High school curriculum setting program
Part 1: High School Curriculum Setting Program
Shaanxi Province has fully implemented the new high school curriculum since the fall of 20XX, according to the “Basic Education Curriculum Reform Outline”, “Ordinary High School Curriculum Program”, “Guiding Opinions on Further Strengthening the Experimental Work of the Ordinary High School New Curriculum” and Education in Shaanxi Province. The Department formulated the "Implementation Plan for the Reform of the New Curriculum for General Senior High Schools in Shaanxi Province", "Guidelines for the Establishment and Management of New Curriculum for General Senior Secondary Schools in Shaanxi Province", and combined with the actual situation of our school, specially formulated the "High School New Curriculum Setting Plan for Yan'an Experimental High School". 》.
First, the high school new curriculum setting principles
1. Adhere to the school-running philosophy that lays the foundation for students' sustainable development and cultivate students' concepts and abilities for lifelong learning. Starting from the existing faculty and school conditions of our school, we will explore the curriculum structure with distinct characteristics, full of vitality, able to reflect the spirit of the times, build a foundation, diversification, multiple choices, and a comprehensive and comprehensive curriculum. Student development provides a space for independent choice, promotes the comprehensive and individual development of students, and lays a solid foundation for cultivating and cultivating a large number of high-quality laborers, specialized talents and top-notch innovative talents.
2. Adhere to the steady advancement, set rationally, focus on knowledge linkage, and strengthen the regulation of giants. Under the premise of fully comprehending the new curriculum plan and subject curriculum standards, according to the teaching resources and teachers of our school, we will rationally set up new courses, gradually adjust the experience in the exploration, and choose the best plan for the curriculum that suits the characteristics of our school through practice.
3, standardized and orderly, due to school system, actively explore and ensure quality. In order to ensure that the curriculum reform can be actively and steadily promoted in an orderly manner, the following must be done:
(1) The curriculum is strictly in accordance with the "Ordinary High School New Curriculum Program" and the curriculum standards of various subjects, the spirit, principles and requirements of the relevant provincial and municipal archives, so that each student can complete the credits for the completion of the course; The opening of the technical elective course ensures that each student will take no less than 22 elective I credits.
(2) Strengthen the construction of school curriculum, develop and develop elective II courses that meet the needs of students and meet the actual professional competence of teachers, which are relatively stable and have the characteristics of the school. In the end, each high school teacher can offer a higher quality elective course II. Ensure that each student takes no less than 6 elective II credits.
(3) The compulsory courses and the main compulsory modules shall be arranged by the school in a unified manner, and the students shall study in a unified manner. The elective courses shall be freely selected by the students on the basis of the well-organized school curriculum. In the first year of high school, the administrative class is mainly used. After one year, according to the needs of students' training tendencies, the adjustment of administrative classes should be appropriately carried out, and the combination of administrative classes and teaching classes should be adopted to carry out teaching activities.
(4) Innovative school management, the formation and gradual improvement of the school curriculum program.
Second, high school new curriculum, various subject credits, weekly class hours, total class hours allocation table
Third, the high school new curriculum curriculum structure and opening opinions
According to the "Ordinary High School New Curriculum Program", the general high school curriculum consists of three levels: learning area, subject, and module.
The course is divided into two parts: compulsory and elective. The elective course consists of elective one and elective second. Elective one is a national course, and elective second is a local and school-based course. The course structure and opening opinions of each subject are as follows:
Fourth, high school graduation credit requirements and three-year credits
1. High school graduation credit requirements
The General Senior High School Curriculum Program stipulates that high school students must earn a certain number of credits per study area in each academic year. In the three years, they must obtain 116 compulsory credits and 28 or more elective credits. Among them, at least 6 credits are awarded in Elective II. The total credits reach 144 to graduate. Encourage students who have spare time or hope to develop in many areas to take more elective courses and get more credits.
2. High school three-year credit distribution
The content of high school three years of study should be arranged in a unified manner. It is not appropriate to concentrate too much on a certain school year. In particular, it is necessary to prevent blindly accelerating progress, ending the course early, and lengthening the tendency of the college entrance examination review time. This tendency is not only inconsistent with the original intention of the curriculum reform, but also does not meet the requirements. The spirit of the new curriculum standard is not conducive to the healthy development of students, and it is also unfavorable to improve the quality of teaching and adapt to the requirements of the college entrance examination.
Considering that the high school graduates of our school participate in the college entrance examination and the examination, therefore, the subjects of language, mathematics and English are not only required courses, but also elective courses are designated as mandatory. Students are required to complete their compulsory credits respectively. The specified mandatory module must be selected. After completing the lower limit of the elective I specified in the course standard, students with the ability to be encouraged are encouraged to make more high scores.
Description:
1. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
2, each semester is divided into two sections to arrange the course, each paragraph 10 weeks, including 9 weeks of class, 1 week review exam. Each module is usually 36 hours, usually arranged at 4 hours per week, and can be completed in one session.
3. Calculated by five days per week, 7 hours per day, 40 minutes per class, and 35 hours per week.
4, high school three years of learning content. It is arranged in three sections: common compulsory courses, elective courses, and preparation for further studies:
(1) The first year of the first year of high school and the second year of high school are based on common compulsory courses, and complete the compulsory modules for language, mathematics, foreign affairs, politics, history, geography, science, chemistry, biology and technology.
(2) The first semester of the second and second semester of the second year of high school is mainly based on elective courses, and the sub-categories are completed in the language, number, foreign, political, historical, geography, rational, chemical, and biological subjects. The provincial college entrance examination program has a set of academic level examinations, and it is necessary to properly arrange the examinations of the academic level examinations for the required courses of the relevant categories of students.
Part 2: High School Curriculum Setting Program
According to the Ministry of Education's "Basic Education Curriculum Reform Program", "Ordinary High School Curriculum Program" and "Shandong Province General Senior High School New Curriculum Experimental Work Program" and other archival spirits, combined with the province's ordinary high school teaching practice, this guidance is formulated.
First, the guiding ideology
The curriculum and teaching of the general high school curriculum is guided by the national education policy and policy. Based on the "Course Program" and the curriculum standards of various subjects, the aim is to improve the overall quality of students, and focus on cultivating students' innovative spirit and practical ability to promote teaching. Change the way and learning style, strive to meet the needs of each student's lifelong development, and fully implement the training objectives of ordinary high school education. Standardize the teaching behavior of the curriculum, promote the innovation of education and teaching, and strive to form an ordinary high school curriculum teaching system with Shandong characteristics and full of vitality.
Second, the curriculum settings
Ordinary high schools should fully open courses in the eight learning areas of language and literature, mathematics, humanities and society, science, technology, art, sports and health and comprehensive practice activities as stipulated in the Curriculum Plan. Courses in all fields are set every academic year to ensure that students receive a certain number of credits in all areas of study per academic year.
The areas of study include subjects, mathematics, foreign languages, ideological and political, history, geography, physics, chemistry, biology, technology, art, sports and health. The school has to open all subjects and start the class. Encourage qualified schools to open two or more foreign languages.
Each subject is generally composed of several modules. The school should open a compulsory course module and open as many elective modules as possible to promote the overall development and personality development of each student.
The curriculum settings for ordinary high schools are as follows:
Third, the teaching content
The content of high school teaching should not only help to further enhance the common foundation of all students, but also help to lay a different foundation for the development of each student. Under the premise of ensuring that students complete the required credits, the school shall design a variety of courses for students with different development potentials according to the subjects. The content of the high school three-year curriculum is recommended as follows:
Fourth, the curriculum implementation requirements
School curriculum and teaching should be implemented in accordance with this opinion. On the basis of a unified implementation of the unified curriculum teaching plan, schools are encouraged to implement national curriculum creatively and to develop and implement school curriculum according to local conditions. The school can make appropriate adjustments to the curriculum arrangement, teaching content and progress according to the needs, but must provide a three-year curriculum implementation plan, which is reviewed by the municipal education administrative department and reported to the Office for record, and the curriculum and hours should not be increased or decreased at will.
