How to compile school-based teaching materials with students? Please tell me.

The connotation of school-based textbooks generally refers to the research on the teaching content of school-based textbooks, which is based on teachers and students. In order to effectively achieve the goals of school-based curriculum and achieve the purpose of educating people, some basic teaching and learning materials are developed and formulated as the media for the implementation of school-based curriculum. School-based textbooks are school-based, that is to say, school-based curriculum has the characteristics of serving, relying on and rooted in the school. School-based textbooks are deeply rooted in the culture of schools and regions. The space for its survival and development is the feelings and wisdom of teachers and students, the fine tradition of our school, or the fertile soil of local cultural resources and network information resources processed by teachers and students. According to these characteristics of school-based textbooks, combined with Suzhou

Strengthen cultural heritage protection policies and local folk customs with strong Wu culture characteristics, and decide to compile school-based teaching materials with Suzhou famous bridges and streets as the theme. So as to enhance students' awareness and sense of responsibility to protect the local Wu culture and hometown culture, and to better protect and inherit the local culture.

First, the process of compiling school-based textbooks with students.

First, analyze the writing conditions. After a period of observation, I found that many students have a strong interest in Suzhou culture, so I want to write a school-based textbook with Wu culture as the background, named

Famous bridges and streets in Suzhou. Once the proposal was put forward, the students responded enthusiastically. The author thinks that the time is ripe, so he lets the students decide their own topics in the class he teaches. Some students choose "Tongcheng Bridge" and "Vinegar Lane" which are close to the school, while others choose the bridge lane which is close to home. The students also had a full exchange and discussion, and chose representative bridges and alleys, which can well avoid the appearance of articles with the same content, and can be said to be a smooth entry.

Suzhou Famous Bridges and Streets is a school-based textbook. Before the formal compilation, the author gave a school-based lecture on "Famous Bridges and Streets in Suzhou" to the students who participated in the compilation. The ancient legend, strange origin, vicissitudes, rich culture and beautiful scenery of famous bridges and alleys are described from many angles, which left a deep impression on students, had an intuitive understanding of the way and angle of compiling, and had a stronger interest in compiling this school-based textbook.

Third, determine the writing goal. There are too many ancient bridges in Suzhou, and there are also many legends, which are beautiful in shape and name, and the list is endless. Generally speaking, the age is very long, and whether it is the name of the bridge, the connection of the bridge, the architectural features or various ancient legends about them, they all contain rich cultural connotations. Every ancient bridge is a readable sage book. If you walk on it, it's like reading a page of history.

Qiaosikong Lane, Wangxima Lane, Eunuch Lane and so on.

. These alley names are also very cultural, but students know little about them, even the bridges and alleys around the school.

The purpose of compiling famous bridges and alleys in Suzhou is to let students know about Suzhou and love their hometown, and to stimulate students' interest in learning geographical knowledge around them in the process of compiling.

Fourth, explain the writing requirements. First of all, ask the students: Suzhou has many famous bridges and streets, rich history and legends. The school plans to compile the school-based textbook "Famous Bridges and Streets in Suzhou" as the wealth left by students to their alma mater, and requires students to participate together. The specific requirements are as follows: 1. Choose the famous bridges and streets in Suzhou that you know or understand, and write their geographical locations and historical legends. 2. Attach a picture and save it with the article.

Secondly, teachers should first prepare sample chapters to facilitate students' reference writing. The sample chapter is as follows: Suzhou Daicheng No.1 Bridge. Daicheng Bridge-an ancient bridge in the southeast of Suzhou ancient city.

Suzhou Daicheng Bridge is an insignificant small bridge. The north-south cement bridge deck is submerged in the noise of the city. It is located in the southeast of Suzhou ancient city. There is the famous shiquan street in the south of Xiaoqiao. There is a well-known Phoenix Street in the north of the bridge, and a belt bridge road with the same name as the bridge in the south. After crossing the bridge, the ancient houses in the south of the Yangtze River lined up on both sides of the street. White walls and black tiles, strewn at random, although the house is a bit shabby, it shows a little vicissitudes. Connected with Phoenix Street is the famous Cross Street. There are also World Cultural Heritage Netscape Garden and Canglang Pavilion nearby. Especially the Confucian Temple in Suzhou, and the name of Chengqiao have already been engraved into the ancient Pingjiang Monument.

Thinking: 1. Talking about the historical legend of the bridge with the city. 2. Make a tabloid about the historical development of the bridge of the same city, with pictures and texts.

Fifth, enrich the content. The quality of homework handed in by students is uneven, which requires teachers and students to jointly modify, enrich and improve and design pages. Through understanding, students pay more attention to this activity. Some students go out to take photos and write their feelings in person in order to compile school-based materials. Some students collect information online, edit it independently and have illustrations. Many students go to the municipal museum to collect and consult information, and even some students go to the municipal archives to check information, which makes the articles written have certain literature value.

