From this article, combined with the situation of your school,
A preliminary study on the development of school-based geography curriculum in our school
Abstract: The three-level system of new curriculum management has given teachers a broader world of curriculum development.
schools can reprocess and re-create the national geography curriculum in various ways, such as selection, adaptation, integration, supplement and expansion, according to the internal and external education, teaching resources and the characteristics of students and teachers, so as to make the national geography curriculum and local geography curriculum school-based, personalized and more in line with the characteristics and needs of students and schools, that is, geography school-based curriculum.
This paper mainly explores the development of school-based geography curriculum in our school.
Keywords: new curriculum standard of school-based curriculum, teaching resources, textbook resources
Background of school-based curriculum development
According to the new curriculum standard, national curriculum is divided into three management systems, namely, national curriculum, local curriculum and school-based curriculum.
School-based curriculum, also known as school-based curriculum, is a geography curriculum that reprocesses and recreates the national geography curriculum through various means, such as selection, adaptation, integration, supplement and expansion, based on the characteristics of education, teaching resources and students and teachers inside and outside the school, so as to make the national geography curriculum and local geography curriculum school-based, personalized and more in line with the characteristics and needs of students and schools.
School-based curriculum is the perfection and supplement of national curriculum and local curriculum, and schools can develop relevant courses with local characteristics according to their own conditions and needs.
under such conditions, Geography in our school has also designed the following courses according to the national curriculum standards and its own conditions:
Table 1 Geography school-based curriculum
Geography school-based curriculum name applies to the total class hours of the grade. Course type
Mysterious universe. 16 elective courses in the first semester of the first grade.
Industrial location research in Dongguan. 8 elective courses in the second semester of the first grade.
Thinking about industrial transformation in Dongguan is high. 16 elective courses in the first semester of Grade 2 < P > 2. Ideas and suggestions for school-based curriculum design < P > (1) Setting goals and clearly requiring < P > The design of school-based curriculum should not violate the requirements of national curriculum, and at the same time, it should not be offered at will.
Therefore, when designing a course, we must be clear about the objectives of the course and the requirements for students, and students should not be allowed to "play".
it should be clear what kind of quality the course should cultivate students, and finally to what extent the students are required to master or what results they can produce.
1. Set goals
Every course should have a specific goal.
The geography course should meet four objectives:
First, it should cultivate students' correct Scientific Outlook on Development.
Geography is a science that studies the coordinated development of man and land. Any study of geography should start from cultivating students' correct and scientific concept of development, so that students can understand that only the coordinated development of man and land system is the sustainable development we need.
second, cultivate students' practical ability and practical ability.
Geography is a practical subject. Usually, geography is taught twice a week, so there are few opportunities for practice.
Therefore, through the implementation of school-based curriculum, we should pay attention to cultivating students' practical ability and practical ability.
Third, cultivate students' sentiment of loving their hometown and their collective sense of honor and responsibility as masters.
Students' feelings for their hometown come from their understanding of their hometown and their status as masters. Only by recognizing their own status as masters can they enhance their sense of responsibility for their hometown.
Therefore, when designing the school-based curriculum, our school pays special attention to endowing the school-based curriculum with local characteristics, and lets students make suggestions around the construction of their hometown.
fourthly, students' innovative ability and "dare to think and do" action ability are cultivated.
Middle school students are in a period of "ability development". They have a lot of ideas about what is happening around them, but they often don't know how to implement their ideas, or they have been hit hard enough to implement their ideas. Over time, students' ability to act is stifled, and they always "dare to think and dare to do", so their innovation ability is gradually weakened.
Through the study of geography school-based curriculum, we hope to improve students' action ability, thus cultivating students' innovative spirit.
For example, by studying "Dongguan Industrial Transformation", let every student think and put forward his own opinions, and let everyone take action and tell the mayor his own opinions by letter.
Through this form, students can feel their sense of responsibility as a Dongguan person, and at the same time, they can cultivate their innovation and action ability.