Schools must create conditions for the implementation of the curriculum. It is necessary to strengthen the system construction and establish and improve a series of education and teaching systems that meet the requirements of the new high school curriculum. It is necessary to equip the teachers of each subject and arrange the teachers, classrooms and teaching equipment needed for the elective courses. It is necessary to build dedicated classrooms for information technology and general technical laboratories, equipped with relevant teaching facilities. Schools must have a number of fixed and non-fixed social practice bases.
The first year of high school is mainly set up for compulsory courses, and elective courses can be gradually opened from the next semester. The overall opening rate of the elective credits I course in municipal standardized schools should be more than 60%, and the provincial standardized schools should reach more than 70%. In principle, the course schools selected by more than 30 students must be opened.
Provide scientific guidance for students to choose their own courses. The school shall establish a curriculum planning, development, management system and student selection management system to provide students with curriculum setting instructions and instruction manuals. The class teacher and other teachers should do a good job in guiding students to choose courses, and establish a relatively fixed relationship with the students to provide timely guidance and help for students to form a course plan that suits their own characteristics and reasonable. The administrative departments of education at all levels should strengthen the supervision of school curriculum planning and course selection. All high school schools should submit the curriculum planning implementation plan for each semester to the Municipal Education Bureau. Teaching and research departments at all levels should strengthen guidance on the selection of courses in schools.
Gradually abolish the traditional practice of liberal arts and sciences. It is necessary to respect and guarantee students' right to choose the direction of development and development level by selecting courses, and to implement walking classes on the basis of keeping the administrative classes unchanged. Educational administrative departments and schools at all levels shall not collectively determine elective courses for students, and shall not force students to choose the direction of literature, science or art or physical development. Starting from the freshmen enrolled in 20XX, students should not be assigned to the division before the end of the second year.
Seriously implement comprehensive practical activities courses. It is necessary to coordinate management and comprehensively coordinate the implementation of research learning activities, community services and social practices in schools. All cities should establish electronic archives of research studies, community services and social practices conducted by ordinary high school students in this city to strengthen research, communication and evaluation.
Schools should strengthen the construction of curriculum teaching resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, the sharing of curriculum resources is achieved by strengthening cooperation between schools and between schools and communities. The development of school curriculum resources should be linked to the actual situation and serve the local economic construction and social development. Actively utilize and develop curriculum resources based on modern information technology and establish a broad and effective network of curriculum resources.
Schools should establish and continuously improve the school-based teaching and research system, encourage and guide teachers to participate in the construction of school curriculum, conduct teaching research on the problems in teaching practice, and implement the curriculum creatively. Schools should establish contacts with teaching and research departments, institutions of higher learning, etc., and actively carry out professional consultations and cooperate in curriculum teaching research and teacher training.
V. Problems that should be paid attention to during teaching
The curriculum objectives are fully implemented in accordance with the curriculum standards. Teachers should conscientiously study and in-depth study of curriculum standards, accurately grasp the nature, basic concepts and design ideas of the curriculum, clarify the requirements of the curriculum for teaching implementation, and further change the teaching concept. It is necessary to fully understand the selective requirements of the high school curriculum and the management characteristics of the credit system to meet the students' needs for the diversity and individualization of the curriculum. Teaching should focus on the overall design of modules or themes, organically integrate knowledge and skills, processes and methods, emotional attitudes and values, and integrate the correct world outlook and outlook on life into teaching practice.
Respect the rules of teaching and carry out education and teaching innovation. It is necessary to inherit the teaching methods that are conducive to students' physical and mental development and conform to the laws of education and teaching in traditional teaching, adhere to the teaching routines, and constantly innovate teaching methods and change the way students learn according to the spirit of the new curriculum. Teachers should pay special attention to the three links of preparing lessons, attending classes, and reflecting after class, drawing on and integrating the teaching theories of each faction, conducting collaborative research with peers and experts, and constantly exploring ways to improve teaching efficiency.
Respect the differences between students and lay a different foundation for each student's development. On the one hand, we must work hard to improve the common foundation of all students, and at the same time recognize and respect the differences and uniqueness of student development, explore the potential of each student as much as possible, and give full play to the strengths of each student so that each student can be comprehensive and rich. The development of personality. In teaching, it is necessary to enhance the pertinence of teaching presupposition and the selectivity and flexibility of activity tasks.
Transform the role of teachers and establish a new type of teacher-student relationship that is democratic and equal. Teachers should be the promoters of student knowledge construction, the inspiration of creative thinking, the organizers, guides and collaborators of learning activities. In the teaching, we should promote exchanges and dialogues such as the life of the teacher, and inspire students to actively participate in the teaching process. Teachers and students must respect each other, understand tolerance, and teach each other.
Change teaching methods and continuously improve teaching efficiency. It is necessary to seriously study the organizational implementation strategies and methods of autonomy, cooperation, and inquiry learning, and focus on cultivating students' independent thinking ability, innovation ability and practical ability. It is necessary to set up technical courses and experimental courses in physics, chemistry, biology, etc., and creatively open comprehensive practical activities courses. Teaching should be oriented towards students, society-oriented, life-oriented, close to the real life world of students, and pay attention to the direct experience of students.
Improve teaching methods and gradually realize the diversification and modernization of teaching forms, teaching methods and teaching methods. Teachers should strive to master and skillfully use modern educational technology, actively promote the organic integration of information technology and subject courses; understand the characteristics of various teaching media and means, select appropriate teaching organization forms and teaching media according to specific teaching tasks, and improve teaching quality.
6. Examination and evaluation
Course setting and teaching content arrangement are the basis of exams and evaluation. This course setting and teaching opinion arrangement is based on the national "curriculum plan" and the curriculum standards of various subjects. It is the basis for the management and evaluation of ordinary high school teaching work, and is the basic basis for the credit test, academic level test and college entrance examination proposition.
Establish a development evaluation system. The school should implement a comprehensive evaluation method that combines student selection, academic achievement and growth record. According to the principle of diversity, diversity and process-oriented evaluation, students should establish a comprehensive and dynamic growth record file to reflect the growth process of students. It is necessary to strengthen the accumulation of process materials such as student selection, homework and work display, practical activities, and landmark achievements, and to develop students' evaluation through various methods. The credits must be based on the students' usual course selection, academic performance and module test scores, and refer to the relevant regulations to meet the number of hours of study. The Provincial Department of Education implements a curriculum implementation level and an education quality monitoring system for schools.
Standardize daily test behavior. The student's academic performance test should focus on testing students' ability to comprehensively apply what they have learned to solve practical problems, and to examine students' ability to practice and explore. There is no score evaluation for daily exams. Schools and classes may not publish student test scores, and may not rank student rankings according to academic performance.
Do a good job in the academic level examination. The academic level test is a necessary condition for determining whether a normal high school student has the qualification to graduate. The scope of the academic level examination is based on compulsory courses, and the content of the elective courses is gradually opened. The academic level test scores are recorded in the general high school student development evaluation report and the provincial and municipal academic level test computer management system according to the actual scores and rankings. The school should attach great importance to the academic level examination work, and prepare and organize the examination according to the curriculum standards and the "Shandong Provincial General Senior High School Students' Academic Proficiency Test Outline" issued in the same year. Students are allowed to choose their own exam subjects and exam time.
Improve and improve the comprehensive quality evaluation system for students. It is necessary to gradually improve the comprehensive quality evaluation system for students. The evaluation of the comprehensive quality of ordinary high school students is based on the “Report of the Development of Ordinary High School Students” issued by our department as a platform for the self-evaluation of ordinary high school students and the tools and evaluation results of teachers and schools. The relevant information will serve as the basis for college enrollment. . All high school schools shall report the comprehensive quality evaluation and development report of high school students in each semester to the provincial education department after publicizing the school according to relevant regulations. Education administrative departments at all levels must earnestly strengthen the leadership of students' comprehensive quality evaluation work, gradually establish and improve the guarantee system and supervision and control system for students' comprehensive quality evaluation, ensure the objective and impartiality of evaluation work, and effectively exert education to promote student development through evaluation. Function, providing real and effective reference information for admissions students in colleges and universities. The Provincial Department of Education will strengthen the supervision and management of the overall quality evaluation and development report quality of high school students, and the results will serve as an important basis for the evaluation and management of standardized schools and teaching demonstration schools.