Through this activity, * * * collected nearly 50 articles. First of all, the students made a systematic and comprehensive study of the famous bridges and streets in Suzhou, strengthened their understanding of the cultural resources of their hometown, and strengthened their thoughts and feelings of loving their hometown and Suzhou. Secondly, students practice learning how to conduct cultural research, how to collect and improve data, and their research ability is greatly improved. Thirdly, in the research process of the cooperative group, students have strengthened their cooperative ability and collective cohesion through investigations, field trips and other activities. They constantly collide in the exchange of ideas and the enjoyment of information, resulting in many new ideas and concepts, which promote the progress of students. Finally, in the process of contact with society, students also know about society, know the importance of better integration into society, and realize the practical value of geographical knowledge to production and life.

Second, the experience of writing school-based curriculum with students

Unified textbook is a textbook used by current students and a national unified textbook compiled according to curriculum standards. However, because it faces the whole country, it can only choose representative typical things as representatives, so it has limitations. School-based textbooks are

It is a enrichment of the flexible space under the current general teaching materials. To this end, our school has compiled

Famous Bridges and Streets in Suzhou

Our school-based textbooks must closely follow the local characteristics of the region, in order to reflect the complementary role of local textbooks to unified textbooks and realize the harmonious unity of school-based textbooks and unified textbooks. So,

(1) Highlight the local characteristics of teaching materials. Compiling school-based textbooks is a subject that plays a role in checking and filling gaps in unified textbooks. In a sense, highlighting local characteristics is a necessary condition for school-based textbooks to become a supplement to unified textbooks.

Through the compilation and study of the school-based textbook Suzhou Famous Bridges and Streets,

It is of great help to the teaching of the geography elective textbook Tourism Geography in our school. Therefore, when selecting materials, we should take the cultural modeling accumulated in the history of the region as the carrier, and it is best to choose the most representative famous bridges and streets in the region as the main content of compilation, fully demonstrating local characteristics and strong local colors. Let students learn and get close to the local culture, feel the charm and uniqueness of the local culture, enhance national pride, self-confidence and cohesion, thus cultivating the feelings of loving the local culture, thus developing and inheriting China's excellent national culture and national spirit.

(2) Consider the students' practical ability. The compilation of school-based textbooks in our school, especially those with students, must take into account the actual level and ability of students. Therefore, we can follow the principle of "you can get the fruit by jumping" when compiling, and the teaching materials can refer to the teaching cases with local culture designed by teachers and the problems encountered in the teaching process. Teachers will write sample chapters, and on this basis, discuss and communicate with students, and formulate more reasonable writing schemes, components and presentation methods. This not only makes full use of the existing resources, but also has strong maneuverability, which can improve students' understanding of the geographical characteristics of the area and achieve twice the result with half the effort.

(3) Pay attention to the practical value of teaching materials. The process of compiling school-based textbooks is a process of research, design, reflection and innovation, and it is also a process of constant revision. In the process of compiling teaching materials with teachers and students, we must take the road of combining theory with practice. Therefore, after the first draft is confirmed, we can conduct experiments on school-based textbooks through open classes, listen carefully to the opinions of relevant experts, leaders, teachers and students, optimize curriculum resources and compilation schemes, and make the textbooks perfect through continuous practice and revision. Furthermore, when compiling teaching materials, we should cooperate with local educational research, publishing and art units to optimize the use of resources and compile school-based teaching materials that can fully reflect local characteristics.

(4) Adhere to the school-based characteristics of textbooks. The development of school-based teaching materials is based on the school-based characteristics of schools, which should be school-centered and school-oriented. Therefore, in the selection of school-based teaching materials, we must adhere to the principle of "taking materials from nearby, inheriting and developing". Our school is located in the ancient city of Suzhou, surrounded by many historic streets and famous bridges, such as Daicheng Bridge, Wuqiao, Leqiao, Xiangwang Road, Vinegar Library Lane and so on. How to choose teaching resources suitable for our school among many bridges and alleys? First, according to the school's geographical environment and students' living environment, we should draw materials nearby so that students can understand the geographical characteristics and historical legends of geographical things around them. Second, we should choose materials according to the age characteristics of students, and pay attention to interest and practicality. Only in this way, can we adapt to local conditions, suit the time and suit the people, embody the characteristics of school-based teaching materials and expand the comprehensive quality of students.

(5) Reflect the interesting style of teaching materials. After the theme of school-based textbooks is determined, we should also pay attention to the principles of scientificity, interest, knowledge and operability in the arrangement system according to the teaching content and the age characteristics of students. The layout is illustrated as much as possible, and the course connotation in the textbook is presented intuitively in the form of illustrations. Homework should be in the form of practical, open and flexible comprehensive practical activities such as geographical tabloids, photo exhibitions and characteristic descriptions, so that students can experience and practice by themselves. This not only highlights the theme of the textbook, enriches the connotation of the textbook, but also meets the needs of students' personality development.

In a word, compiling school-based textbooks is a work with great intensity and wide knowledge. It is a new topic for our school, especially for students, and there are many places to discuss and explore. (Text: Liao Shuqing, Geography Teaching 20 1 1, 12)