School-based curriculum planning implementation plan

School-based curriculum planning implementation plan

In order to ensure that work or things can be carried out in an orderly manner, we need to start the plan formulation work in advance. The plan generally includes guiding ideology, main goals, work priorities, Implementation steps, policies and measures, specific requirements and other items. The following is the school-based curriculum planning plan I compiled, welcome to read!

School-based curriculum planning implementation plan Part 1

1. Guiding ideology

Based on the concept of "people-oriented, harmonious development" and combined with the actual situation of our school, develop a Our school's series of school-based courses are designed to make up for the shortcomings of the national curriculum and local curriculum, cultivate students' wide range of interests and hobbies, and develop their individual talents. Through learning, students can initially form a sound personality and personality, laying the foundation for lifelong development.

2. Implementation goals

1. Through the study of subject literacy courses, students can experience the profoundness of Chinese classics, the flexibility and innovation of mathematical thinking, the vividness and interest of English situations, and cultivate their sentiments. , develop personality, maintain learning status, and improve humanistic qualities.

2. Through the study of life skills courses, students can master necessary labor techniques and etiquette norms, develop good moral behavior habits, initially form a sound personality, and love all the beautiful things in life.

3. Through the study of art and sports skills courses, students can develop their specialties, build self-confidence, enrich their spiritual life, and achieve comprehensive and harmonious development.

3. Basic structure

Using school-based courses and activity groups as carriers, the following three categories of content are established, and some content is added or subtracted each semester depending on the specific circumstances such as environment and teachers.

1. Subject literacy category? Classical reading, spoken English, homework, and mathematical thinking.

2. Life skills? Origami, life skills, life etiquette, and Dharma accompany my growth.

3. Arts and sports skills? Dance, vocal music, instrumental music, children's painting, decorative painting, traditional Chinese painting, paper-cutting, calligraphy, cross-stitch, plasticine, pottery, go, martial arts, table tennis, track and field, etc.

IV. Implementation Principles

1. Reality Principle: Fully consider the overall level of our school’s teaching staff and student development status, and take into account other factors in the school when establishing school-based curriculum development goals.

2. Basic principles: With the purpose of comprehensively developing students’ abilities and promoting the application and synthesis of subject knowledge, we provide students with basic services.

3. Developmental principle: Focus on the future development of students, focus on developing students’ potential, and aim to promote students’ personality development.

5. Guarantee mechanism

(1) Establish a school-based curriculum development and implementation leading group

(2) Organize the preparation of school-based curriculum outlines or teaching materials

VI. Implementation process

(1) Establish a correct curriculum concept.

(1) Adopt methods that combine self-study and tutoring, decentralization and concentration, discussion and testing, theory and practice, and organize teachers to study the "Basic Education Curriculum Reform Outline" and "Basic Education Curriculum Reform General Training" The basic theories of curriculum reform such as "Curriculum Implementation Standards" form a correct educational outlook and use the general educational outlook to guide educational and teaching practice.

(2) Multiple parties work together and cooperate together. The Teaching Office is responsible for formulating the overall plan, reviewing the curriculum syllabus, teaching materials, subject evaluation system, and is responsible for process management, staging, inspection implementation, training guidance, etc.; the General Affairs Office is responsible for the material support required for course development, coordinating the collection and maintenance of materials, and venue construction, supply of facilities for venue activities, etc.; give full play to the bonding role of the parent committee, obtain help and support from parents, tap parent resources and community resources, integrate school-based courses into life and society, and promote the comprehensive and harmonious development of children.

(2) Conscientiously implement the curriculum objectives

1. School-based teachers make scientific and reasonable teaching plans based on the school’s existing school-based curriculum resources and based on students’ age characteristics, receptive abilities, etc.; Problems discovered during the course implementation process are communicated and reflected on in a timely manner, the content is continuously improved, and the course system is enriched.

2. Teachers prepare lessons carefully, design the teaching process carefully, teach school-based lessons on time, and make scientific and reasonable evaluations of students' learning situations in a timely manner.