Part 3: High School Curriculum Setting Program
In order to implement the spirit of the Ministry of Education's "Basic Education Curriculum Reform Program", "Ordinary High School Curriculum Program", and "Guidance Opinions on Further Strengthening the Experimental Work of the Ordinary High School New Curriculum", combined with the requirements of the "Guangxi Ordinary High School Curriculum Reform Implementation Plan", Guangxi General High School New Curriculum Setting Plan and Implementation Guidance Opinions.
First, the principle of curriculum setting
Fundamental principles. In accordance with the curriculum requirements, time and credit management requirements stipulated in the “Ordinary High School Curriculum Program” of the Ministry of Education and the “Guangxi Ordinary High School Curriculum Reform Implementation Plan”, the required courses in eight fields will be opened to lay a common foundation for all students. Development basis.
The principle of diversity. In accordance with the overall requirements of the national curriculum, the school will be given reasonable and sufficient curriculum autonomy, build a general high school curriculum system, fully implement eight learning areas, creatively integrate various courses, and strictly open comprehensive practice activities, technology, music, art, sports. With courses such as health, scientifically set school-based curriculum, effectively develop distinctive courses, and guide students to develop comprehensively and individually.
The principle of selectivity. To explore and utilize local curriculum resources, combined with school conditions, teacher's feelings and circumstances, according to the development needs of students, open a variety of high-quality elective courses to meet students' interest in learning, development potential and future career needs, to ensure students' choice of courses right.
The principle of difference. Course setting should be classified as required and classified. Schools should combine their own realities, and under the premise of ensuring the basic requirements of the curriculum, the new high school curriculum should be set up according to the school system to meet the development needs of students at different levels.
Second, the curriculum settings
course structure.
The new high school curriculum consists of three levels: learning area, subject, and module.
1. Learning area.
The new high school curriculum sets eight areas of study in language and literature, mathematics, humanities and society, science, technology, art, sports and health, and integrated practice.
2. subject.
Each field of study consists of several subjects with similar curriculum values. The eight areas of study include language, English, mathematics, ideological and political, history, geography, physics, chemistry, biology, information technology, general technology, music, fine arts, sports and 14 subjects such as health.
3. Module.
Each subject consists of several modules. The modules are independent of each other and reflect the logical connection of the subject content. Each module has a clear educational goal and integrates student experience and related content around a specific content to form a relatively complete learning unit.
The new high school curriculum consists of two parts, compulsory and elective, and describes the student's course status through credits.
Course content.
The content of the new curriculum for general high schools in Guangxi is the content of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards for various subjects. Electives in language and literature, mathematics, humanities and society, and science are divided into limited electives and independent electives. Qualified electives are modules that must be practiced by students who are required to take courses in the direction of humanities or in the direction of science and engineering. They are self-selected modules that are developed for students to further develop and choose to practice independently.
For guidance on setting up modules for the new curriculum of Guangxi New Senior High School, see Attachment File 1.
class schedule.
The general high school system is three years. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
Each academic year is divided into two semesters, and each semester is divided into two sections to arrange the course. Under normal circumstances, each class is 10 weeks, of which 9 weeks are taught and 1 week is reviewed. The teaching is arranged 5 days a week. In principle, the teaching is arranged at 35 hours per week, 45 minutes per class.
The teaching time for each module in the Chinese, English, Mathematics, Ideological and Political, History, Geography, Physics, Chemistry, Biology, Information Technology, and General Technology subjects is usually 36 hours, usually 4 hours per week or 2 per week. Class time; 1 module teaching time for music, art, sports and health subjects is usually 18 hours, usually arranged by 2 hours per week or 1 class per week.
Research-based learning activities total 15 credits in three years; students must participate in one-week social practice every academic year; students must participate in community services for no less than 10 working days in three years.
For the guidance of the new science courses in the general high school in Guangxi, please refer to the attached file.
Third, the curriculum implementation
Arrange the course in a reasonable and orderly manner.
The first year of high school is mainly to set up compulsory courses, and then gradually add elective courses; in the third semester of high school, the school should ensure that each student has the necessary sports, art and other activities, and encourage students to continue to take certain courses according to their own interests and needs. You can also get a total review by earning a certain credit.
In accordance with the requirements of the curriculum standards of various subjects, schools must open the compulsory modules of various disciplines, and at the same time actively create conditions, formulate plans for the opening of elective courses, and provide guarantees for students to study elective courses. The school must open a limited elective module for each discipline and start the school hours. Schools should co-ordinate the establishment of self-selective modules, so that students have sufficient elective space, and students can choose from classes. Model ordinary high school schools above the autonomous region level shall, according to the requirements of “Guangxi Ordinary High School New Curriculum and Scientific Scientific Arrangement Guidance Form”, start the self-selected study time. Other ordinary high school schools shall try their best to independently study according to the actual situation of the school. For students to take self-selected courses. Schools should actively develop a variety of elective II courses for students to take courses in light of the local economic, social and cultural development.
The school should actively organize and guide comprehensive practical activities, and guide students to pay attention to life and society through the study of learning activities, community services, social practice, etc., enhance social responsibility, improve the ability to collect and process information, and comprehensively apply knowledge to solve problems. , the ability to communicate and cooperate, the ability to innovate and practice.
In order to strengthen team spirit education and develop students' team spirit and cooperation awareness, high school students will carry out student management and carry out educational activities in the administrative class.
Establish an elective guidance system.
The school should establish an effective in-school elective guidance system to avoid the blindness of students' elective courses. The school should prepare a course setting description and an instruction manual, and provide it to the students in time before the course selection. Class teachers and subject teachers have the responsibility of guiding students to choose courses. They should establish relatively fixed and long-term contact with students, and provide guidance and help for students to form a reasonable curriculum plan that suits their personal characteristics. The school should guide parents to correctly treat and help students choose courses. The school should encourage students to choose more modules to enable students to develop their own personality.
Establish a school-based teaching and research system.
Schools should establish a school-based teaching and research system, encourage teachers to conduct teaching research on problems in teaching practice, pay attention to the exchanges and seminars of teachers in different disciplines, and create an environment conducive to guiding teachers to creatively implement courses, so that teachers can follow curriculum standards. The basic requirements, through peer-to-peer mutual assistance, teaching reflection, creatively carry out education and teaching activities, so that the implementation process of the curriculum becomes a process of teacher professional development, and constantly improve the teachers' professional education and teaching skills. Schools should establish links with teaching and research departments, universities and other institutions to form a professional consulting, guidance and teacher training network that promotes curriculum development.
Establish a mechanism for sharing curriculum resources.
In order to ensure the implementation of the new curriculum for ordinary high schools, schools should strengthen the construction of curriculum resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, we will vigorously strengthen cooperation between schools and schools and communities, make full use of the resources of vocational and technical education, supplement the shortage of curriculum resources in schools, and strive to achieve the sharing of curriculum resources to meet the needs of students' selection.
The development of school curriculum should be tailored to local conditions, and strive to serve local economic construction and social development, focusing on the integration and penetration of ordinary high school education, vocational and technical education and adult education. High school schools in rural areas should combine curriculum resources with the actual development of rural construction and development.
The school curriculum can be developed independently by the school or jointly developed by the school. It can also be jointly developed by the teaching and research department and higher education institutions. It is necessary to actively utilize and develop curriculum resources based on modern information technology, and establish a comprehensive and effective curriculum resource network. Build a distinctive school curriculum.
Establish a development evaluation system.