Another example is "Mysterious Universe". By explaining relevant scientific knowledge, students can learn more about the universe, thus cultivating students' correct Scientific Outlook on Development. By observing constellations and other activities, students can apply what they have learned to practice.
2. Make it clear that
school-based curriculum is a supplement to the existing curriculum, so as to increase students' knowledge.
As a course, you can never learn it. In order to achieve better teaching results, you should also formulate corresponding teaching requirements.
First, students are required to master knowledge to a certain extent.
School-based curriculum is also a course that allows students to learn knowledge. Therefore, when designing, teachers should explicitly ask students to master the relevant knowledge of the course and some principles related to the course, that is, they can explain the relevant contents orally.
Secondly, it is clear about the expression form of learning achievement, that is, the way of curriculum evaluation.
School-based curriculum is different from our usual curriculum. We don't have to show our learning achievements through exams, but we can evaluate our learning and performance through various forms.
Only when the teacher makes clear the expression form of learning achievement can students have learning goals and learn relevant content more purposefully.
After learning the industrial transformation in Dongguan, students are required to put forward their own opinions and opinions and express them in the form of small papers.
(2) Make good use of on-site curriculum resources
1. Base on textbook resources to make the course closer to what you have learned
At present, students can't get knowledge from books, but the knowledge from books is not enough for students, because the knowledge from textbooks can't explain a problem too deeply or have enough time for us to apply it to practice.
Because of this, the development of school-based curriculum should be based on what we have learned, and it is also an expansion of what we have learned.
The school-based courses offered in our school are all derived from textbooks, but they are different from textbook knowledge. On the basis of textbook knowledge, an in-depth discussion on a certain problem.
For example, in urban and rural planning, the content of textbooks mainly tells the general laws of urban development and the distribution of urban regional types.
On the basis of students' understanding of this, we should further supplement some principles and processes of urban and rural planning, so that students can understand this process before investigating the urban and rural planning of their town, and finally let them try to design their ideal hometown planning.
This course design not only makes use of students' existing knowledge, but also enables students to have a deeper understanding of this knowledge point.
2, based on the theme of life, let learning and even use
Only when any knowledge is applied to life, solving life problems is useful knowledge.
Our students often learn but can't use it. They can't use what we have learned to analyze and solve the problems in our lives.
This problem can be alleviated by setting up school-based courses.
For example, many students only know the general principles of industrial layout from books, but they can't tell the advantages and disadvantages of the industrial distribution around us.
Therefore, we hope that students can understand the principle of more industrial layout through further study of urban and rural planning, and guide them to think about the advantages and disadvantages of industrial layout around them and the improvement measures.
3. Make the course lively and interesting with the help of various teaching resources
Many schools will encounter the problem of insufficient teaching resources when offering school-based courses. For example, the compulsory course "The Earth in the Universe" has aroused many students' interest in exploring the universe and curiosity about the universe, and it is also in line with the requirements of students to offer such courses.
But many schools don't have binoculars, and think it is of no practical significance to offer this course. Everyone thinks that astronomical courses must have astronomical telescopes to observe the moon and sunspots.
Because of this, other interesting parts of astronomy (such as constellations, nebulae and strange stars, etc.) are ignored.
However, in fact, the chances of actually using the telescope in the whole course are not many, and the number of times of using the telescope is generally not more than three times.
Undoubtedly, if there is an astronomical telescope, it will be a good thing for offering such courses.
However, the scope of astronomy is very wide, and it is not necessary to use astronomical telescopes. We can also tell students some other parts about astronomy based on some resources of our school.
For example, the astronomy course offered in our school mainly introduces some knowledge about the universe, such as the solar system and its planets, beautiful nebulae, the Milky Way, the Shenzhou series, China's lunar exploration program and so on.