3. Each semester, grade groups will be used as units to conduct at least one school-based course seminar. The activities must be purposeful, well-prepared, recorded, and effective; organize school-based courses for all teachers and students at the end of each semester. The results will be displayed and evaluated once, with full participation and in a flexible format.

4. When students need to go out for investigation or visit, the leader in charge, the head teacher and the teacher will organize it together to ensure the safety of teachers and students.

(3) Completion of curriculum implementation level evaluation

In order to promote the professional development of teachers, promote students' individuality, and form school characteristics, the curriculum evaluation is carried out by the teachers who formulate subject evaluation plans, and the Teaching Office is specifically responsible for it. Guidance review of the plan and overall evaluation of teachers’ implementation of school-based courses. The evaluation focuses on diversity and individualization

1. The evaluation of teachers focuses on process:

From teaching preparation, teaching Evaluate teachers’ curriculum plans (Appendix 1) and classroom teaching (Appendix 2) in terms of methods, teaching attitudes, etc. The school uses questionnaires (10%), lecture records (20%), inspection of teachers’ teaching plans and lesson plans (20%), blogs (monthly) (20%), and teaching effects (30%) to supervise implementation.

2. The evaluation of students’ learning status mainly includes the following parts:

(1) Evaluation of students’ attendance rate in class, accounting for 20% of the total academic score.

(2) Evaluation of coursework completion, accounting for 40% of the total academic score. Including usual class attendance, learning attitude, and completion of homework.

(3) Course completion score, accounting for 40% of the total academic score.

Students’ overall academic performance in school-based courses is divided into four grades: A, B, C, and D.

In order to promote the development of students' specialties, pay attention to students' interest and attitude towards school-based curriculum learning, and adopt methods such as observation, examination, on-site reporting and work display to promote the effective implementation of the curriculum. Emphasis on the following two points:

First, organize periodic exhibitions of works. Carry out various forms of exhibitions of student works across grades and schools, such as study notes, handwritten newspapers, handmade works, photos, essays, etc., to strengthen publicity and provide timely encouragement to students.

The second is to evaluate learning results and use a graded system to record students' learning status. At the end of the semester, teachers use open-book examinations to test students' academic performance based on the content of school-based textbooks and students' field participation, giving students the opportunity to fully develop their talents and reasonable grades.

The above courses are not only oriented to the whole body, but also take into account individuals, and at the same time present reasonable levels and gradients. The compulsory school-based courses for the whole school, such as "Classic Recitation", "Into Weihai" and "Appreciation of Famous Songs and Paintings", attach great importance to humanistic influence and the cultivation of practical inquiry ability. As a result, Tian Xiao students are filled with scholarly elegance, self-improvement and innovative qualities and the style of a model little master; according to the students The elective courses of plasticine, pottery, origami, paper-cutting, etc., which are taken according to the physical and mental development and age characteristics of each grade, follow the rules of starting from easy to difficult and gradually gaining connotation, aiming to discover and cultivate a group of interested and enlightened young artists; On this basis, more than 20 interest groups have been added to guide children to develop their specialties and fly freely on their own stage. School-based curriculum planning and implementation plan Part 2

School-based curriculum is an important supplement to the national curriculum and local curriculum. It is an important manifestation of the school’s curriculum development and construction capabilities and is also the need to highlight the characteristics of running a school. The development and construction of school-based curriculum is of great value to meet students' diverse choices and development needs, and reflects the high-standard training of people. In accordance with the spirit of the "General High School Curriculum Plan (Experimental)" and the "Shandong Province Ordinary High School New Curriculum Experimental Work Plan (Trial)" and based on the actual situation of the school, scientific assessment and analysis of students' development needs are carried out, and the school-based curriculum development and development needs are specially formulated. implementation plan.

1. The necessity and possibility of the development and construction of school-based curriculum

Curriculum is for students, and meeting the interests and needs of students during their growth is the most important aspect of school-based curriculum development. Fundamental concerns. ?A good school should not prescribe a person's development path, but should be a place where students can realize their dreams. ?The essence of a school is an environment in which students can continuously improve and grow. The most important responsibility of the school is to create an ecological environment that is most suitable for students in accordance with the laws of education, human growth and social development. The difference in intelligence advantages inevitably requires the diversity of courses. "Harmony without difference" reflects respect for people. The establishment of a harmonious curriculum system will not only promote the full development of students, but also give vitality to the curriculum.

