The author has been in the front line of teaching for a long time and has a personal experience of the outstanding difficulties and problems existing in the curriculum reform of rural basic education in our county. The existence of these problems has seriously affected the development of rural basic education in our county and should be paid attention to.
Difficulties and problems that are not optimistic
The understanding of the new curriculum reform is the default, only staying in "report materials" and meetings, and the management is weak. Rural basic education is an important part of China's education and the cornerstone of improving the quality of the whole people. Our county is a typical agricultural county, with more than 90% residents living in rural areas. Reforming and developing rural basic education is of far-reaching significance for popularizing compulsory education, improving the overall quality of the people, strengthening counties, townships and people through education. However, in reality, the principals of some rural schools did not put the new curriculum reform in an important position and paid insufficient attention to it. At the meeting, they "shouted" and did it "silently". The management power is loose, weak and chaotic, and their energy is not concentrated and their enthusiasm is not high. Many schools' new curriculum reform and development plans are not specific, and there is little relevant institutional support.
Lack of consciousness, dislocation of ideas, and "coping" are extremely serious. Many teachers, especially school leaders, know little about the work of the new curriculum reform, and mistakenly think that "implementing the new curriculum reform" means that "the leaders above" are full and have nothing to do, sitting in their offices every day, trying to "play tricks on" us. "What they always talk about is' thinking about the past',' We haven't walked this road for so many years',' Is traditional teaching really out of date',' I don't believe the new curriculum reform is so magical', utilitarian, impetuous, afraid of difficulties and lacking the courage to explore. The performance is "no penalty points" in response to the exam-next week's exam, open class. Focus on preparing several "curriculum reform courses", guide a group of students to memorize the answers to their own questions, train several "models", create several groups of "interactive links", and record the rest in the "implementation plan" and "activity record".
The investment in curriculum reform is small, and it is difficult for teachers with good skills to reform without money. At present, the number of rural primary school students in our county is basically maintained at around 400, and the number of rural junior high school students is basically maintained at around 200, with a minimum of only 100. Because compulsory education is exempt from tuition and fees, limited public funds can only barely guarantee daily operation, with few students, insufficient sources of funds, extremely high prices and high expenditures. Moreover, the so-called "increasing revenue and reducing expenditure" is all empty talk. Ordinary schools are really passive and can "open source" and "flow" can't be saved. Even if a penny is broken in half, it still costs money. Without a strong funding guarantee mechanism, even teachers with excellent skills can hardly change without money. In desperation, he had to show off his pen and words, and talk about "change" on paper.
The study of the new curriculum standard is seriously insufficient, and many teachers have not even read the new curriculum standard. There have been several new teachers in our school since last year. The author asked them, "Have you read the new curriculum standards of the subjects you teach?" The result is surprising: no new teacher has answered it. New teachers are like this. What about the old teacher? In the process of communication, the author asked them intentionally: Have you read the new curriculum standard? Almost without thinking, he replied: No teacher is still wondering: What is the new curriculum standard? What is that thing for? The author asked her gloomily: the new curriculum standard is a beacon to practice the new curriculum reform. How to attend classes without reading the new curriculum standard? She is confident: I can go to class as before. Oh, I've been a teacher for 20 years, 20 years. Can't I go to class? Yes, "being able to attend classes" does not necessarily mean "being good at it". You have been "in class" and the students have been "studying"? It has been ten years since the implementation of the new curriculum reform. Sadly, our teacher has never even read the new curriculum standard. Holding a "new textbook" and not learning the new curriculum standard, how can this "new curriculum" be "superior" It is estimated that they are "unsure" and can only be regarded as "completing" the teaching task at best.
Without paying attention to on-the-job training, school-based research in many schools is useless. At present, the age of rural primary and secondary school teachers in our county is seriously aging, old teachers can't go out, new teachers can't get in, and the proportion of new and old is seriously unbalanced. Some teachers have outdated knowledge, rigid ideas, outdated concepts and methods, and the contradiction between "teaching" and "learning" is very prominent; Lack of awareness of respecting students' independent personality and imposing students' wishes; There is a big gap with the implementation of the new curriculum reform, and the ability to accept new ideas, new knowledge, new methods and new education is relatively insufficient. They are not good at changing their own "teaching behavior" and students' "learning behavior", organizing and guiding students to learn independently, cooperatively and exploringly, so that students can truly become the main body of the classroom and improve the efficiency and quality of classroom teaching in an all-round way. The low-quality curriculum reform team makes students unable to get proper education that conforms to their physical and mental characteristics, and their naive and lively childlike innocence, competitive consciousness and thirst for knowledge are gradually extinguished, which seriously affects their future development and the quality of curriculum reform in primary and secondary schools.
