Students in Grade One (Grade One, Grade Two and Grade Seven) pay attention to behavior and etiquette education, cultivate students' good living habits and study habits, have the basic etiquette of being polite to others, and improve students' internal cultivation level.
Students in different grades (grade three, grade four and grade eight) focus on gratitude education and caring education, cultivate students' noble sentiments of loving nature, loving society, being kind to themselves and accepting others, and promote students' physical health and mental health with a positive, healthy and optimistic attitude towards life.
Students in Grade Five, Grade Six and Grade Nine pay attention to integrity education and ideal education, and cultivate students to be honest and trustworthy, law-abiding, responsible, mission-oriented, love the motherland and the collective, and set up lofty ideals and ambitions. Cultivate students' sense of achievement and serve the motherland, schools and parents with excellent quality achievements.
With the establishment and implementation of this goal, the school's "Nine-Year Consistent System" moral education embodies the characteristics of "integration" and "openness", cultivates students' ideological and moral character, behavior habits and other aspects through multiple channels, and gradually builds a moral education organization system combining internal and external affairs. The content of "consistent system" determines diversified moral education activities. In addition to the usual forms of moral education activities, such as theme activities, visits, public welfare work, voluntary service, etc. We also give full play to the resource advantages of "consistent system" schools, helping and encouraging junior students and senior students to cultivate and train in manners and habits, learning routines, labor ability, interest and will, and achieved good results. For example, in the activity of "Building a Clean Campus with Big Hands and Small Hands" at the beginning of the year, the school organized seven-year-old brothers and sisters, both of whom are in the first grade, to help them beautify the classroom and teach them to sweep the floor and clean the table by hand. Young students express their gratitude in the form of poems and stories. This activity enhanced the understanding between students and let them know how to respect and care for each other. At the same time, in view of the current inconsistent modes and methods of education and teaching management in primary and secondary schools, which leads to the disconnection between education and teaching, the school specially invited some fifth and sixth grade students and their parents to have a moral dialogue with seventh and eighth grade students and their parents, education experts and famous teachers and scholars on related issues. On the one hand, it changes and broadens the cognitive horizons of students and parents, on the other hand, it improves students' adaptability and enables students to successfully complete the transition from primary school to junior high school.
In the integration of family education, it also highlights the advantages of "consistent system" education. Children can't choose a family, but family study affects their development and their future destiny. At the beginning of this year, the school carefully organized and set up a new parent committee. The members of this family Committee cover grades one to nine, with high personal quality and strong teamwork ability. With the strong support and cooperation of the members of the Family Committee, the school has trained and studied parents from the following aspects in the form of special lectures, parent schools and theme activities: the healthy growth of children cannot be separated from a healthy environment, and the learning and growth of children cannot be separated from the atmosphere of family learning. Let parents change their ideas, not limited to small education, but keep up with the requirements of the times for talent quality, educate their children on the content platform of big education, and help them better adapt to society in the future.
Over the past year or so, through actively constructing an open moral education organization system and effectively implementing integrated moral education content, the highlights and characteristics of school moral education work have initially taken shape, forming a gratifying situation that students love, parents approve, the society affirms and the school develops healthily. This year, the school won the honorary titles of "Chengdu Advanced Non-toxic Unit" and "Wuhou Shuangnan Advanced Unit for Comprehensive Management of Social Security". 1. Follow the principle of development and handle the relationship between quality education and exam-oriented education.
The principle of development refers to the development of students' ideological and moral character, the acquisition of scientific and cultural knowledge and the cultivation of various abilities in the nine-year compulsory education. We should follow the law of children's physical and mental development, emphasize the foundation of all kinds of qualities, and focus on students' future development, that is, implement quality education consistently for nine years, cultivate students' balanced development in moral character, academic ability, body and mind, personality and other qualities, and let students learn to be a person, learn to learn and learn to develop. Therefore, in the process of running a school, we strive to change the idea of "exam-oriented education" that pursues further studies unilaterally, and make full use of the advantages of a set of integrated management of teams and groups in the process of running a nine-year school. Unify education and management from a macro perspective, make overall consideration for nine years, make overall arrangements, be vertical and horizontal, pay equal attention to five educations, develop harmoniously, implement quality education in an all-round way, and improve the quality and efficiency of running schools. In school teaching management, we should gradually have clear goals and plans for all grades, so that the nine-year compulsory education can be integrated, developed simultaneously and made progress together. Overcome the lack of strategic vision in the specific operation process. Increasing the overall development of nine-year compulsory schools may have a great positive impact and reduce some negative effects that are not conducive to the all-round development of students and the cultivation of their innovative spirit and practical ability. On the premise of following the principle of development, we should consider the integrity of nine-year compulsory education in an all-round way. Deepen the reform of curriculum, integrate school-based courses and local courses, and build rich, diverse, personalized, life-oriented and life-oriented characteristic courses. The basic idea of school curriculum has been initially formed: three sections: expanding courses (etiquette, martial arts, calligraphy, reading and writing, mathematical thinking, oral English, folk music, entering the Three Kingdoms and appreciating ancient poems), exploring courses (scientific and technological creation, comprehensive practice and inquiry courses) and basic courses. Make full use of teaching facilities and equipment, take daily art sports classroom teaching and mass art sports activities as the foundation, take art sports training strength as the breakthrough, combine in-class and out-of-class, popularization and improvement, systematically carry out multi-form and multi-level art sports education activities, achieve the educational purpose of cultivating sentiment, strengthening physical fitness and enlightening wisdom, and promote students' all-round and harmonious development. This year, the school was named "National Science Education Experimental Base", which will definitely strengthen the development of the school's extended courses and promote the improvement of students' scientific literacy and ability.