(1) Demand

Wudi No. 1 Middle School has a history of 6 years. With the development of society and curriculum reform, the school’s ideal is to create a happy life for teachers and students. The school is extremely Pay attention to students' pursuit of sustainable development in the future, and at the same time focus on students' development design today, so that students' development tomorrow is always based on today, and by cultivating students' quality, we consolidate the foundation of students' development and truly provide students with The foundation for a lifetime of happiness.

Every student is a colorful individual with his or her own background, development experience, and quality. Students in modern society have comprehensive qualities, strong sense of competition, and outstanding personality. This is the fundamental point of school-based curriculum development and construction. Facing such a group, we should not only let students acquire higher knowledge and thinking ability through courses, but also let students learn to live, learn to develop, and learn to innovate while studying; not only let students acquire the characteristic qualities needed for all-round development , but also to let students learn to respect, inherit traditions, know how to care, and acquire civilization.

Subject teaching and research groups, preparation groups, and teachers must carefully analyze and study student groups, and through various forms of research such as questionnaires, interviews, and discussions, combined with the laws and characteristics of students' physical and mental development, get to know students and understand their needs. Need to master the academic situation and develop relevant school-based courses in a targeted manner.

Teachers and students are an inseparable whole and the most important element of the curriculum. Teachers are the core of education, the main body of curriculum development and construction, and the most fundamental force in ensuring school development and student development. The development and research of school-based curriculum is not only an intrinsic need for the professional development of teachers, but also a development need for reforming education and teaching and strengthening educational research. Teachers can put their interests or superior intelligence into teaching practice and expand their research fields through courses. They can also realize their educational ideals and life values ??through such a platform.

(2) Possibility

1. Wudi has a long history and rich cultural resources. There are many places of interest and historical sites, and the pastoral scenery is beautiful. (The Eight Scenic Spots are famous far and wide, including Yugong Jieshi Mountain, Dakou River Tourist Scenic Area, Haifeng Tower, Qintai, Han Barrier, Guangwucheng, Qing Dynasty Higher Primary School, Wei Wang Bao’s Tomb and Qing Dynasty epigraphist Wu Shifen’s former residence, etc. The ancient charm is still there, but the new appearance is just emerging. You can see the sea directly when you climb the Jieshi Mountain; you can play and surf in the water while walking on the Golden Coast.

The folk art of Wudi has unique local characteristics. During the Republic of China, folk art forms such as Bamboo Black Calligraphy, Xihe Dagu and Shaoju Diao were successively introduced to Wudi County. Written in the Xia and Shang Dynasties, it was popular in the Tang Dynasty, followed by the Song and Yuan Dynasties, and reached its peak in the Ming and Qing dynasties. It is said that Han Jian was passed down to the world; Li Zhiyi of the Northern Song Dynasty, whose writing was better than that of Su Qin, whose books were like yellow rice, a giant in Hanyuan, and a great master; the Ming Dynasty's Taizai, whose eunuch achievements were famous both at home and abroad, and whose articles were praised by modern and ancient people, were named the same as Wang Zuo and Gu Zhongxu Lian, who were also from Wudi. The three ministers of the dynasty (household, official, and military) recorded the history of the country; in the Qing Dynasty, the Haifeng Wu family, represented by Wu Shifen, was known as the "Jinshi Family". The ten dynasties of the Qing Dynasty were As an official, he was awarded seven governors, eight ministers, nine honors, three Hanlins, five counselors, and ten dynasties. Wu's writings were abundant, and his family had tens of thousands of volumes. Together with Chen Jieqi's family of Weixian, he had thousands of seals. Together with Qilu, the Dictionary of Modern Chinese Celebrities lists ten historical celebrities in Wudi, such as Beiyang Minister Wu Chongxi, Governor of Guangdong and Guangxi Zhang Mingqi, Shandong Governor Zhang Shuyuan, Anti-Japanese General Feng Anbang, Hoe Minister Xu Shangwu, Model Commissioner Shi Jingfang, and Trilateral Political Commissar Ding Hongze , alliance member Yang Huchen, etc. Contemporary celebrities include Li Hongchun, a veteran of Beijing and Kunming, Liu Tianli, a master in the drum world, Jiang Shouqing, a martial arts celebrity, Wang Shenpei, a computer doctor, Zhang Bo, a master of architectural design, and Li Shan, a Chinese traditional painter.

