School-based curriculum development

1. The connotation of school-based curriculum

School-based curriculum refers to the school’s implementation of national education policies, curriculum management policies and curriculum plans on the premise of ensuring the effective implementation of national curricula and local curricula. Under the condition of clarifying the school's educational purpose and educational goals, with the school as the base and teachers as the main body, with the purpose of meeting the needs of students and embodying the school's educational philosophy and characteristics, scientifically assess the needs of the school's students and make full use of The curriculum resources of local communities and schools are diversified and available for students to choose from. The schools adopt democratic principles and open methods, and teachers independently develop, compile, implement and evaluate them according to certain curriculum preparation procedures.

School-based curriculum development refers to the school based on the development of the community, the school's educational philosophy, the school's tradition and advantages, the actual needs of students and the school's training goals, through cooperation with external forces, independent Various professional activities include selecting, adapting, and newly compiling teaching materials or designing learning activities, and implementing and establishing internal evaluation mechanisms within the school. The development of school-based curriculum can improve the adaptability and effectiveness of the curriculum and better meet the personality development of students; the development of school-based curriculum also provides a broad space for the professional development of teachers, which is helpful for improving the level of school running and forming school running characteristics. Very important meaning.

2. Goals of school-based curriculum

(1) Promote students’ personality development. School-based curriculum development must fully respect students' differentiated characteristics and meet students' diverse needs, scientifically design school-based curriculum, optimize the structure of school curriculum, enrich curriculum resources, strengthen subject integration, reasonably organize teaching content, and improve the adaptability of school curriculum. Set up flexibly arranged courses for students to choose from, actively advocate independent, cooperative, and inquiry-based learning methods, implement developmental evaluation, and guide students to choose from many course options to develop their personality and potential, so that students can improve their abilities in the course. In the process of independent choice and personalized knowledge mastery, more and broader abilities will be formed, a better understanding of the value of learning will be achieved, a sound personality will be shaped, and students will be promoted to healthy, harmonious and all-round development.

(2) Promote the professional development of teachers. The main body of school-based curriculum development is teachers, who must truly exercise their autonomy in curriculum development and guide and inspire teachers to pass.

(3) Promote the development of school characteristics. Develop school-based curriculum based on the interests and needs of the school's students, the strengths and hobbies of teachers, the tradition and advantages of the school, and the development needs of the local society to improve the utilization of school curriculum resources and make them serve the development of students and form a school-running characteristics and promote the development of school characteristics.

3. Principles of school-based curriculum development

(1) Guidance. School-based curriculum development must take the educational goals determined by the state as the criteria and guidance for curriculum construction, and reduce the developmental nature of curriculum development

(2) Development. School-based curriculum is an important part of the national basic education curriculum system. School-based curriculum development is a supplement and extension of the school's national and local curriculum. On the premise of ensuring the basic quality of national and local curricula, school-based curriculum development must be based on the national education policy, curriculum plan, student needs assessment and school curriculum resources, and be based on the school, fully respecting and satisfying the unique characteristics of school teachers and students. characteristics and differences, so that those developmental needs of students that are difficult to meet in the national curriculum and local curriculum can be better met.

(3) Openness. The development of school-based curriculum must attach great importance to the full exploration and integration of curriculum resources. From the perspective of curriculum resources as curriculum elements, no matter what type of school, its curriculum resources are rich and colorful. Therefore, the development of school-based curriculum should extend from in-class to extra-curricular; from schools to communities and radiate to society; and from single subject courses to integrated courses with strong practicality.

(4) Locality. School-based curriculum development must make full use of the curriculum resources of the school community, select materials with development value from students’ familiar lives, and refine curriculum development themes to form a school-based curriculum with strong local characteristics.

(5) Originality. The development of school-based curriculum must be closely integrated with the actual situation of the community and the school, combined with the tradition and advantages of the school, highlighting the characteristics of the school, respecting students' choices, so as to meet the differences of the community, school and students, and reflect the uniqueness of the school-based curriculum.

(6) Democracy. Principals, teachers, parents, and students are the entire body of school education and the main body of school-based curriculum development. In the process of school-based curriculum development, we must fully listen to and respect the opinions and needs of all parties, especially those of students, to form a democratic atmosphere in which everyone participates, and to improve the quality of school-based curriculum development.