A comprehensive evaluation method combining student academic achievement and growth record. The school should comprehensively use the methods of observation, communication, test, practical operation, work display, self-evaluation and mutual evaluation according to the multi-objective, multi-disciplinary and process-oriented evaluation principles to establish a comprehensive and dynamic growth record manual for students. Reflect the growth process of students. The education administrative department must test the quality of high school education.
Part 4: High School Curriculum Setting Program
According to the "Notice of the Ministry of Education on Printing and Distributing the Standards of 15 Subjects in the General Senior High School Curriculum and Language" and the Office of the Sichuan Provincial Department of Education, the Sichuan Provincial Department of Finance, the Sichuan Provincial Personnel Department, and the Sichuan Provincial Organizational Committee on Ordinary High School. The spirit of the Opinions on Curriculum Reform, combined with the actual situation of ordinary high schools in our province, specially formulated this program.
First, the basic principles of curriculum setting
We will conscientiously implement the basic spirit and requirements of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards of various disciplines, and scientifically set up ordinary high school curriculum.
Efforts will be made to build a basic and diversified curriculum system, set compulsory courses as a whole, and rationally set elective courses to lay the foundation for each student's development, while meeting the needs of different students' individual development.
Closely integrating the economic and social development level of our province with the actual development of ordinary high school education is conducive to the smooth implementation of the curriculum and is conducive to mobilizing the enthusiasm and creativity of the school.
Second, the curriculum settings
course structure
The general high school curriculum consists of three levels: learning area, subject, and module.
Learning area
The general high school curriculum sets eight areas of study in language and literature, mathematics, humanities and society, science, technology, art, sports and health, and comprehensive practical activities.
2. Subjects
Each field consists of several subjects with similar curriculum values. The eight areas of study include subjects such as language, foreign language, mathematics, ideological and political, history, geography, physics, chemistry, biology, art, sports and health, information technology, and general technology. Encourage qualified schools to open two or more foreign languages.
3. Module
Each subject consists of several modules. The modules are independent of each other and reflect the logical connection of the subject content. Each module has a clear educational goal and integrates student experience and related content around a specific content to form a relatively complete learning unit.
The Ordinary High School curriculum consists of two parts, compulsory and elective, and describes the student's course status through credits. The specific settings are as follows:
Description: Students can earn 2 credits by learning a module and passing the assessment.
Students must earn a certain number of credits per academic year in each field of study. In the three years, they will receive 116 compulsory credits and at least 28 elective credits, with a total credit of 144 credits. Encourage students to take more elective modules and earn more credits.
Course content
The content of the general high school curriculum is the content of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards of various subjects. Electives in the fields of language and literature, mathematics, humanities and society, and science are divided into elective IA and elective IB. Elective IA is a module that must be practiced by students who are required to take courses in the direction of humanities or in the direction of science and engineering. The elective IB is a module for students to further develop and choose to practice independently according to the curriculum standards of each subject.
The course content is as follows:
class schedule
The general high school system is three years. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
Each academic year is divided into two semesters, and each semester is divided into two sections to arrange the course. Under normal circumstances, each class is 10 weeks, of which 9 weeks are taught and 1 week is reviewed. The teaching is arranged 5 days a week. In principle, the teaching is arranged at 35 hours per week, 45 minutes per class.
The teaching time for each module in the language, foreign language, mathematics, ideological and political, historical, geographic, physical, chemical, biological, information technology, and general technical subjects is usually 36 hours, usually 4 hours per week or 2 per week. Class time; 1 module teaching time for music, art, sports and health subjects is usually 18 hours, usually arranged by 2 hours per week or 1 class per week.
Research study activities last a total of 270 hours in three years; students must participate in one week of social practice per academic year; students must participate in community service for no less than 10 working days in three years.
The specific arrangements for the regular high school curriculum in our province are as follows:
Note: Elective II requires at least 108 hours, and the content is arranged by the school according to the specific situation.
Localities and schools can be based on actual conditions
Note: Elective II requires at least 108 hours, and the content is arranged by the school according to the specific situation.
Localities and schools may make appropriate adjustments to the order of the relevant subject modules during the school year based on actual conditions.
Third, the curriculum implementation
Arrange the course reasonably and orderly
The first year of high school is mainly to set up compulsory courses, and then gradually add elective courses; in the third semester of high school, the school should ensure that each student has the necessary sports, art and other activities, and encourage students to continue to take certain courses according to their own interests and needs. You can also get a total review by earning a certain credit.
In accordance with the requirements of the curriculum standards of various subjects, schools must open the compulsory modules of various disciplines, and at the same time actively create conditions, formulate plans for the opening of elective courses, and provide guarantees for students to study elective courses. Schools must open IA modules in various disciplines and start their school hours. Schools should co-ordinate the selection of IB modules, so that students have sufficient elective space and students can take courses across classes. Model-level ordinary high schools at or above the provincial level should follow the requirements of the “Ordinary High School Curriculum and Timing Arrangement Guidance Form” to start the IB class. Other ordinary high schools should try their best to take the IB class according to the actual situation of the school. For students to take an elective IB course. Schools should actively develop a variety of elective II courses for students to take courses in light of the reality of local economic, social and cultural development.
The school should actively organize and guide comprehensive practical activities, and guide students to pay attention to life and society through curriculum, such as research study, community service, and social practice, enhance social responsibility, improve the ability to collect and process information, and comprehensively apply knowledge to solve problems. The ability to communicate and collaborate, the ability to innovate and practice.
In order to strengthen team spirit education and develop students' team spirit and cooperation awareness, high school students will carry out student management and carry out educational activities in the administrative class.
Establish an elective guidance system
The school should establish an effective in-school elective guidance system to avoid the blindness of students' elective courses. The school should prepare a course setting description and an instruction manual, and provide it to the students in time before the course selection. Class teachers and subject teachers have the responsibility of guiding students to choose courses. They should establish relatively fixed and long-term contact with students, and provide guidance and help for students to form a reasonable curriculum plan that suits their personal characteristics. The school should guide parents to correctly treat and help students choose courses. The school should encourage students to choose more modules to enable students to develop their own personality.
Establish a school-based teaching research system
Schools should establish a school-based teaching and research system, encourage teachers to conduct teaching research on problems in teaching practice, pay attention to the exchanges and seminars of teachers in different disciplines, and create an environment conducive to guiding teachers to creatively implement courses, so that teachers can follow curriculum standards. The basic requirements, through peer-to-peer mutual assistance, teaching reflection, creatively carry out education and teaching activities, so that the implementation process of the curriculum becomes a process of teacher professional development, and constantly improve the teachers' professional education and teaching skills. Schools should establish links with teaching and research departments, universities and other institutions to form a professional consulting, guidance and teacher training network that promotes curriculum development.
Establish a mechanism for sharing curriculum resources
In order to ensure the implementation of ordinary high school curriculum, schools should strengthen the construction of curriculum resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, we will vigorously strengthen cooperation between schools and schools and communities, make full use of the resources of vocational and technical education, supplement the shortage of curriculum resources in schools, and strive to achieve the sharing of curriculum resources to meet the needs of students' selection.
The development of school curriculum should be tailored to local conditions, and strive to serve local economic construction and social development, focusing on the integration and penetration of ordinary high school education, vocational and technical education and adult education. High school schools in rural areas should combine curriculum resources with the actual development of rural construction and development.
學校課程既可以由學校獨立開發或聯校開發，也可聯合教研部門和高等院校等共同開發；要積極利用和開發基於現代信息技術的課程資源，建立廣泛而有效的課程資源網路，努力構建具有特色的學校課程。
建立發展性評價制度
實行學生學業成績與成長記錄相結合的綜合評價方式。學校應根據目標多元、方式多樣、注重過程的評價原則，綜合運用觀察、交流、測驗、實際操作、作品展示、自評與互評等多種方式，為學生建立綜合、動態的成長記錄手冊，全面反映學生的成長曆程。教育行政部門要對高中教育質量進行檢測。
本方案從20XX年秋季高中一年級開始實施。
Shaanxi Province has fully implemented the new high school curriculum since the fall of 20XX, according to the “Basic Education Curriculum Reform Outline”, “Ordinary High School Curriculum Program”, “Guiding Opinions on Further Strengthening the Experimental Work of the Ordinary High School New Curriculum” and Education in Shaanxi Province. The Department formulated the "Implementation Plan for the Reform of the New Curriculum for General Senior High Schools in Shaanxi Province", "Guidelines for the Establishment and Management of New Curriculum for General Senior Secondary Schools in Shaanxi Province", and combined with the actual situation of our school, specially formulated the "High School New Curriculum Setting Plan for Yan'an Experimental High School". 》.