The rich cultural heritage and the ever-changing economic construction provide the possibility for the development and construction of school-based curriculum.

2. In promoting curriculum reform, the school has gradually formed a basis for classroom teaching and curriculum construction. As a starting point, the development idea with the cultivation of students' innovative thinking as the core and quality education as the goal has also formed a relatively mature curriculum development system and model. The school encourages all teachers to actively open school-based courses, starting from the professional development of teachers and the teaching and research team. Construction, class subsidies, system management, evaluation and recommendation, logistics support and many other aspects provide a more positive and democratic environment for the development and construction of school-based courses.

3. Use social resources to expand the curriculum area. Parents, surrounding resources, regional culture, local characteristics, folk artists, social celebrities, social groups, etc. can be used as curriculum resources, and a "social resource curriculum resource library" can be established.

4. Pay attention to classroom-generated resources. Collection, utilization and redevelopment. Preserve the teaching process in a systematic manner, pay attention to collecting and organizing students' learning and inquiry processes during the school-based curriculum development process, and conduct timely teaching reflections. Texts, pictures, videos and other resources can become the basis for subsequent curriculum development and construction. Valuable resources.

5. Pay attention to the acquisition of network resources and give full play to the resource advantages of online media technologies such as educational blogs and educational websites. School websites and education system resource websites can become resources for curriculum development.

6. At present, our school’s teaching area, office area, art building, playground, library, academic lecture hall, laboratory building, dormitory, canteen and other on-campus area facilities are complete, and they can all become school-based curriculum development and construction Resource guarantee, of course, we also actively encourage teachers to creatively develop or use relevant venues to offer distinctive school-based courses.

2. The overall goal of school-based curriculum development and construction

In 2xx, my country's "Basic Education Curriculum Reform Outline (Trial)" proposed to change the over-centralized curriculum management situation and implement national , local and school-level curriculum management to enhance the adaptability of the curriculum to localities, schools and students. The 2023 "General High School Curriculum Plan (Experimental)" also proposed that schools should be given reasonable and sufficient curriculum autonomy to creatively implement national curricula, develop school curricula according to local conditions, and provide guarantees for students to effectively choose courses. At this stage, the scope of school-based curriculum development in our school is mainly the elective part II in the "General High School Curriculum Plan (Experimental)".

School-based curriculum is a type of curriculum that is parallel to national and local curricula. It has independent value and has a clear proportion. No one may deprive students of their right to learn school-based curriculum.

In the exploration of quality education, we highlight the core educational value concept of "people-oriented". Supported by Gardner's theory of multiple intelligences, in accordance with the globalization of education and the requirements of the times for talents, the school takes the comprehensive improvement of students' comprehensive quality as its value orientation, in accordance with the positioning of basic education, the laws of human growth and development, and the characteristics of the school's students. , to cultivate students’ basic qualities such as humanistic literacy, scientific literacy, physical and mental health literacy, self-awareness and survival ability.

3. Ideas for the development of school-based curriculum

(1) Development subjects:

Individual teachers (including logistics staff), lesson preparation groups, all teachers, and the school External cooperation, student and teacher-student cooperation, etc. The "1+1" model is advocated, that is, the classroom teacher is responsible for the teaching of a subject, and then develops a school-based course if they have the ability. In principle, whoever develops it will be responsible for its implementation.

(2) Course themes:

(1) Themes that reflect students’ interests, expertise, comprehensive qualities, physical and mental health and other personality development.

(2) Themes that reflect the development of the times that require new human qualities such as financial management, expression, cooperation, tolerance, innovation, etc.

(3) The theme that reflects the characteristic development of the school.

(4) Themes that reflect local culture and nature such as ethnicity, folk customs, communities, and environment.