4. The content of school-based curriculum development

The content of school-based curriculum should be based on the needs of students, and actively develop and rationally utilize various curriculum resources inside and outside the school. The following topic selections are provided for reference:

(1) Humanities. Such as: local customs, community and school history, community and school cultural landscape, local culture, etc.;

(2) Science and technology. Such as: local natural conditions, technological production, model aircraft, electronic technology, labor technology, bioengineering, environmental protection, information technology, astronomical and geographical observation, science and technology for agriculture, science and technology frontiers, technology in life, etc.;

(3) Art category.

Such as: calligraphy, painting, instrumental music, vocal music, dance, clay sculpture, handicraft, paper cutting, weaving, drama, performance, literature, etc.;

(4) Sports. Such as: ball games, chess, martial arts, gymnastics, etc.;

(5) Psychology. Such as: psychological counseling, employment guidance, communication etiquette, etc.;

(6) Social categories. Such as: legal education, public security, news interviews, local economy, etc.;

(7) Lifestyle categories. Such as: photography and videography, housekeeping services, fashion design, decoration design, marketing simulation, plant cultivation, applied medicine, etc.

Each school can also develop its own according to its own advantages and needs.

5. Ways of school-based curriculum development: selection, adaptation, and new compilation.

(1) Selection. Curriculum selection is when teachers select curriculum materials from national, local or other school-based curriculum resources that can reflect local and school characteristics and adapt to the different development needs of the region, school and students, discover corresponding curriculum resources, and directly select them as teaching materials . It can also learn from and transplant the development results of other regions or school courses.

(2) Adaptation. Adaptation is when teachers make partial content modifications or structural adjustments and reorganization of existing courses based on the actual situation of students and the school's own actual conditions, and design creative course themes and course units.

(3) Self-edited. Self-editing is the independent development of school curriculum by teachers within the space set aside by the national curriculum plan for schools. This type of development should pay special attention to the integration with the "comprehensive practical activities" curriculum, and carry out creative design and development in research-based learning, social practice and community service, labor and technical education, etc. In particular, we develop courses related to science and life, science and society to cultivate students' scientific interest and scientific spirit; develop courses that are connected with students' lives, so that students can experience in life and learn in happiness. Special attention should be paid to this part:

1. Transform the results of teaching and scientific research into school-based courses. Utilize the basis of research on school education and teaching topics to develop distinctive topics as school-based courses.

2. Convert regional resources into school-based courses. Open local culture classes to allow children to experience local traditional culture, cultivate students' humanistic qualities and love for their hometown, and promote traditional culture.

3. Transform teachers’ experience and expertise into school-based courses. The main body of school-based curriculum development is teachers. It is necessary to give full play to teachers’ intellectual potential and transform teachers’ life experience, professional expertise, and interests into school-based curriculum.

4. Convert the school’s traditions and advantageous projects into school-based courses. The school's traditions and advantages (the existing clear school philosophy and strong campus culture) are the symbols of a distinctive school and the results of long-term school operation. Develop the school's traditions and advantages as a school-based curriculum to reflect the principle of unity with the school's education goals.

5. Convert elective activity courses into school-based courses. Fully draw on the school's experience in offering elective courses and activity classes, carry out curriculum reform on the basis of elective courses and activity classes, and develop school-based courses with school characteristics.

6. Convert campus activities into school-based courses. Colorful campus activities are rich curriculum resources. By serially developing and targeting the campus activities carried out by the school, school-based courses with school characteristics can be successfully developed.

6. School-based curriculum development procedures

The procedures for school-based curriculum development mainly include the following stages:

(1) Establishing an organization. Establish a school curriculum review committee composed of principals, teacher representatives, student and parent representatives, education experts and community stakeholders, to be responsible for reviewing major decisions in school-based curriculum construction.

(2) Needs assessment. Needs assessment is the premise and foundation of the entire development activity.

1. Clarify the school’s educational objectives. It takes the form of organizing teacher discussions and designing teacher and student questionnaires to clarify the school's educational philosophy and training goals.

2. Assess students’ development needs. The starting point of school-based curriculum design is to fully consider students' needs and interests, especially the analysis of students' learning needs, which is directly guiding in determining the goals of school-based curriculum. It can be conducted based on students' own characteristics, using student questionnaires and large-scale interviews with students, parents, and community members. Questionnaire and interview content: "What interests and hobbies do you want yourself (or students) to have? What abilities do you want to improve? What courses do you want the school to offer to cultivate these abilities?" etc.