First, the high school new curriculum setting principles
1. Adhere to the school-running philosophy that lays the foundation for students' sustainable development and cultivate students' concepts and abilities for lifelong learning. Starting from the existing faculty and school conditions of our school, we will explore the curriculum structure with distinct characteristics, full of vitality, able to reflect the spirit of the times, build a foundation, diversification, multiple choices, and a comprehensive and comprehensive curriculum. Student development provides a space for independent choice, promotes the comprehensive and individual development of students, and lays a solid foundation for cultivating and cultivating a large number of high-quality laborers, specialized talents and top-notch innovative talents.
2. Adhere to the steady advancement, set rationally, focus on knowledge linkage, and strengthen the regulation of giants. Under the premise of fully comprehending the new curriculum plan and subject curriculum standards, according to the teaching resources and teachers of our school, we will rationally set up new courses, gradually adjust the experience in the exploration, and choose the best plan for the curriculum that suits the characteristics of our school through practice.
3, standardized and orderly, due to school system, actively explore and ensure quality. In order to ensure that the curriculum reform can be actively and steadily promoted in an orderly manner, the following must be done:
(1) The curriculum is strictly in accordance with the "Ordinary High School New Curriculum Program" and the curriculum standards of various subjects, the spirit, principles and requirements of the relevant provincial and municipal archives, so that each student can complete the credits for the completion of the course; The opening of the technical elective course ensures that each student will take no less than 22 elective I credits.
(2) Strengthen the construction of school curriculum, develop and develop elective II courses that meet the needs of students and meet the actual professional competence of teachers, which are relatively stable and have the characteristics of the school. In the end, each high school teacher can offer a higher quality elective course II. Ensure that each student takes no less than 6 elective II credits.
(3) The compulsory courses and the main compulsory modules shall be arranged by the school in a unified manner, and the students shall study in a unified manner. The elective courses shall be freely selected by the students on the basis of the well-organized school curriculum. In the first year of high school, the administrative class is mainly used. After one year, according to the needs of students' training tendencies, the adjustment of administrative classes should be appropriately carried out, and the combination of administrative classes and teaching classes should be adopted to carry out teaching activities.
(4) Innovative school management, the formation and gradual improvement of the school curriculum program.
Second, high school new curriculum, various subject credits, weekly class hours, total class hours allocation table
Third, the high school new curriculum curriculum structure and opening opinions
According to the "Ordinary High School New Curriculum Program", the general high school curriculum consists of three levels: learning area, subject, and module.
The course is divided into two parts: compulsory and elective. The elective course consists of elective one and elective second. Elective one is a national course, and elective second is a local and school-based course. The course structure and opening opinions of each subject are as follows:
Fourth, high school graduation credit requirements and three-year credits
1. High school graduation credit requirements
The General Senior High School Curriculum Program stipulates that high school students must earn a certain number of credits per study area in each academic year. In the three years, they must obtain 116 compulsory credits and 28 or more elective credits. Among them, at least 6 credits are awarded in Elective II. The total credits reach 144 to graduate. Encourage students who have spare time or hope to develop in many areas to take more elective courses and get more credits.
2. High school three-year credit distribution
The content of high school three years of study should be arranged in a unified manner. It is not appropriate to concentrate too much on a certain school year. In particular, it is necessary to prevent blindly accelerating progress, ending the course early, and lengthening the tendency of the college entrance examination review time. This tendency is not only inconsistent with the original intention of the curriculum reform, but also does not meet the requirements. The spirit of the new curriculum standard is not conducive to the healthy development of students, and it is also unfavorable to improve the quality of teaching and adapt to the requirements of the college entrance examination.
Considering that the high school graduates of our school participate in the college entrance examination and the examination, therefore, the subjects of language, mathematics and English are not only required courses, but also elective courses are designated as mandatory. Students are required to complete their compulsory credits respectively. The specified mandatory module must be selected. After completing the lower limit of the elective I specified in the course standard, students with the ability to be encouraged are encouraged to make more high scores.
Description:
1. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
2, each semester is divided into two sections to arrange the course, each paragraph 10 weeks, including 9 weeks of class, 1 week review exam. Each module is usually 36 hours, usually arranged at 4 hours per week, and can be completed in one session.
3. Calculated by five days per week, 7 hours per day, 40 minutes per class, and 35 hours per week.
4, high school three years of learning content. It is arranged in three sections: common compulsory courses, elective courses, and preparation for further studies:
(1) The first year of the first year of high school and the second year of high school are based on common compulsory courses, and complete the compulsory modules for language, mathematics, foreign affairs, politics, history, geography, science, chemistry, biology and technology.
(2) The first semester of the second and second semester of the second year of high school is mainly based on elective courses, and the sub-categories are completed in the language, number, foreign, political, historical, geography, rational, chemical, and biological subjects. The provincial college entrance examination program has a set of academic level examinations, and it is necessary to properly arrange the examinations of the academic level examinations for the required courses of the relevant categories of students.
Part 2: High School Curriculum Setting Program
According to the Ministry of Education's "Basic Education Curriculum Reform Program", "Ordinary High School Curriculum Program" and "Shandong Province General Senior High School New Curriculum Experimental Work Program" and other archival spirits, combined with the province's ordinary high school teaching practice, this guidance is formulated.
First, the guiding ideology
The curriculum and teaching of the general high school curriculum is guided by the national education policy and policy. Based on the "Course Program" and the curriculum standards of various subjects, the aim is to improve the overall quality of students, and focus on cultivating students' innovative spirit and practical ability to promote teaching. Change the way and learning style, strive to meet the needs of each student's lifelong development, and fully implement the training objectives of ordinary high school education. Standardize the teaching behavior of the curriculum, promote the innovation of education and teaching, and strive to form an ordinary high school curriculum teaching system with Shandong characteristics and full of vitality.
Second, the curriculum settings
Ordinary high schools should fully open courses in the eight learning areas of language and literature, mathematics, humanities and society, science, technology, art, sports and health and comprehensive practice activities as stipulated in the Curriculum Plan. Courses in all fields are set every academic year to ensure that students receive a certain number of credits in all areas of study per academic year.
The areas of study include subjects, mathematics, foreign languages, ideological and political, history, geography, physics, chemistry, biology, technology, art, sports and health. The school has to open all subjects and start the class. Encourage qualified schools to open two or more foreign languages.
Each subject is generally composed of several modules. The school should open a compulsory course module and open as many elective modules as possible to promote the overall development and personality development of each student.
The curriculum settings for ordinary high schools are as follows:
Third, the teaching content
The content of high school teaching should not only help to further enhance the common foundation of all students, but also help to lay a different foundation for the development of each student. Under the premise of ensuring that students complete the required credits, the school shall design a variety of courses for students with different development potentials according to the subjects. The content of the high school three-year curriculum is recommended as follows:
Fourth, the curriculum implementation requirements
School curriculum and teaching should be implemented in accordance with this opinion. On the basis of a unified implementation of the unified curriculum teaching plan, schools are encouraged to implement national curriculum creatively and to develop and implement school curriculum according to local conditions. The school can make appropriate adjustments to the curriculum arrangement, teaching content and progress according to the needs, but must provide a three-year curriculum implementation plan, which is reviewed by the municipal education administrative department and reported to the Office for record, and the curriculum and hours should not be increased or decreased at will.
