The first and second grades of primary school:
Morality and life (2 sections) Chinese (8 sections)? Mathematics (4 sections)? Sports (4 sections) Art includes music and fine arts (4 sections) Comprehensive practical activities include information technology education, research study, community service and social practice, labor and technical education (3 sections) Courses developed or selected by local and schools (3 sections).
Grade 3, 4, 5 and 6 of primary school:
Morality and Society (Section 2)? Chinese includes composition (8 sections)? Mathematics (4) Science (2) Physical Education (3) Fine Arts includes music and fine arts (4) Comprehensive practical activities include information technology education, research study, community service and social practice, and labor and technical education (2).
Extended data
The model of teachers' curriculum development is practice-evaluation-development. In practice, teachers analyze the situation they face, evaluate students' needs, set goals, select and organize content, and decide the way of implementation and evaluation. At present, the main body of school-based curriculum development is the teacher group, not the individual teachers.
School-based curriculum development is an integral part of school curriculum management, which needs the support of leaders, the guidance of experts, the efforts and participation of teachers, and the understanding, support and evaluation of the whole society. Generally speaking, the process of school-based curriculum development mainly has four stages:
Needs assessment. Needs assessment is the first research work that must be done when designing school-based curriculum. It mainly involves defining the training objectives of the school, evaluating the development needs of the school, evaluating the development needs of the school and the community, and analyzing the curriculum resources of the school and the community.
Determine the target. Setting goals is the value orientation of school-based curriculum. On the basis of analyzing and studying the demand assessment, through the deliberation of the school curriculum review Committee, the overall goal of the school-based curriculum is determined and the overall structure of the school-based curriculum is formulated.
Organize the implementation. Organization and implementation are a series of activities carried out by the school to achieve the goal of school-based curriculum. According to the overall goal and curriculum structure of school-based curriculum, the development guide of school-based curriculum is formulated. Train teachers to declare courses.
Evaluation. Evaluation refers to a series of value judgment activities in the process of school-based curriculum development, including the evaluation of curriculum outline, the evaluation of students' academic performance, the evaluation of teachers' curriculum implementation process and the evaluation and improvement suggestions of school-based curriculum development plan. The evaluation results are announced to the relevant personnel or society.
References:
Baidu Encyclopedia-School-based Curriculum