3. Evaluate curriculum resources in schools and communities. Assess the development needs of the school, community, and society, analyze the curriculum resources of the school and community, including human and material resources, and analyze the resources of the community where the school is located. Mainly include: (1) Students’ needs and suggestions. (2) Regional needs and social needs. (3) The status of educational resources in townships and schools; the professional abilities of teachers and the learning abilities of students. (4) The school’s traditions and advantages. (5) Parents’ wishes and suggestions for the school’s curriculum development, etc.

(3) Determine goals. On the basis of analysis and research needs assessment, through the deliberation of the school curriculum review committee, and based on the school's educational goals and school realities, the overall goals of the school-based curriculum are determined, and the general structure of the school-based curriculum is formulated.

(4) Organization and implementation.

1. Based on the overall goals and course structure of the school-based curriculum, the school formulates the school's "School-Based Curriculum Development Guide" and announces it to all teachers at the beginning of the semester, requiring all teachers to follow the guide. Required, apply for at least one school-based course.

2. Train teachers. The key to successful school-based curriculum development is the teacher. Schools must train teachers who are responsible for the development and implementation of school-based curriculum as an important part of school-based training. The content of the training is: "Basic Education Curriculum Reform Outline (Trial)", relevant curriculum theory, basic knowledge of curriculum development, etc.

3. Organize teachers to apply for courses independently. Teachers apply for courses based on the "School-Based Curriculum Development Plan" and their own strengths, and fill out the "Xiong County School-Based Curriculum Implementation Approval Form" and submit it to the school.

4. Organize the application and review of school-based courses. The school curriculum review committee reviews the courses (with course introductions attached) applied by teachers based on the overall goals of the school-based curriculum and the teachers’ curriculum development capabilities. After deliberation and approval, it will be compiled into the "Student Elective Course Catalog and Course Introduction". The course introduction for each course is preferably 200 words.

5. Convene a school-based curriculum press conference to announce the "Student Elective Course Catalog and Course Introduction" to all students. Any teacher who offers a school-based course will introduce to all students the main content, purpose, teaching methods, etc. of the course to be offered. Allow students to choose courses independently according to their own aspirations and interests. If the number of selected students is less than 10, the course will be automatically cancelled. The choice of students to participate in school-based courses not only reflects the advanced educational concept of being student-oriented and respecting the student's dominant position, but also increases the pressure on teachers to start classes, prompting teachers to study seriously, develop school-based courses seriously, and continuously improve the development and implementation of school-based courses. quality.

6. On this basis, the school formed a complete "School-Based Curriculum Development Implementation Plan" and submitted it to the Education Department together with the "Xiong County School-Based Curriculum Implementation Approval Form" for each teacher included in the plan. Bureau filing and approval.

7. The School-Based Curriculum Review Committee of the Education Bureau will review and approve the School-Based Curriculum Development Implementation Plan and the Xiong County School-Based Curriculum Implementation Approval Form submitted by the school. Only courses that pass the approval will be allowed to start.

8. The school scientifically sets up school-based courses based on the "School-Based Curriculum Development Implementation Plan" and the "Xiong County School-Based Curriculum Implementation Approval Form" approved by the Education Bureau's School-Based Curriculum Review Committee, and can arrange the teaching time of school-based courses in a unified manner. The arrangements can be dispersed according to subjects, but the class hours of school-based courses must be guaranteed, at least 1-2 class hours per week for primary schools and junior high schools, and the class hours of school-based courses must be included in the curriculum.

8. Teachers write the "Course Outline" and lesson plans for their own school-based courses. The "Course Outline" is a design of the courses taught by teachers themselves. It includes course objectives, course content or activity arrangements, course implementation suggestions, and course evaluation suggestions. In terms of class schedule, a learning content can be one class, or several classes, one class a week, one class every other week, or a half-day learning activity.

7. Implementation of school-based curriculum

The implementation method of school-based curriculum should reflect the age characteristics of students.

For grades 1-2 of primary school, based on children’s extensive interests in exploration, operation and expression, a rich and diverse activity curriculum is set up in the form of games to increase experience, cultivate interests and discover through participatory comprehensive learning. specialty and avoid premature specialized education.