Schools must create conditions for the implementation of the curriculum. It is necessary to strengthen the system construction and establish and improve a series of education and teaching systems that meet the requirements of the new high school curriculum. It is necessary to equip the teachers of each subject and arrange the teachers, classrooms and teaching equipment needed for the elective courses. It is necessary to build dedicated classrooms for information technology and general technical laboratories, equipped with relevant teaching facilities. Schools must have a number of fixed and non-fixed social practice bases.
The first year of high school is mainly set up for compulsory courses, and elective courses can be gradually opened from the next semester. The overall opening rate of the elective credits I course in municipal standardized schools should be more than 60%, and the provincial standardized schools should reach more than 70%. In principle, the course schools selected by more than 30 students must be opened.
Provide scientific guidance for students to choose their own courses. The school shall establish a curriculum planning, development, management system and student selection management system to provide students with curriculum setting instructions and instruction manuals. The class teacher and other teachers should do a good job in guiding students to choose courses, and establish a relatively fixed relationship with the students to provide timely guidance and help for students to form a course plan that suits their own characteristics and reasonable. The administrative departments of education at all levels should strengthen the supervision of school curriculum planning and course selection. All high school schools should submit the curriculum planning implementation plan for each semester to the Municipal Education Bureau. Teaching and research departments at all levels should strengthen guidance on the selection of courses in schools.
Gradually abolish the traditional practice of liberal arts and sciences. It is necessary to respect and guarantee students' right to choose the direction of development and development level by selecting courses, and to implement walking classes on the basis of keeping the administrative classes unchanged. Educational administrative departments and schools at all levels shall not collectively determine elective courses for students, and shall not force students to choose the direction of literature, science or art or physical development. Starting from the freshmen enrolled in 20XX, students should not be assigned to the division before the end of the second year.
Seriously implement comprehensive practical activities courses. It is necessary to coordinate management and comprehensively coordinate the implementation of research learning activities, community services and social practices in schools. All cities should establish electronic archives of research studies, community services and social practices conducted by ordinary high school students in this city to strengthen research, communication and evaluation.
Schools should strengthen the construction of curriculum teaching resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, the sharing of curriculum resources is achieved by strengthening cooperation between schools and between schools and communities. The development of school curriculum resources should be linked to the actual situation and serve the local economic construction and social development. Actively utilize and develop curriculum resources based on modern information technology and establish a broad and effective network of curriculum resources.
Schools should establish and continuously improve the school-based teaching and research system, encourage and guide teachers to participate in the construction of school curriculum, conduct teaching research on the problems in teaching practice, and implement the curriculum creatively. Schools should establish contacts with teaching and research departments, institutions of higher learning, etc., and actively carry out professional consultations and cooperate in curriculum teaching research and teacher training.
V. Problems that should be paid attention to during teaching
The curriculum objectives are fully implemented in accordance with the curriculum standards. Teachers should conscientiously study and in-depth study of curriculum standards, accurately grasp the nature, basic concepts and design ideas of the curriculum, clarify the requirements of the curriculum for teaching implementation, and further change the teaching concept. It is necessary to fully understand the selective requirements of the high school curriculum and the management characteristics of the credit system to meet the students' needs for the diversity and individualization of the curriculum. Teaching should focus on the overall design of modules or themes, organically integrate knowledge and skills, processes and methods, emotional attitudes and values, and integrate the correct world outlook and outlook on life into teaching practice.
Respect the rules of teaching and carry out education and teaching innovation. It is necessary to inherit the teaching methods that are conducive to students' physical and mental development and conform to the laws of education and teaching in traditional teaching, adhere to the teaching routines, and constantly innovate teaching methods and change the way students learn according to the spirit of the new curriculum. Teachers should pay special attention to the three links of preparing lessons, attending classes, and reflecting after class, drawing on and integrating the teaching theories of each faction, conducting collaborative research with peers and experts, and constantly exploring ways to improve teaching efficiency.
Respect the differences between students and lay a different foundation for each student's development. On the one hand, we must work hard to improve the common foundation of all students, and at the same time recognize and respect the differences and uniqueness of student development, explore the potential of each student as much as possible, and give full play to the strengths of each student so that each student can be comprehensive and rich. The development of personality. In teaching, it is necessary to enhance the pertinence of teaching presupposition and the selectivity and flexibility of activity tasks.
Transform the role of teachers and establish a new type of teacher-student relationship that is democratic and equal. Teachers should be the promoters of student knowledge construction, the inspiration of creative thinking, the organizers, guides and collaborators of learning activities. In the teaching, we should promote exchanges and dialogues such as the life of the teacher, and inspire students to actively participate in the teaching process. Teachers and students must respect each other, understand tolerance, and teach each other.
Change teaching methods and continuously improve teaching efficiency. It is necessary to seriously study the organizational implementation strategies and methods of autonomy, cooperation, and inquiry learning, and focus on cultivating students' independent thinking ability, innovation ability and practical ability. It is necessary to set up technical courses and experimental courses in physics, chemistry, biology, etc., and creatively open comprehensive practical activities courses. Teaching should be oriented towards students, society-oriented, life-oriented, close to the real life world of students, and pay attention to the direct experience of students.
Improve teaching methods and gradually realize the diversification and modernization of teaching forms, teaching methods and teaching methods. Teachers should strive to master and skillfully use modern educational technology, actively promote the organic integration of information technology and subject courses; understand the characteristics of various teaching media and means, select appropriate teaching organization forms and teaching media according to specific teaching tasks, and improve teaching quality.
6. Examination and evaluation
Course setting and teaching content arrangement are the basis of exams and evaluation. This course setting and teaching opinion arrangement is based on the national "curriculum plan" and the curriculum standards of various subjects. It is the basis for the management and evaluation of ordinary high school teaching work, and is the basic basis for the credit test, academic level test and college entrance examination proposition.
Establish a development evaluation system. The school should implement a comprehensive evaluation method that combines student selection, academic achievement and growth record. According to the principle of diversity, diversity and process-oriented evaluation, students should establish a comprehensive and dynamic growth record file to reflect the growth process of students. It is necessary to strengthen the accumulation of process materials such as student selection, homework and work display, practical activities, and landmark achievements, and to develop students' evaluation through various methods. The credits must be based on the students' usual course selection, academic performance and module test scores, and refer to the relevant regulations to meet the number of hours of study. The Provincial Department of Education implements a curriculum implementation level and an education quality monitoring system for schools.
Standardize daily test behavior. The student's academic performance test should focus on testing students' ability to comprehensively apply what they have learned to solve practical problems, and to examine students' ability to practice and explore. There is no score evaluation for daily exams. Schools and classes may not publish student test scores, and may not rank student rankings according to academic performance.
Do a good job in the academic level examination. The academic level test is a necessary condition for determining whether a normal high school student has the qualification to graduate. The scope of the academic level examination is based on compulsory courses, and the content of the elective courses is gradually opened. The academic level test scores are recorded in the general high school student development evaluation report and the provincial and municipal academic level test computer management system according to the actual scores and rankings. The school should attach great importance to the academic level examination work, and prepare and organize the examination according to the curriculum standards and the "Shandong Provincial General Senior High School Students' Academic Proficiency Test Outline" issued in the same year. Students are allowed to choose their own exam subjects and exam time.
Improve and improve the comprehensive quality evaluation system for students. It is necessary to gradually improve the comprehensive quality evaluation system for students. The evaluation of the comprehensive quality of ordinary high school students is based on the “Report of the Development of Ordinary High School Students” issued by our department as a platform for the self-evaluation of ordinary high school students and the tools and evaluation results of teachers and schools. The relevant information will serve as the basis for college enrollment. . All high school schools shall report the comprehensive quality evaluation and development report of high school students in each semester to the provincial education department after publicizing the school according to relevant regulations. Education administrative departments at all levels must earnestly strengthen the leadership of students' comprehensive quality evaluation work, gradually establish and improve the guarantee system and supervision and control system for students' comprehensive quality evaluation, ensure the objective and impartiality of evaluation work, and effectively exert education to promote student development through evaluation. Function, providing real and effective reference information for admissions students in colleges and universities. The Provincial Department of Education will strengthen the supervision and management of the overall quality evaluation and development report quality of high school students, and the results will serve as an important basis for the evaluation and management of standardized schools and teaching demonstration schools.
