The sixth goal of the curriculum reform of basic education clearly states: "Change the situation that the curriculum management is too centralized, implement the curriculum management at the national, local and school levels, and enhance the adaptability of the curriculum to local, school and students". There is also a clear stipulation in the curriculum: "The courses developed or selected by local and schools account for 10%~ 12% of the total class hours."
With the advancement of curriculum reform, school-based curriculum development has become an important measure of curriculum reform in China. Implementing school-based curriculum is an effective way to realize school-running concept and training goal and develop school-running characteristics; The implementation of school-based curriculum can better meet students' interests and needs and promote students' personality development; The development of school-based curriculum can also effectively improve teachers' professional ability and curriculum development level.
With the redistribution of curriculum rights and the strengthening of school autonomy, school-based curriculum development research will further implement the spirit of quality education. In order to fully implement the school-based curriculum development and further improve the research work, according to the spirit of curriculum reform, the school-based curriculum development plan of our school is compiled.
Second, the guiding ideology is based on the "Guiding Outline of National Basic Education Curriculum Reform", starting from the school-running concept, training objectives and school-running characteristics of our school, in line with the principle of effectively utilizing existing educational resources and developing new educational resources, and relying on the principle of the development of teachers, experts, leaders and parents in our school, we will develop school-based courses with Long Mai and realistic characteristics, reflect individual differences, educate people in an all-round way, and provide students with moral formation, personality development and potential development. Iii. development goals 1. School-level objectives: ① Establish a standardized and perfect curriculum system for Longwan Experimental Middle School; ② Explore the management methods of school-based curriculum development and implementation with our school's characteristics; ③ Create school-based brand courses and characteristic courses.
2. Teachers' objectives: ① to establish a team of teachers with correct curriculum concept; ② Cultivate a group of comprehensive talents with curriculum development ability; ③. 3. Students' goals: ①. Fully respect and give full play to students' individual specialties, so that students can be independent and confident; 2. Let students master a certain skill, learn to explore, let students be good at thinking and dare to practice; (3) Cultivate students' team consciousness, improve students' ideological and moral cultivation and aesthetic ability, cultivate sentiment, improve physical and mental health, and make students love school life and adapt to the social environment. Fourth, the development principle of 1, the principle of subjectivity: the curriculum developed independently with the school as the main body should fully reflect the characteristics of the school; Reflect that teachers are the main body of curriculum development; Reflect the actual needs of students as the leading factor.
2. Voluntary principle: respect students' wishes, combine limited elective courses with independent elective courses, and give full play to students' personal specialties. 3. Flexibility principle: Teaching content and methods depend on the actual situation of students. Teachers should teach students in accordance with their abilities and effects, and make flexible adjustments so that all students can develop.
4. Open principle: reflect the diversity of objectives, the extensiveness of content, the extensiveness of time and space, the subjectivity and difference of evaluation, and fully explore the existing and future curriculum resources of the school. 5. Principle of effectiveness: In the development of school-based curriculum, the school does not emphasize that every course must be absolutely systematic and complete, but emphasizes inspiring students, learning and thinking, and paying attention to the effectiveness and pertinence of the results.
Verb (abbreviation of verb) Course structure and categories (I) Course structure According to the spirit of curriculum reform, the school integrates all courses into two categories: basic courses (national courses and local courses) and school-based courses. School-based courses are divided into limited elective courses and independent courses.
1, basic courses Basic courses are formulated and implemented by the state and local governments, which emphasize the formation and development of students' basic quality and reflect the most basic requirements of the state for citizens' quality. It is a compulsory course for all students, which consists of subjects with the same requirements in all fields of study, mainly including ideological and moral, history and society, Chinese, mathematics, English, sports and health, music, fine arts, information technology and local courses.
2. School-based Curriculum School-based curriculum is a variety of courses developed and implemented by our school to comprehensively improve students' quality, develop students' interests and specialties, broaden students' knowledge, cultivate students' cooperative spirit, innovative spirit and practical ability, and cultivate students' sense of responsibility for nature and society according to the existing conditions and resources, students' current situation and the future development requirements of students, schools and society. It consists of limited elective courses and independent courses.