(3) Types of school-based curriculum development:

Our school’s school-based curriculum is currently mainly planned into eight categories. Teachers can choose to develop corresponding school-based courses or adapt the curriculum according to different categories. , you can also open school-based courses across disciplines and fields according to your own intellectual interests.

The main categories are as follows:

Science excitement category, arts and sports skills category, humanistic literacy category, language tools category, technology category, subject expansion category, experience category, and cultural exchange category Courses etc.

(4) The developed courses must fill in the "Wudi No. 1 Middle School School-based Course Application Form" and be reviewed by the school-based course review committee to determine whether to be included in the implementation process.

The original school-based curriculum of the school has been processed and modified, and the original author can continue to apply.

IV. Implementation and regular management of school-based courses

Each school-based course must include relevant course planning, course objectives, course content, course implementation and evaluation, and course resources. Course elements such as analysis and utilization.

(1) Implementation of school-based curriculum

School-based curriculum adopts diversified implementation methods based on the curriculum objectives. It is organized and implemented by the Curriculum Teaching Office and grade groups.

1. The curriculum teaching office and grade groups should carefully organize curriculum promotion meetings for parents and students to introduce in detail the characteristics of the school curriculum and its function in cultivating students' quality. Focus on guiding students to discover their own strengths and intelligence and help establish their desire for development.

2. Let students choose courses according to their own development needs.

(2) Class schedule and credit requirements for school-based courses

1. The class schedule for each school-based course is generally 1 class hour per week, with a total of 18 class hours.

2. The "General High School Curriculum Plan (Experimental)" stipulates that the minimum credits for each graduate are 144, of which 116 are compulsory credits, at least 22 elective I credits, and at least 6 elective II credits. School courses (elective credits II) are set up in a modular manner, and each module is designed to be 18 hours of 1 credit, or 36 hours of 2 credits. The school should actually offer at least 18 credits of school courses.

3. Each student must complete at least 2 credits per academic year and take at least two school-based courses, which shall be recorded in the student file.

(3) Regular management of school-based curriculum

1. Grade groups

(1) Each grade group is responsible for planning, developing and implementing the school-based curriculum in stages. The quantity and quality of its school-based courses are one of the important indicators for grade group assessment.

(2) The school-based courses offered by each grade group must meet six requirements according to the standards: curriculum objectives, curriculum plans, pre-class lesson plans, scientific and feasible teaching designs, and implementation methods. and evaluation methods.

(3) Each grade must offer school elective courses that are sufficient to meet the needs of students of this year. Encourage cooperation in setting up relevant courses.

2. Teacher level

(1) School-based courses should be based on student questionnaires, combined with students’ physical and mental development characteristics, interests and development needs, and be targeted related courses to improve the quality of teaching services.

(2) Teachers are not allowed to adjust, substitute, or suspend classes on their own; they are not allowed to change class time or location without permission.

(3) Teachers must consciously abide by the approved class hours and are not allowed to increase or decrease class hours without permission in violation of regulations, so as not to cause class burden on students or loose management.

(4) The teacher provides the student’s original score on a hundred-point scale to the Curriculum Teaching Office, of which the usual score accounts for 4%. If the student is absent from class for more than three times, no credits will be recorded for this elective course.

(5) Each elective course should focus on the collection, classification, and organization of course process resources, and establish complete electronic files. After a period of time, a complete course outline should be formed and gradually developed into high-quality courses.

3. Student level

(1) Students select courses according to the school course list and fill out the course selection application. Once students decide on the school courses they are taking, they are not allowed to change or withdraw at will. If students want to change elective school-based courses, they must submit a written application to the grade group. After approval, they can attend classes and receive credits.

(2) In principle, school-based courses need to register at least 3 people before the course can be started; more than 75 people must be taught in separate classes. If students are lost midway and the number falls below the bottom line, the course will be terminated.

(3) Comply with the regular classroom management of school curriculum. Teachers should strengthen classroom management and pay attention to the combination of process evaluation, developmental evaluation and summative evaluation.

(4) If students are dissatisfied when taking school-based courses, they have the right to complain to the grade group or report it to the grade group through the "Elective Course Feedback Form".

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