2. Follow the principle of continuity and do a good job in the connection of grades six and seven.
The principle of continuity requires that the overall development of nine-year schools should no longer be divided into primary schools and secondary schools, but should be taught for nine years in a step-by-step manner in accordance with the laws of teenagers' physical and mental development. The school attaches great importance to the whole process management of students. Once the sixth-grade students enter the seventh grade, although they think they are middle school students psychologically, their self-requirements are still lax. In addition, as far as teachers are concerned, the seventh grade is the beginning grade of the senior grade. Teachers grasp the students' psychological orientation, guide them according to the situation, further stimulate their learning motivation and promote the further perfection and maturity of students' learning methods. The school attaches great importance to the research on the convergence of teaching methods in grades six and seven. Primary and secondary school teachers should carry out necessary and frequent running-in on the basis of mutual teaching and communication, so as to speed up the adaptation period of seventh-grade students, achieve the maximum effect of the convergence of sixth and seventh grades, and finally realize the "main-middle" integrated teaching.
The advantage of the nine-year consistent system lies in the unity of educational objectives and the openness and transparency of educational information. As a primary school, we strengthen the knowledge that will appear in some primary school textbooks in junior high school and lay a solid foundation for junior high school learning. As a junior high school, we can't repeat what we have taught in primary schools, so as to truly achieve the teaching effect of "reducing burdens and increasing efficiency" and improve teaching efficiency.
At the same time, some basic knowledge of junior high school will be infiltrated into primary schools as soon as possible to pave the way for junior high school learning and avoid "blank" areas in teaching. In addition, we should make use of the nine-year-old teaching resources and teachers' advantages to supplement the educational content, such as adding "chemistry interest class", "literature appreciation class", "modern mathematics thinking class", "music class" and "art class" in primary schools to enrich the teaching content of students' second classroom. Cultivate students' interests and really implement quality education.
3. Follow the principle of quality first and handle the relationship between process and result.
In recent years, due to the cancellation of the entrance examination in primary schools, many primary schools can relax their hands and feet, carry out various activities and comprehensively promote quality education while ensuring the normal teaching order, which may relax the requirements for the results of the sixth grade graduation examination to some extent. There is no such contradiction in nine-year schools, because nine-year schools regard nine-year compulsory education as a whole and regard it as a complete and unified education system, making overall arrangements and integrating primary schools and junior high schools. Therefore, we have the conditions and should follow the principle of continuity, and handle the title relationship between grade six and grade seven well, so that students can make a smooth transition from physiology and psychology to senior grades. This truly reflects the "integration" characteristics of nine-year compulsory schools from another angle.
In order to improve the teaching quality, primary and secondary school teachers in this school can consciously participate in educational research, widely read a large number of scientific research magazines, and often listen to each other across disciplines and sectors. In this process, we make full use of the high-quality educational resources brought by the "nine-year consistent system" and implement the weekly regular research class system. Make the teaching methods of primary and secondary schools penetrate each other and learn from each other. Primary education is intuitive, students speak actively and freely, and the classroom atmosphere is active. The mastery of knowledge and the formation of skills are interactive between teachers and students, thus forming a "lively" primary school teaching feature; The curriculum knowledge in middle school is structured and applied, and the mastery of students' knowledge points depends on the scientific guidance of teachers and the active exploration of students, while the latter is more critical, thus forming the teaching characteristics of "initiative, openness, practicality and rigor" in middle school. When primary and secondary school teachers listen to each other and learn from each other's teaching art, their teaching methods can learn from each other's strengths, thus improving * *.
Paying attention to quality monitoring and analysis, and adhering to the quality tracking of monthly examination and monthly examination analysis can make teachers always pay attention to the changes in the teaching process, help teachers analyze students' learning situation, take timely measures to adjust teaching strategies, avoid students' accumulation of problems in learning, reduce students' differentiation and realize the overall improvement of teaching quality.
4. Follow the principle of efficiency and handle the relationship between resource integration and optimization.
We attract some primary school teachers to participate in the seventh grade teaching in junior high school and middle school teachers to participate in the sixth grade teaching in primary school, so that primary and secondary school teachers can complement each other and make their educational concepts more rational and scientific.
Educational resources are widely shared, and educational advantages are brought into full play.
The educational resources here mainly come from this school: (1) Advantages of teaching equipment: such as physics laboratory, chemical instruments, sports equipment, music, art teaching facilities, etc. (2) Teachers' advantages: the allocation of teachers in primary and secondary schools is reasonable, such as: full-time geography and biology teachers in middle schools serve as natural courses in primary schools; (3) Student advantage: the learning atmosphere of senior students, especially the ninth-grade graduating class, has a subtle influence on junior students; (4) The active learning psychology of junior students can promote senior students.