Part 3: High School Curriculum Setting Program
In order to implement the spirit of the Ministry of Education's "Basic Education Curriculum Reform Program", "Ordinary High School Curriculum Program", and "Guidance Opinions on Further Strengthening the Experimental Work of the Ordinary High School New Curriculum", combined with the requirements of the "Guangxi Ordinary High School Curriculum Reform Implementation Plan", Guangxi General High School New Curriculum Setting Plan and Implementation Guidance Opinions.
First, the principle of curriculum setting
Fundamental principles. In accordance with the curriculum requirements, time and credit management requirements stipulated in the “Ordinary High School Curriculum Program” of the Ministry of Education and the “Guangxi Ordinary High School Curriculum Reform Implementation Plan”, the required courses in eight fields will be opened to lay a common foundation for all students. Development basis.
The principle of diversity. In accordance with the overall requirements of the national curriculum, the school will be given reasonable and sufficient curriculum autonomy, build a general high school curriculum system, fully implement eight learning areas, creatively integrate various courses, and strictly open comprehensive practice activities, technology, music, art, sports. With courses such as health, scientifically set school-based curriculum, effectively develop distinctive courses, and guide students to develop comprehensively and individually.
The principle of selectivity. To explore and utilize local curriculum resources, combined with school conditions, teacher's feelings and circumstances, according to the development needs of students, open a variety of high-quality elective courses to meet students' interest in learning, development potential and future career needs, to ensure students' choice of courses right.
The principle of difference. Course setting should be classified as required and classified. Schools should combine their own realities, and under the premise of ensuring the basic requirements of the curriculum, the new high school curriculum should be set up according to the school system to meet the development needs of students at different levels.
Second, the curriculum settings
course structure.
The new high school curriculum consists of three levels: learning area, subject, and module.
1. Learning area.
The new high school curriculum sets eight areas of study in language and literature, mathematics, humanities and society, science, technology, art, sports and health, and integrated practice.
2. subject.
Each field of study consists of several subjects with similar curriculum values. The eight areas of study include language, English, mathematics, ideological and political, history, geography, physics, chemistry, biology, information technology, general technology, music, fine arts, sports and 14 subjects such as health.
3. Module.
Each subject consists of several modules. The modules are independent of each other and reflect the logical connection of the subject content. Each module has a clear educational goal and integrates student experience and related content around a specific content to form a relatively complete learning unit.
The new high school curriculum consists of two parts, compulsory and elective, and describes the student's course status through credits.
Course content.
The content of the new curriculum for general high schools in Guangxi is the content of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards for various subjects. Electives in language and literature, mathematics, humanities and society, and science are divided into limited electives and independent electives. Qualified electives are modules that must be practiced by students who are required to take courses in the direction of humanities or in the direction of science and engineering. They are self-selected modules that are developed for students to further develop and choose to practice independently.
For guidance on setting up modules for the new curriculum of Guangxi New Senior High School, see Attachment File 1.
class schedule.
The general high school system is three years. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
Each academic year is divided into two semesters, and each semester is divided into two sections to arrange the course. Under normal circumstances, each class is 10 weeks, of which 9 weeks are taught and 1 week is reviewed. The teaching is arranged 5 days a week. In principle, the teaching is arranged at 35 hours per week, 45 minutes per class.
The teaching time for each module in the Chinese, English, Mathematics, Ideological and Political, History, Geography, Physics, Chemistry, Biology, Information Technology, and General Technology subjects is usually 36 hours, usually 4 hours per week or 2 per week. Class time; 1 module teaching time for music, art, sports and health subjects is usually 18 hours, usually arranged by 2 hours per week or 1 class per week.
Research-based learning activities total 15 credits in three years; students must participate in one-week social practice every academic year; students must participate in community services for no less than 10 working days in three years.
For the guidance of the new science courses in the general high school in Guangxi, please refer to the attached file.
Third, the curriculum implementation
Arrange the course in a reasonable and orderly manner.
The first year of high school is mainly to set up compulsory courses, and then gradually add elective courses; in the third semester of high school, the school should ensure that each student has the necessary sports, art and other activities, and encourage students to continue to take certain courses according to their own interests and needs. You can also get a total review by earning a certain credit.
In accordance with the requirements of the curriculum standards of various subjects, schools must open the compulsory modules of various disciplines, and at the same time actively create conditions, formulate plans for the opening of elective courses, and provide guarantees for students to study elective courses. The school must open a limited elective module for each discipline and start the school hours. Schools should co-ordinate the establishment of self-selective modules, so that students have sufficient elective space, and students can choose from classes. Model ordinary high school schools above the autonomous region level shall, according to the requirements of “Guangxi Ordinary High School New Curriculum and Scientific Scientific Arrangement Guidance Form”, start the self-selected study time. Other ordinary high school schools shall try their best to independently study according to the actual situation of the school. For students to take self-selected courses. Schools should actively develop a variety of elective II courses for students to take courses in light of the local economic, social and cultural development.
The school should actively organize and guide comprehensive practical activities, and guide students to pay attention to life and society through the study of learning activities, community services, social practice, etc., enhance social responsibility, improve the ability to collect and process information, and comprehensively apply knowledge to solve problems. , the ability to communicate and cooperate, the ability to innovate and practice.
In order to strengthen team spirit education and develop students' team spirit and cooperation awareness, high school students will carry out student management and carry out educational activities in the administrative class.
Establish an elective guidance system.
The school should establish an effective in-school elective guidance system to avoid the blindness of students' elective courses. The school should prepare a course setting description and an instruction manual, and provide it to the students in time before the course selection. Class teachers and subject teachers have the responsibility of guiding students to choose courses. They should establish relatively fixed and long-term contact with students, and provide guidance and help for students to form a reasonable curriculum plan that suits their personal characteristics. The school should guide parents to correctly treat and help students choose courses. The school should encourage students to choose more modules to enable students to develop their own personality.
Establish a school-based teaching and research system.
Schools should establish a school-based teaching and research system, encourage teachers to conduct teaching research on problems in teaching practice, pay attention to the exchanges and seminars of teachers in different disciplines, and create an environment conducive to guiding teachers to creatively implement courses, so that teachers can follow curriculum standards. The basic requirements, through peer-to-peer mutual assistance, teaching reflection, creatively carry out education and teaching activities, so that the implementation process of the curriculum becomes a process of teacher professional development, and constantly improve the teachers' professional education and teaching skills. Schools should establish links with teaching and research departments, universities and other institutions to form a professional consulting, guidance and teacher training network that promotes curriculum development.
Establish a mechanism for sharing curriculum resources.
In order to ensure the implementation of the new curriculum for ordinary high schools, schools should strengthen the construction of curriculum resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, we will vigorously strengthen cooperation between schools and schools and communities, make full use of the resources of vocational and technical education, supplement the shortage of curriculum resources in schools, and strive to achieve the sharing of curriculum resources to meet the needs of students' selection.
The development of school curriculum should be tailored to local conditions, and strive to serve local economic construction and social development, focusing on the integration and penetration of ordinary high school education, vocational and technical education and adult education. High school schools in rural areas should combine curriculum resources with the actual development of rural construction and development.
The school curriculum can be developed independently by the school or jointly developed by the school. It can also be jointly developed by the teaching and research department and higher education institutions. It is necessary to actively utilize and develop curriculum resources based on modern information technology, and establish a comprehensive and effective curriculum resource network. Build a distinctive school curriculum.
Establish a development evaluation system.
A comprehensive evaluation method combining student academic achievement and growth record. The school should comprehensively use the methods of observation, communication, test, practical operation, work display, self-evaluation and mutual evaluation according to the multi-objective, multi-disciplinary and process-oriented evaluation principles to establish a comprehensive and dynamic growth record manual for students. Reflect the growth process of students. The education administrative department must test the quality of high school education.