Grades 3 to 6 of primary school should develop courses based on students’ interests and hobbies that reflect the characteristics of the school. They should use interest groups, theme unit activities and other forms to make full use of curriculum resources inside and outside the school to develop specialties for students. Provide opportunities to avoid pure skill training.

Middle schools should be based on students’ self-development needs and school development goals, and set up diversified courses in the form of elective courses to meet students’ different development needs; develop serialized courses to meet students’ sustainable development needs.

The school should maximize the exploration and utilization of curriculum resources inside and outside the school based on the needs of students and the school's characteristic construction projects, based on the school's existing conditions. Efforts should be made to transform the life experiences, specialties and hobbies contained in teachers and students into curriculum resources. Reasonably allocate facility resources and make full use of and expand off-campus course resources. Pay attention to the construction of practice bases, pay attention to the role of parents and township resources, and actively carry out cooperation with institutions outside the school.

During the implementation process, the school-based curriculum should fully reflect the autonomy, exploratory and creative nature of students' learning activities; the active, practical and comprehensive nature of learning methods; the situational, cooperative and constructive nature of the teaching process. nature; flexibility, pertinence, and creativity of teaching methods. The national curriculum cannot be used to occupy the class hours of school-based courses, and the school-based courses cannot be turned into an extension and supplement of the cultural courses prescribed by the state. Instead, the relationship between these three types of courses should be correctly handled according to the relevant curriculum documents to ensure the rationality of all types of courses. Proportions, giving full play to their different effects on student development.

8. Management of school-based courses

1. Organizational management. Each school should establish a school-based curriculum development leadership group headed by the principal to be responsible for the organization and management of school-based curriculum development.

At the same time, a school curriculum review committee must be established. The committee is generally composed of principals, teacher representatives, student and parent representatives, and relevant township and village personnel. The principal serves as the director, and the director of the Teaching Office serves as the deputy director. The main functions of the Curriculum Review Committee are to review major decisions in the school curriculum development process, to formulate the "School-Based Curriculum Development Guide" and various supporting systems for school-based curriculum development and management, and to inspect and supervise the implementation of the "School-Based Curriculum Development Implementation Plan" wait. The Academic Affairs Office is specifically responsible for the planning, execution, inspection, and evaluation of school-based courses, organizing discussions and exchanges, and implementing various management measures for school-based courses.

2. Plan management. Schools must formulate a "School-Based Curriculum Development and Implementation Plan" and submit it to the county education bureau for review before implementation each school year. The competent department of the Education Bureau must provide feedback on the review results within one month after receiving the application. No school-based curriculum development plan shall be implemented in schools without a reviewed school-based curriculum development plan. March of each school year is the preparation time for school-based curriculum development. During this period, each school conducts preparatory work such as needs assessment surveys, formulating plans, and training teachers, and it is officially implemented in April.

3. Teaching material management. School-based courses can use teacher-guided books, which can provide students with necessary operational materials or activity equipment, but students are not allowed to purchase textbooks or materials that are one volume per person. Schools should act within their capabilities and do not advocate printing exquisite school-based textbooks. The teacher's "Course Outline" and lesson plans are the best school-based teaching materials.

4. Personnel management. Each classroom teacher must be responsible for the development and implementation of more than one school-based course. Each school should include teachers’ participation in school-based curriculum development into assessments such as excellence and first-class evaluation.

9. Evaluation of school-based curriculum

Schools should establish and improve the curriculum evaluation system, establish evaluation criteria based on school-based curriculum development goals, use a variety of evaluation methods, and conduct regular evaluation of curriculum implementation Evaluation, the results of the evaluation should be announced to teachers, students, parents and relevant personnel or the society, and accept the supervision of the society on the implementation of school-based curriculum to continuously improve the development and implementation of school-based curriculum. The evaluation of school-based curriculum includes the evaluation of the "School-Based Curriculum Implementation Plan", the evaluation of teachers' curriculum implementation process, and the evaluation of students' academic performance, etc.

