of the state, local and schools. The school has made some decisions on the curriculum. The development of school-based curriculum has attracted the attention of some scholars, policy makers, principals and teachers.

First, the basic types of curriculum development mechanism

Curriculum development mechanism refers to the power system for the normal operation of curriculum development. Including the setting procedure and operation mode of school curriculum, it mainly solves the problems such as the identification of curriculum planning subject, curriculum preparation, implementation, management and supervision. From a global perspective, there are only three types of basic education curriculum development: centralized mechanism, decentralized mechanism and school autonomy mechanism.

1、

Due to the establishment of the three-level curriculum management mechanism, the power subjects at all levels manage the basic education curriculum in China within their respective powers and responsibilities. The authorities and emphases of national, local and school subjects in curriculum development are different, and the corresponding "three-level curriculum" of national, local and school courses has emerged.

1. National Curriculum: The functional department of national curriculum management is the Ministry of Education, the highest institution of national education administration. Its main function is to formulate macro policies such as training objectives, curriculum planning framework, curriculum standards and so on, and guide and supervise local and schools to implement national curriculum policies. Ensure the unified quality standard of basic education. The main rights and responsibilities of national curriculum management are.

Macroscopically guide the curriculum reform of basic education in China, and formulate corresponding curriculum policies and national basic education curriculum plans.

To organize the formulation, revision and review of the national curriculum plans for all stages of basic education. Bao Guoou has uniformly stipulated the intermediate curriculum structure of national curriculum at all stages of education, such as the number of study fields or subjects, total class hours, weekly class hours and curriculum distribution structure, and strictly controlled students' study time at school and the burden of basic courses.

Promulgate national curriculum standards, ensure unified basic academic requirements, and stipulate national basic education quality requirements.

Formulate guiding opinions on the implementation process of national curriculum, and guide local and schools to creatively implement national curriculum standards according to actual conditions.

Determine the evaluation system of education curriculum to ensure the effective implementation of curriculum objectives at all stages of national basic education.

Formulate three-level curriculum management policies and issue local and school curriculum management guidelines to provide basic norms for local and school curriculum development. Guide local and schools to carry out curriculum management. Formulate policies for the development and management of textbooks and teaching materials, and regularly publish the approved catalogue of primary and secondary school teaching materials and evaluation reports on the use of teaching materials to schools and the society.