On-the-job training is the only way for teachers to update their educational concepts as soon as possible, establish a "new" concept of classroom, students, teachers and evaluation, adapt to the new curriculum teaching as soon as possible, and shorten the transition period from "old" to "new" roles. However, as far as the current situation is concerned, few teachers will take the initiative to participate in training on the grounds of "I want to learn", unless they want to be promoted first and evaluated first. Many schools' "school-based training" stays on documents, even if there are so many times, it only focuses on evaluating several so-called "open classes" and "discussion classes" and arranging work; Some schools think that changing students' seats into different forms and allowing students to "discuss" in class with "tutorial system" is the curriculum reform.
countermeasure analysis
1. Renew the educational concept, strengthen the study of educational theory, and optimize the environment of new curriculum reform. It is necessary to make plans, take effective measures, organize managers and teachers in rural primary and secondary schools, seriously study a series of principles and policies of the party, the government and the education administrative department on promoting the curriculum reform of basic education, learn the theory of education and teaching, change the concept of education, and correct the understanding of implementing the new curriculum reform. Only by raising awareness and theoretical level can we optimize the environment of curriculum reform and devote ourselves to the new curriculum reform.
2. Take township schools as the starting point, and set up a number of rural primary and secondary school curriculum reform demonstration schools with subjects (classes) as the unit. In the spring of 20 12, the county education bureau issued the "Implementation Opinions on Promoting Basic Education Curriculum Reform in Huitong County", which injected a lot of spring water into the new round of basic education classroom teaching reform in our county. The author thinks that one or several model schools of curriculum reform can be selected and established purposefully and in a planned way, focusing on "small rivers" and "big rivers" or existing school categories, and "model schools of curriculum reform (villages, grades, classes)" can be established within schools, with careful planning, strict management, strengthened guidance, and the demonstration, radiation, guidance and teacher strength of the model schools of curriculum reform can be brought into play. For example, Lincheng Middle School has been persistent for many years, actively and effectively carrying out pairing assistance activities between urban and rural schools. In recent years, the practice of "regional teaching and research alliance" in some schools is worth popularizing. The actual situation of each school is different, and the foundation is different. Schools in the same class in the same district have their own characteristics, basically on the same starting line. "Regional teaching and research alliance" is conducive to mutual promotion and improvement.
3. Give play to the advantages of high-quality schools or key teachers and academic leaders in the county, and organize teaching service activities. Judging from the activities of sending teachers to the countryside organized by our county teachers' further education school in conjunction with the county teaching and research section and the first and second primary schools last year, we should make full use of our "local" and "own" high-quality teachers' resources to train teachers in rural schools, comprehensively improve teachers' comprehensive quality, strengthen exchanges and communication between urban and rural teachers, let front-line teachers change classroom teaching behavior and students' learning behavior, improve classroom teaching effect, and further promote the new curriculum reform in primary and secondary schools in the county. Promote innovation, breakthrough and development in teaching concept, teaching design, classroom structure, classroom situation, teaching methods and student training, especially the practice of "sending teachers to the same class" has received good benefits.
Cultivate and train their own "education experts" and "teaching experts". Every year, the Education Bureau holds a teaching contest, and organizes outstanding teachers, existing backbone teachers and academic leaders from all schools to form a "group of famous teachers", and visits all schools in a planned way to teach and select teachers. Last summer vacation, Mr. Tang Qingsheng of Xiaojia School in our county gave a demonstration class of junior high school mathematics in the training class of the county's education management cadres, which attracted the attention of the principals. It is reported that after the start of school in autumn, some schools also specially organize teachers to meet Mr. Tang at school. Realizing the transformation from "borrowing foreign aid" to "self-production and self-marketing" not only makes it possible to form the personality and characteristics of curriculum resources, but also cultivates real "local" and "expert teachers" suitable for all schools in the construction of curriculum resources.
4. Do a good job in the classroom teaching reform of rural basic education from the aspects of system, funds and educational resources. Strengthen the supervision of township schools to coordinate the new curriculum reform, ensure that all schools establish a strong "material guarantee" mechanism, truly implement the system of "special funds for curriculum reform shall not be less than 20% of public funds", "bring the promotion of curriculum reform in primary and secondary schools into target management and conduct special evaluation", "select advanced schools for curriculum reform from primary and secondary schools in the county and give them rewards respectively", and establish scientific evaluation methods, rewards, accountability and supervision. It is not only icing on the cake, but also a timely help. The county education bureau purposefully chooses schools with strong personnel guidance foundation and relatively weak teachers, helps them actively improve school conditions, trains teachers, effectively ensures that the funds for the new curriculum reform are in place on time and in full, and encourages teachers to participate; Encourage and guide, vigorously develop "inter-school cooperation" and "regional alliance", fundamentally change the status quo of "going it alone" in rural schools, effectively revitalize the resources of the majority of schools, and form a "group advantage" of sharing high-quality resources and mutual benefit.
