How to write the school-based curriculum in junior high school? Urgent! Better take a look.

-School-based curriculum development plan for middle schools

I. Design background

With the deepening of education reform and the comprehensive promotion of quality education, the voice of diversification and individualization of school curriculum is increasingly strong, and the balance and quality of education has become the top priority of the development of basic education. The sixth goal of the curriculum reform of basic education clearly states: "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". There is also a clear stipulation in the curriculum: "The courses developed or selected by local and schools account for 10% ~ 12% of the total class hours." With the advancement of curriculum reform, school-based curriculum development has become an important measure of curriculum reform in China. Implementing school-based curriculum is an effective way to realize school-running concept and training goal and develop school-running characteristics; The implementation of school-based curriculum can better meet students' interests and needs and promote students' personality development; The development of school-based curriculum can also effectively improve teachers' professional ability and curriculum development level. With the redistribution of curriculum rights and the strengthening of school autonomy, school-based curriculum development research will further implement the spirit of quality education. In order to fully implement the school-based curriculum development and further improve the research work, according to the spirit of curriculum reform, the school-based curriculum development plan of our school is compiled.

Second, the guiding ideology

According to the "Guiding Outline of National Basic Education Curriculum Reform", starting from the school-running concept, training objectives and school-running characteristics of our school, based on the principle of effectively utilizing existing educational resources and developing new educational resources, and relying on the common development of teachers, experts, leaders and parents in our school, we will develop school-based courses with dragon and reality characteristics, reflect individual differences, educate people in an all-round way, and provide students with moral formation and personality development, potential development and cognitive development, physical and mental development and artistic aesthetics.

Third, development goals.

1, school-level goal:

① Establish a standardized and perfect curriculum system for experimental middle schools in Longwan District;

② Explore the management methods of school-based curriculum development and implementation with our school's characteristics;

③ Create school-based brand courses and characteristic courses.

2. Teachers' goals:

① Establish a team of teachers with correct curriculum concept;

② Cultivate a group of comprehensive talents with curriculum development ability;

③、

3. Students' goals:

(1) Fully respect and give full play to students' individual specialties, so that students can be independent and confident;

2. Let students master a certain skill, learn to explore, let students be good at thinking and dare to practice;

(3) Cultivate students' team consciousness, improve students' ideological and moral cultivation and aesthetic ability, cultivate sentiment, improve physical and mental health, and make students love school life and adapt to the social environment.

Fourth, the principle of development

1, the principle of subjectivity: the curriculum with the school as the main body and independently developed should fully reflect the characteristics of the school; Reflect that teachers are the main body of curriculum development; Reflect the actual needs of students as the leading factor.

2. Voluntary principle: respect students' wishes, combine limited elective courses with independent elective courses, and give full play to students' personal specialties.

3. Flexibility principle: Teaching content and methods depend on the actual situation of students. Teachers should teach students in accordance with their abilities and effects, and make flexible adjustments so that all students can develop.

4. Open principle: reflect the diversity of objectives, the extensiveness of content, the extensiveness of time and space, the subjectivity and difference of evaluation, and fully explore the existing and future curriculum resources of the school.

5. Principle of effectiveness: In the development of school-based curriculum, the school does not emphasize that every course must be absolutely systematic and complete, but emphasizes inspiring students, learning and thinking, and paying attention to the effectiveness and pertinence of the results.

Verb (abbreviation of verb) course structure and category

(A) the curriculum structure

According to the spirit of curriculum reform, the school integrates all courses into two categories: basic courses (national courses and local courses) and school-based courses. School-based courses are divided into limited elective courses and independent courses.

1, basic course

Basic courses are jointly formulated and implemented by the state and local governments, emphasizing the formation and development of students' basic quality and reflecting the most basic requirements of the state for citizens' quality. It is a compulsory course for all students, which consists of subjects with the same requirements in all fields of study, mainly including ideological and moral, history and society, Chinese, mathematics, English, sports and health, music, fine arts, information technology and local courses.

2. School-based curriculum

School-based curriculum is a variety of courses developed and implemented by our school according to the existing conditions and resources, the current situation of students and the requirements of the future development of students, schools and society, in order to comprehensively improve students' quality, develop their interests and specialties, broaden their knowledge, cultivate their cooperative spirit, innovative spirit and practical ability, and cultivate their sense of responsibility for nature and society. It consists of limited elective courses and independent courses.

(1), the limited elective course consists of the subject development course extended from the basic course, the comprehensive practical activity course and various special education specified by the higher education administrative department. This is a limited course for students to choose from.

(2) Autonomous elective courses are composed of subject courses and activities that meet the needs of students' personality development, and are courses that students choose to study independently.

(B) the content of school-based curriculum

The development of school-based curriculum adopts the methods of screening, adapting existing curriculum or writing new school-based curriculum. In the research, the natural resources, human resources and social resources in the region, inside and outside the school are integrated into the subject curriculum, and school-based curriculum is developed through adaptation, supplement, expansion and new compilation. Educational resources include social resources, school resources and family resources. The social resources in this area include three parts, namely, physical geography, human history and social development; School resources include campus environment, teachers' characteristics and students' specialties; Family resources include parents' specialties, family characteristics and family environment. These contents can be comprehensive or thematic. The development content is divided into the following seven categories.