1. The school should regularly evaluate the "School-Based Curriculum Implementation Plan" and put forward suggestions for improvement to serve the formulation of the curriculum implementation plan for the new school year. The evaluation elements of the "School-Based Curriculum Implementation Plan" mainly include: whether the curriculum objectives are in line with the school's educational purposes or the school's educational philosophy; whether the objectives are clear and clear; whether the selection of curriculum content is appropriate, whether the required curriculum resources can be effectively obtained, and whether the content is Whether the design is specific and flexible; whether the curriculum organization is appropriate and in line with the physical and mental development characteristics of students; whether the methods and methods of curriculum evaluation are appropriate; whether the entire curriculum plan is feasible; etc.

2. Schools should organize regular curriculum implementation evaluations. Curriculum implementation evaluation is mainly an evaluation of teachers’ teaching process, which mainly includes: evaluation of teaching preparation, teaching methods, teaching attitudes, etc. The evaluation should be conducive to the professional development of teachers themselves. Schools should regularly check teachers’ lesson plans, organize teachers to frequently exchange their lesson plans, and provide suggestions for teachers’ follow-up teaching.

3. The evaluation of students’ academic performance mainly evaluates the students’ achievements in knowledge, skills, emotional attitudes, values, learning methods, etc. during the learning process. The content of evaluation should focus on attitude and ability, reduce quantification, and conduct more analytical evaluation. It is necessary to evaluate students in the context of student activities and conduct personalized evaluations based on the actual background of different students. At the same time, we should help students learn to self-evaluate. The results of the evaluation should be recorded in the form of grades plus comments. Evaluation must be conducive to promoting the development of students' personality and have an motivating function for the development of students' quality.

10. Suggestions for school-based curriculum development and implementation

(1) Diversification of teaching methods and teaching strategies. School-based courses adopt a variety of methods and strategies depending on their goals, content, and resources. In terms of organizational form, it can be a combination of centralized and decentralized teaching in groups, classes, and grades; in terms of content, it should be consistent with children’s age characteristics and experience background, from near to far, from shallow to deep, from concrete to abstract, and from simple to complex; In terms of class schedule, a piece of learning content can be one class, or several classes, one class per week, one class every other week, or a half-day unit. In teaching activities, we should focus on cultivating students' independence and autonomy, and promote learning methods of cooperation, participation, inquiry, and experience, so as to promote students' active development.

(2) Strengthen the overall planning and management of the implementation process. The development and implementation of school-based curriculum is a difficult, wide-ranging, arduous and long-term task. Individual teachers alone are not enough. It must be organized scientifically, formulate scientific, standardized, specific and feasible implementation plans, and make timely adjustments during the implementation process.

(3) Integrate with school scientific research projects. School-based curriculum development can be carried out in conjunction with school scientific research projects, using the power of scientific research to expand the breadth and depth of school-based curriculum development and implementation, solve problems encountered, and improve the quality of school-based curriculum.

(4) Study the school-based curriculum evaluation system.

The establishment of the school-based curriculum evaluation system is the guarantee of the quality of the school-based curriculum. Its evaluation must conform to the development function of evaluation advocated by the new curriculum of basic education curriculum reform (that is, evaluation emphasizes the development value of students, the development value of teachers, and the development value of the curriculum itself. improve value). When developing school-based curriculum, research on the evaluation system should be initiated.

(5) Create conditions for independent development. According to the actual conditions of our county, schools with conditions and capabilities can independently develop and research. Schools that do not yet have the conditions can jointly develop or select the curriculum with the approval of the county school-based curriculum development guidance group, but they must actively create conditions to independently develop school-based curriculum with their own characteristics as soon as possible.

(6) Improve the system. Schools must develop corresponding management systems. Mainly include: curriculum review system, curriculum evaluation system, teacher training system, seminar and exchange system, incentive mechanism, etc. All personnel in the school must strictly implement various management systems and regularly inspect the implementation of the systems.

(7) Establish a guarantee support system. In the process of school-based curriculum development, schools should fully provide equipment and financial support. It is necessary to rationally configure various teaching equipment to provide necessary material support for the implementation of school-based courses, and give priority to teachers' professional title applications and awards such as excellence evaluation and provide policy support.

County school-based curriculum development and implementation approval form

Unit: (stamped) Application time:

Course content

Developer

Curriculum

Settings

Grade level

Teaching content

Class schedule

Teacher

Course Duration

Course

Course

Introduction

Introduction

Education Bureau

Comments

County Education Bureau

Year, month, day

This form is made in five copies to develop teachers, schools, central schools, and research institutes. One copy each for the training center and the Education Bureau