6, optimize the rural primary and secondary school teachers, strengthen teacher training. The Opinions of the Provincial Department of Education on the Training of Primary and Secondary School Teachers during the Twelfth Five-Year Plan (Xiang Jiao Fa [2011] No.31) points out: "Teachers are the foundation of education. Only a good teacher can have a good education. Teacher training is an important way to strengthen the construction of teachers and an important guarantee for promoting quality education, promoting education equity and improving education quality. "
In recent years, our county has actively taken measures to strengthen teacher training, and the construction of teachers has achieved remarkable results. However, on the whole, the development of teacher training is unbalanced, and the enthusiasm of teachers to participate in training independently and spontaneously is not high. The pertinence and effectiveness of training need to be improved, and the teacher training system needs to be improved. The construction of support and guarantee ability needs to be strengthened urgently, and the overall quality of teachers can not fully meet the needs of educational reform and development in the new period. "Further strengthening teacher training is an important content of fully implementing the national and provincial education planning outlines, and it is also an important task and urgent requirement for the development of educational science during the Twelfth Five-Year Plan period."
Director Zhang of the Provincial Department of Education pointed out at last year's video conference on the training of primary and secondary school teachers in the province that in the next five years, our province will vigorously carry out all-round training for primary and secondary school teachers. During the "Twelfth Five-Year Plan" period, every primary and secondary school teacher and principal should participate in all-round training of not less than 360 hours. We should focus on rural teachers and young backbone teachers, innovate the system and mechanism of teacher training, and provide teacher protection for building a strong education province. This is a good opportunity and must be widely noticed.
7. Make full use of teachers' blogs and online teaching and research platforms to promote teachers' professional growth. According to statistics, only 20 1 1 year, the first phase of online teaching and research work in our county has achieved remarkable results: the number of teachers' blogs in the county has reached 1070, accounting for 38.75% of the total number of teachers and staff in the county, and 33 units have exceeded 30%. 165438. Ruoshui Middle School, Huitong No.3 Middle School, Su Yu Middle School, Hope Primary School and Mo Bin Primary School use teacher blogs to improve teachers' quality; Su Yu hopes that the primary school and Huitong No.3 Middle School will establish a blog circle administrator duty system, manage and promote excellent teachers' blog posts in time, and Ruoshui Middle School and other schools will launch a teacher blog contest. These fruitful and active explorations have aroused the enthusiasm of teachers' participation.
This year, the county teaching and research section has adopted a series of measures, such as "selecting 150 excellent original blog posts every quarter (60% in education and 40% in literary life), selecting excellent teacher blogosphere and teacher blogosphere throughout the county, establishing subject teacher blogosphere, establishing subject preparation group and establishing teacher blogosphere in conjunction with smaller schools", which provides a broader platform for promoting teachers' professional development.
8. Effectively safeguard the legitimate rights and interests of rural teachers and protect their enthusiasm for participating in the new curriculum reform. In the investigation, the author also heard many voices. Teachers who have been in the front line of teaching all the year round hope that the new curriculum reform can be implemented steadily. School teachers with weak foundation suggest strengthening the education management of "students' origin" to make the system more "humanized" and the evaluation method more scientific. The school's teaching evaluation and management system should be different from the teachers who participate in the curriculum reform, so as to encourage teachers to explore and practice bravely. More teachers think that nothing can be done overnight. Since it is practice, there will be success and failure, so we can't just see success. The formulation or practice of "only success, not failure" is inappropriate. We must earnestly safeguard the legitimate rights and interests of rural teachers and protect teachers' enthusiasm for the new curriculum reform from the system. I hope the leaders concerned can hear these voices and take them into consideration when formulating measures. I hope that when the new curriculum reform is mentioned in the future, the teacher's answer is no longer painful "It's not easy to say I love you", but sweet "I can pick it when I jump up".
9. Clever use of educational supervision lever to incite the new curriculum reform in rural schools. The Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way issued by the Central Committee of the State Council clearly stated that ensuring the implementation of quality education should be regarded as an important task of education supervision. The Compulsory Education Law of People's Republic of China (PRC), revised and implemented on September 1 2006, puts forward new requirements for educational supervision. How to reform and innovate education supervision, promote the balanced development of primary and secondary schools in the region, and further implement the new Compulsory Education Law is a new topic facing the education supervision department. With the basic education curriculum reform entering the core area and the school education and teaching reform entering the deep-seated field, our county's education supervision and evaluation has shifted from focusing on the evaluation of school hardware, system and materials in the past to focusing on the connotation development of school-running concepts and characteristics, curriculum management, teachers' quality and improvement of classroom teaching quality.
Education supervision departments can also skillfully establish the concept of supervision and evaluation, adopt the evaluation mode of "government building platform, expert guidance and evaluation, service development", carry out new practice of education supervision and evaluation, establish a number of experimental areas for basic education curriculum reform, carry out a new round of supervision and evaluation of primary and secondary school curriculum reform for a long time, and use the lever of education supervision to incite the new curriculum reform in rural schools.