Part 4: High School Curriculum Setting Program
According to the "Notice of the Ministry of Education on Printing and Distributing the Standards of 15 Subjects in the General Senior High School Curriculum and Language" and the Office of the Sichuan Provincial Department of Education, the Sichuan Provincial Department of Finance, the Sichuan Provincial Personnel Department, and the Sichuan Provincial Organizational Committee on Ordinary High School. The spirit of the Opinions on Curriculum Reform, combined with the actual situation of ordinary high schools in our province, specially formulated this program.
First, the basic principles of curriculum setting
We will conscientiously implement the basic spirit and requirements of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards of various disciplines, and scientifically set up ordinary high school curriculum.
Efforts will be made to build a basic and diversified curriculum system, set compulsory courses as a whole, and rationally set elective courses to lay the foundation for each student's development, while meeting the needs of different students' individual development.
Closely integrating the economic and social development level of our province with the actual development of ordinary high school education is conducive to the smooth implementation of the curriculum and is conducive to mobilizing the enthusiasm and creativity of the school.
Second, the curriculum settings
course structure
The general high school curriculum consists of three levels: learning area, subject, and module.
Learning area
The general high school curriculum sets eight areas of study in language and literature, mathematics, humanities and society, science, technology, art, sports and health, and comprehensive practical activities.
2. Subjects
Each field consists of several subjects with similar curriculum values. The eight areas of study include subjects such as language, foreign language, mathematics, ideological and political, history, geography, physics, chemistry, biology, art, sports and health, information technology, and general technology. Encourage qualified schools to open two or more foreign languages.
3. Module
Each subject consists of several modules. The modules are independent of each other and reflect the logical connection of the subject content. Each module has a clear educational goal and integrates student experience and related content around a specific content to form a relatively complete learning unit.
The Ordinary High School curriculum consists of two parts, compulsory and elective, and describes the student's course status through credits. The specific settings are as follows:
Description: Students can earn 2 credits by learning a module and passing the assessment.
Students must earn a certain number of credits per academic year in each field of study. In the three years, they will receive 116 compulsory credits and at least 28 elective credits, with a total credit of 144 credits. Encourage students to take more elective modules and earn more credits.
Course content
The content of the general high school curriculum is the content of the "General High School Curriculum Program" of the Ministry of Education and the curriculum standards of various subjects. Electives in the fields of language and literature, mathematics, humanities and society, and science are divided into elective IA and elective IB. Elective IA is a module that must be practiced by students who are required to take courses in the direction of humanities or in the direction of science and engineering. The elective IB is a module for students to further develop and choose to practice independently according to the curriculum standards of each subject.
The course content is as follows:
class schedule
The general high school system is three years. 52 weeks per academic year, including 40 weeks of teaching time, 1 week of social practice, and 11 weeks of holidays.
Each academic year is divided into two semesters, and each semester is divided into two sections to arrange the course. Under normal circumstances, each class is 10 weeks, of which 9 weeks are taught and 1 week is reviewed. The teaching is arranged 5 days a week. In principle, the teaching is arranged at 35 hours per week, 45 minutes per class.
The teaching time for each module in the language, foreign language, mathematics, ideological and political, historical, geographic, physical, chemical, biological, information technology, and general technical subjects is usually 36 hours, usually 4 hours per week or 2 per week. Class time; 1 module teaching time for music, art, sports and health subjects is usually 18 hours, usually arranged by 2 hours per week or 1 class per week.
Research study activities last a total of 270 hours in three years; students must participate in one week of social practice per academic year; students must participate in community service for no less than 10 working days in three years.
The specific arrangements for the regular high school curriculum in our province are as follows:
Note: Elective II requires at least 108 hours, and the content is arranged by the school according to the specific situation.
Localities and schools can be based on actual conditions
Note: Elective II requires at least 108 hours, and the content is arranged by the school according to the specific situation.
Localities and schools may make appropriate adjustments to the order of the relevant subject modules during the school year based on actual conditions.
Third, the curriculum implementation
Arrange the course reasonably and orderly
The first year of high school is mainly to set up compulsory courses, and then gradually add elective courses; in the third semester of high school, the school should ensure that each student has the necessary sports, art and other activities, and encourage students to continue to take certain courses according to their own interests and needs. You can also get a total review by earning a certain credit.
In accordance with the requirements of the curriculum standards of various subjects, schools must open the compulsory modules of various disciplines, and at the same time actively create conditions, formulate plans for the opening of elective courses, and provide guarantees for students to study elective courses. Schools must open IA modules in various disciplines and start their school hours. Schools should co-ordinate the selection of IB modules, so that students have sufficient elective space and students can take courses across classes. Model-level ordinary high schools at or above the provincial level should follow the requirements of the “Ordinary High School Curriculum and Timing Arrangement Guidance Form” to start the IB class. Other ordinary high schools should try their best to take the IB class according to the actual situation of the school. For students to take an elective IB course. Schools should actively develop a variety of elective II courses for students to take courses in light of the reality of local economic, social and cultural development.
The school should actively organize and guide comprehensive practical activities, and guide students to pay attention to life and society through curriculum, such as research study, community service, and social practice, enhance social responsibility, improve the ability to collect and process information, and comprehensively apply knowledge to solve problems. The ability to communicate and collaborate, the ability to innovate and practice.
In order to strengthen team spirit education and develop students' team spirit and cooperation awareness, high school students will carry out student management and carry out educational activities in the administrative class.
Establish an elective guidance system
The school should establish an effective in-school elective guidance system to avoid the blindness of students' elective courses. The school should prepare a course setting description and an instruction manual, and provide it to the students in time before the course selection. Class teachers and subject teachers have the responsibility of guiding students to choose courses. They should establish relatively fixed and long-term contact with students, and provide guidance and help for students to form a reasonable curriculum plan that suits their personal characteristics. The school should guide parents to correctly treat and help students choose courses. The school should encourage students to choose more modules to enable students to develop their own personality.
Establish a school-based teaching research system
Schools should establish a school-based teaching and research system, encourage teachers to conduct teaching research on problems in teaching practice, pay attention to the exchanges and seminars of teachers in different disciplines, and create an environment conducive to guiding teachers to creatively implement courses, so that teachers can follow curriculum standards. The basic requirements, through peer-to-peer mutual assistance, teaching reflection, creatively carry out education and teaching activities, so that the implementation process of the curriculum becomes a process of teacher professional development, and constantly improve the teachers' professional education and teaching skills. Schools should establish links with teaching and research departments, universities and other institutions to form a professional consulting, guidance and teacher training network that promotes curriculum development.
Establish a mechanism for sharing curriculum resources
In order to ensure the implementation of ordinary high school curriculum, schools should strengthen the construction of curriculum resources, fully tap and effectively use the existing curriculum resources in the school. At the same time, we will vigorously strengthen cooperation between schools and schools and communities, make full use of the resources of vocational and technical education, supplement the shortage of curriculum resources in schools, and strive to achieve the sharing of curriculum resources to meet the needs of students' selection.
The development of school curriculum should be tailored to local conditions, and strive to serve local economic construction and social development, focusing on the integration and penetration of ordinary high school education, vocational and technical education and adult education. High school schools in rural areas should combine curriculum resources with the actual development of rural construction and development.
學校課程既可以由學校獨立開發或聯校開發，也可聯合教研部門和高等院校等共同開發；要積極利用和開發基於現代信息技術的課程資源，建立廣泛而有效的課程資源網路，努力構建具有特色的學校課程。
建立發展性評價制度
實行學生學業成績與成長記錄相結合的綜合評價方式。學校應根據目標多元、方式多樣、注重過程的評價原則，綜合運用觀察、交流、測驗、實際操作、作品展示、自評與互評等多種方式，為學生建立綜合、動態的成長記錄手冊，全面反映學生的成長曆程。教育行政部門要對高中教育質量進行檢測。
本方案從20XX年秋季高中一年級開始實施。
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