(1), the limited elective course consists of the subject development course extended from the basic course, the comprehensive practical activity course and various special education specified by the higher education administrative department. This is a limited course for students to choose from.
(2) Autonomous elective courses are composed of subject courses and activities that meet the needs of students' personality development, and are courses that students choose to study independently. (2) The content of school-based curriculum The development of school-based curriculum adopts the methods of screening, adapting existing curriculum or writing new school-based curriculum.
In the research, the natural resources, human resources and social resources in the region, inside and outside the school are integrated into the subject curriculum, and school-based curriculum is developed through adaptation, supplement, expansion and new compilation. Educational resources include social resources, school resources and family resources.
The social resources in this area include three parts, namely, physical geography, human history and social development; School resources include campus environment, teachers' characteristics and students' specialties; Family resources include parents' specialties, family characteristics and family environment. These contents can be comprehensive or thematic.
The development content is divided into the following seven categories. 1. Selection of scientific literacy course content: radio direction finding, electronic production, computer network, astronomical and geographical observation, software production, energy and environmental protection, mathematics, physics, chemistry, biology, bilingual synthesis, scientific experiment, etc.
2. Content selection of humanistic literacy course: classic literature appreciation, root-seeking, modern literature reading appreciation, beauty in literature, special lectures on China folk culture, etc. 3. Art category.
2. What are the specific topics of 16 classical Chinese required by junior high school Chinese curriculum standards?
Fish is what I want/Mencius
Born in sorrow and died in happiness/Mencius
Debate on Cao Gui/Zuo Zhuan
Zou Ji satirized the policy of Qi King/Warring States.
Model/Zhuge Liang
Taohuayuan/Tao Qian
Three Gorges/Li Daoyuan
Miscellaneous Notes (4)/ Han Yu
Xiaoshitang/Liu Zongyuan
Lou Shiming/Liu Yuxi
Yueyang Tower/Fan Zhongyan
Zuiwengting/Ouyang Xiu
Night tour of Chengtian Temple/Su Shi
Ailianshuo/Zhou Dunyi
Send Dongyang Horse (Excerpt)/Song Lian
3. How to develop school-based Chinese curriculum in primary schools? Developing an independent "school-based curriculum" focusing on local knowledge learning and research is different from "national curriculum" focusing on knowledge learning and research.
This idea no longer "incorporates" local knowledge into the modern subject curriculum system, but develops it into a separate curriculum series to change the phenomenon that local schools are divorced from real life and devoted to subject knowledge standards in real life. In order to meet the needs of students' social life, they can be taught to learn local sociological knowledge; In order to meet students' aesthetic needs, we can teach them some local artistic knowledge; In order to meet the needs of students to know their hometown, we can teach them some local knowledge such as geography, plants, animals and weather. In order to meet the needs of students to help their parents do some work within their power, we can teach them some local production knowledge and so on.
4. The last reading question in the first volume of the fifth-grade Chinese school-based curriculum (1) homesickness author Yu Guangzhong answered homesickness.
People always simply understand homesickness as attachment to home or nostalgia for hometown. In fact, this understanding is too narrow and specific. Now I feel that smell. It's not that simple. Homesickness is not spatial, but temporal, and its direction is the distant past; Nostalgia is not a fetish, but narcissism. What it cares about is not the ancestral home that often seems abstract, but the mourning for its own life and youth. So many homesick poems throughout the ages, if you think about it carefully, are all self-pity: in the past, I was gone, and now I think about it, it is another rain. The singer lamented that the water of years had poured on him mercilessly. Heidegger said that "hometown is in the center of the earth", which seems to be a spatial concept, but when we think about it carefully, this hometown still refers to "the place where people grew up", because there are footprints of children, and the first and best parts of his life are scattered there. The home of life, the destination of memory, the young child left there because the good times of childhood have waved away, and he has embarked on the road of no return destined to travel abroad! This truly eternal parting is the scene of "this peach blossom last year". Once you come back to pursue it, it is already a sad place. "Above, he looked for the green void, below, the yellow spring, but he failed. Anywhere, he found the person he was looking for." Therefore, homesickness is a real despair, a kind of melancholy that comes with life.