1, Science Literacy Course

Content selection: radio direction finding, electronic production, computer network, astronomical and geographical observation, software production, energy and environmental protection, mathematics, physics, chemistry, biology, bilingual synthesis, scientific experiments, etc.

2. Humanities literacy courses

Content selection: classic literature appreciation, root-seeking, modern literature reading appreciation, beauty in literature, special lectures on China folk culture, etc.

3. Art courses

Content selection: literature, movies, TV appreciation, Chinese and western art appreciation, singing and dancing, musical instruments, pottery, calligraphy, painting, etc.

4. Physical and mental health courses

Content selection: orienteering, martial arts, track and field, gymnastics, ball games, chess, psychological training, psychological consultation and consultation, etc.

5, learning life skills courses

Content selection: plant cultivation, flower arrangement, communication etiquette, fashion design, housekeeping service, photography, etc.

6. Cultural activities and special education

Content selection: four seasons and eight festivals, campus cultural activities, community activities, environmental education, safety education, legal education, youth education, etc.

7. Comprehensive practical course

Content selection: inquiry learning, community service, young volunteers, visits, inspections, etc.

Six, the school-based curriculum textbook writing requirements:

1. School-based textbooks are mainly in the form of activities, supplemented by information kits. It is not uniform to write systematic knowledge books. Teachers can tap teaching material resources from the following four channels: (1) self-made teaching materials; (2) Selecting and compiling teaching materials; (3) Choose excellent teaching materials; (4) Broaden the existing teaching materials.

2. The choice of school-based textbooks should pay attention to students' interest in learning and stimulate their enthusiasm for learning. Content organizations should strengthen activity design and practical application, and guide students to find, think and solve problems. The content of the textbook should be illustrated as much as possible, and students should be promoted to understand the content by means of brief cases, comparative analysis and logical deduction. The content should be concise, clear and vivid.

3. The compilation of teaching materials should make full use of information technology, actively develop electronic teaching materials suitable for students' characteristics, and form an integrated teaching material combining text printing teaching materials, electronic audio-visual teaching materials and online course resources. Pay attention to the interaction and generation of teaching materials supported by information technology. The compilation of teaching materials should pay attention to the development and rational utilization of educational resources in this area.

Attachment: Evaluation Form of School-based Textbooks

Teaching material compilation evaluation form

Teaching material name type

The total number of words and pages of the editor is suitable for this grade.

Total class hours required by students

A brief introduction to the characteristics of category items accounting for% of the book (about 200 words)

oneself

Comment on one's writing.

Download content online

Refer to similar works

Opinions of the leading group for school-based curriculum development:

Signature:

date month year

Seven, the implementation and management of the curriculum

(1) Organizational structure and responsibilities

1, set up the school curriculum development committee.

Director: 1 person

Deputy director: 2 people.

Committee members: experts, principals, teachers' representatives, parents' representatives, community representatives, etc.

Main responsibilities: selecting teaching materials for national and local courses; Deliberating on major decisions in the development of school-based curriculum; Responsible for formulating school-based curriculum development plans and supporting systems; Check and supervise the implementation of school-based curriculum development plan.

2. Establish a leading group for school-based curriculum development.

Team leader: principal

Deputy Head: Vice President in Charge

Members: directors of various departments, heads of teaching and research of various disciplines, and backbone teachers of disciplines.

Main responsibilities: overall planning of school-based curriculum; Formulate relevant systems to ensure the implementation of school-based curriculum; Organizing teacher training: process management of school-based curriculum implementation: reviewing and evaluating school-based textbooks.

3. Responsibilities of the Academic Affairs Office:

(1) Guide students to choose courses, and be responsible for guiding students to choose subjects;

(2) Provide course menu, course introduction, course schedule, teaching routine and process management;

(3) Establish student files of school-based courses, and be responsible for the organization and statistics of students' learning evaluation.

4. Responsibilities of the teaching department:

(1) Conduct necessary training for teachers and organize teachers to apply for courses;

(2) Organize a leading group for school-based curriculum development to review the declared courses and put forward evaluation opinions;

(3) Establish teachers' files for teaching school-based courses, and be responsible for teachers' teaching evaluation.

5, teaching and research team leader responsibilities:

(1) Organize and implement the development, application and implementation of school-based curriculum for teachers in this group.

(2) Convene team members regularly to discuss the development and implementation of the course and determine the specific implementation plan of the course.

(3) Summarize the implementation of school-based curriculum.

6, teaching teacher responsibilities:

(1) Compile the curriculum outline and school-based teaching materials;

(2) Prepare lessons carefully, implement them step by step, attend classes in the Academic Affairs Office and evaluate classes at random;

(3) There are plans, schedules, lesson plans and student attendance records;

(4) According to the requirements of the school's overall teaching plan, achieve the prescribed class hours and teaching objectives.