(2) I imagine the sigh of Chen Ziang, a poet in the early Tang Dynasty, when he boarded the ancient platform in Youzhou: "Where are those lost times before me? Behind me, where are the future generations? I think of heaven and earth, there is no limit, there is no end, I am alone, and my tears fall down. I think his wailing is exaggerated, but now that I think about it, that kind of fate is just such a setting for every mortal's body. Life is endless from generation to generation, and Jiang Yue is only similar year after year. Let you ask for wine from heaven and lament. God will never give in to human nature, but will only give you some flexibility and compassion. Because of this fate, since the Han Dynasty, China's poets and poets have become aesthetical sentimentalists. They are both literati and philosophers. I think there is a very special and strong nostalgia tradition in China's literature, which is probably related to this philosophy of life ontology and their tragic outlook on life. They are like birds of paradise in Dai Wangshu's works, walking carefully with eternal love for the past and homeland, and drawing a rainbow of blood-stained life.
(3) A person walks independently in the ice and snow. Is to treat you as a newcomer in that line, you are just yourself after all. In the eternal heaven, what is the difference between those who come and those who go? With this in mind, the rest is only relief. Sentimentality is not necessarily just knowing being hurt. If it leads to a profound and insightful understanding of life, sentimentality certainly contains real feelings and strength. Because everything didn't stop because of this, they lived on and on, connected from generation to generation. They went there for a long trip because of their eternal homesickness. Because no one can go back to their real hometown, what you see is an endless route, but when you go back along the thorny route, what you see is nothing more than a sad sentence, just like that described in Lu Xun's novels. What you see is everything that has changed, and what others see is you that has changed. The story in the moonlight has become a permanent memory, and your childhood partner knelt down as if he had never met each other. This is the hometown-Lu Xun's novels. No one understands it like him, even if he is in his hometown and has close relations with his relatives, 32313353236313431303 2365333358685e5aeb93133334160. Not to mention, in addition to tenderness, there are gentle traps, and there are chilling overtones in gentle words. However, this will not change the persistent strong yearning and yearning. You know, those worries and grievances have long been related to that kind of emotional stubbornness. You are an out-and-out hopeless person. Even if your hometown is already a muddy trap and fire pit, you will jump.
The eternal route, the direction without regrets, the homesick traveler in the evening rain, the hometown is getting farther and farther away from you and getting closer and closer to you.
1. Please point out the specific meanings of "fetishism" and "narcissism" in the first paragraph "Nostalgia is not fetishism, but narcissism".
2. What is the function of quoting Chen Ziang's poem "Deng Youzhou Taiwan" in the second paragraph?
In the third paragraph, the author said that "no one can go back to his hometown". Why?
Some people think that the emotions expressed by the author are repressed. Do you agree with this view? Combine the text and talk about your own views.
answer
1. fetishism: concern for ancestral home (or attachment to hometown and home)&;
Narcissism: Mourning one's life and youth (or lamenting the passage of time and feeling sorry for oneself).
2. The author understands Chen Ziang's poems from the perspective of "homesickness", which enriches the connotation of the article; It expresses that homesickness is a real despair, a kind of melancholy that comes with life.
3.① The first and best part of life (or the home of life) can't be returned; As time went on, things changed. Even in my hometown, I still have a deep sense of loneliness.
4. disagree. The author thinks that homesickness is a mourning for the loss of life and good years. Although a person can never return to his home, a traveler can never change his persistent and strong yearning for his hometown. The feelings expressed by the author are slightly sad but not depressed. Agreed. Talking about "homesickness is a real despair" and "no one can return to their real hometown" can be justified.