(5) Keep students' works, materials and achievements in activities and competitions.

(6) Seriously write teaching reflection and sum up experience in time.

(B) the implementation of school-based curriculum

1, curriculum: 2-3 class hours of school-based curriculum are set every week.

2. Restrict the implementation process of elective courses:

3, independent elective course implementation process:

Eight, the evaluation of school-based curriculum

The particularity of school-based curriculum development determines the particularity of curriculum evaluation. School-based curriculum development emphasizes the autonomy of schools, which determines that curriculum evaluation must be internal evaluation; The value pursuit of school-based curriculum development is the development of students' personality, teachers' professional development and students' characteristics, which determines the diversity of evaluation; The process of school-based curriculum development determines the process of curriculum evaluation. The evaluation of school-based curriculum focuses on the development and improvement of students' personality and ability, and evaluates the development of school-based curriculum and students from the guiding ideology, the participation of teachers and students, and the creative play of educational characteristics.

1, "Three Persistences" and "Three Principles" in evaluation

"Three Persistences": Adhere to the diversification of evaluation subjects, evaluation methods and evaluation contents; Gradually establish an electronic student growth record book, pay attention to the analytical and developmental evaluation of students' learning attitude, ability and personality, and gradually help students learn self-evaluation.

Three principles: participation principle, process principle and incentive principle.

Participatory principle: the evaluation of school-based curriculum pays attention to students' personal participation and full participation, and emphasizes the assessment of class activities and attitudes stipulated in the class plan. At the same time, pay attention to students' self-evaluation and consciously participate in the evaluation.

Process principle: The evaluation of school-based curriculum learning should pay special attention to the process and practical experience of students' participation in activities, attach importance to the evaluation of the process and the evaluation in the process, and closely combine the evaluation of students with the guidance of students.

Incentive principle: encourage students to show their own personality characteristics and talents, encourage students to be proactive, diligent in practice and brave in innovation, and constantly promote the development of academic ability.

2. Three aspects of school-based curriculum evaluation.

In order to ensure the development quality of school-based curriculum, promote teachers' professional development, publicize students' personality and highlight the characteristics of aesthetic education, this paper mainly evaluates school-based curriculum from three aspects: curriculum outline (textbook), curriculum implementation and students' academic performance.

The main contents of curriculum outline evaluation are: whether the curriculum objectives are in line with the school's school-running philosophy and training objectives, and whether the objectives are clear; Whether the selection of course content is appropriate, whether the required course resources can be effectively collected, and whether the content design is concrete and flexible; Whether the curriculum organization is appropriate, whether it conforms to the characteristics of students' physical and mental development, etc.

Curriculum implementation evaluation: mainly the evaluation of teachers' teaching process, including the evaluation of teaching preparation, teaching methods and teaching attitudes. The academic affairs office evaluates teachers by attending lectures, consulting materials, questionnaires and discussions, and records them in business files. Mainly four: look at the number of students who choose this subject; Second, look at the effect of students' actual acceptance; Third, look at the reflection of leaders and teachers after class; Fourthly, looking at the results of students' questionnaire survey and discussion is conducive to promoting teachers' professional development.

Evaluation of students' academic achievements: It mainly evaluates students' achievements in knowledge, skills, emotions, attitudes, values and learning methods in the learning process, and the evaluation should be conducive to promoting the development of students' personality. There are three main evaluations of students: "Look at the total hours of students studying this course and make attendance records;" Second, look at the performance of students in the learning process, such as attitude, enthusiasm, participation, etc., and record it in the form of' excellent, good, medium and poor'; Third, look at students' academic performance. Students' achievements can be displayed through practical exercises, job evaluation, competitions, evaluation, reporting and other activities, and the achievements are recorded in the growth file. "

There are various forms of evaluation, which can generally take the form of the following "four combinations", that is, the evaluation of teachers and the self-evaluation and mutual evaluation of students are combined; The evaluation of the group is combined with the evaluation of the individuals in the group; The evaluation of written materials is combined with students' oral reports, performance of learning activities and peacetime evaluation; Qualitative evaluation is combined with quantitative evaluation, with qualitative evaluation as the main form.

Nine. safeguard measure

1. The school has established a school curriculum development committee and a school-based curriculum development leading group.

2. Strengthen training, unify understanding and clarify the purpose and significance of developing school-based curriculum. Commend teachers who have made innovations and outstanding achievements in the implementation of school-based curriculum.

3. Develop an incentive mechanism for school-based curriculum development to ensure timely disbursement of funds.

4. Strengthen the construction of libraries, laboratories, function rooms and campus websites to provide necessary material conditions for the implementation of school-based courses.

5. Coordinate society and family to provide guarantee for school-based curriculum development. Use the Internet and other carriers to vigorously promote school-based curriculum, create a good atmosphere of public opinion, strive for the active cooperation of all sectors of society, communities and parents, and explore the establishment of a new mechanism for effective participation of schools, families and communities.