Of course, in order to let students know more about our moon and the principle of telescope, we can use a telescope owned by a teacher or organize students to visit Dongguan Science and Technology Museum to solve the problem of lack of telescope resources.
In this way, students can also learn about the structure and function of the telescope, as well as the knowledge about its use.
(3) Developing school-based courses in combination with current events
Current events are a concern of everyone and the society, and it is undeniable that current events are also a hot topic in the college entrance examination.
Therefore, as a student group, they are not less concerned about current affairs than other people.
Students' understanding of current affairs hotspots often comes from the Internet and newspapers, but for the contents of these reports, they often stay on the basis of knowing, so it is difficult for them to further analyze or put forward opinions and opinions. That is to say, our students' understanding of current events is not deep and comprehensive enough.
Offering courses related to current affairs is helpful to cultivate students' innovative ability and thinking.
For example, in recent years, Dongguan and even the whole Pearl River Delta are facing the problem of industrial upgrading, and these problems happen around us, which can also be said to be closely related to our lives, and are a problem worthy of consideration by all Dongguan people.
Through investigation and research, we can understand the history of Dongguan's industrial development, know the general law of industrial transfer and the current situation of Dongguan's industry, and arouse students' thinking-what should be the way out for Dongguan? Finally, we can put forward our suggestions on Dongguan's industrial transformation in the form of "a letter to the mayor".
This will not only enable students to learn relevant knowledge, but also cultivate their feelings of loving their hometown and their sense of responsibility to make suggestions for their hometown.
(4) Pay attention to students' interests and make school-based curriculum more dynamic
Schools exist for students, and students' interests and needs are an important basis for school-based curriculum development.
The number of students taking this course reflects the success of this course on the other hand.
For students, their interest in the course itself is an important reason for choosing courses.
According to the concept of new curriculum standards, students are the main body of learning, while psychology believes that only by arousing students' interest can students learn easily and get twice the result with half the effort.
Therefore, when setting up school-based geography courses, we should pay attention to the combination of students' interest and knowledge, so as to stimulate students' interest and get better teaching results.
For example, most students show great interest in the vast universe, but my knowledge in our textbooks is far from enough, so it meets the conditions for setting up school-based geography courses.
so what content should such a course teacher design? We can investigate the students first to find out which parts of the universe they are interested in, and then design the relevant contents of the course according to the students' interests.
Third, the problems in the course of geography school-based curriculum design
There are also some problems in the course of geography school-based curriculum development, such as:
(1) Realistic problems. Most of the courses we design need students to do or practice.
For astronomy courses, we hope that students can really understand the constellations in the night sky, which requires field observation.
However, due to our school's geographical location close to the town and serious light pollution, it is generally necessary to see several bright constellations on a cloudless night, and safety issues should be considered when going out for observation, so whether we can carry out observation still needs a lot of realistic conditions.
(II) Data Collection In the geography school-based curriculum, a lot of data need to be investigated and collected, which is difficult for students, and some data need to be provided by the government, so it is a serious problem whether the data can be collected completely.
(3) Time problem School-based curriculum is different from ordinary curriculum, with few class hours, and whether the teaching content can be completed in a specific time has become a problem; In addition, because some contents are observation practice and data collection, it is also worth considering whether students have enough time to complete these contents.
IV. Conclusion
The above are my opinions on the school-based curriculum of geography in our school, but in practice, I found that the content of the curriculum needs to be further improved and enriched.
Appendix II: Course Outline
The mysterious universe of course name; Study on the industrial location of Dongguan; Thoughts on the industrial transformation of Dongguan in the urban and rural planning of this town
Applicable to the senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, senior grade, and senior grade
Total class hours: 168,816
Course objectives 1. Let students know about the universe;
2. Cultivate students' hands-on and observation abilities, as well as the scientific spirit of being brave in exploration;
3. Cultivate students' correct world outlook and cosmology.
1. Understand the development history of Dongguan industry, the factors of industrial layout formation, and the reasons for its location selection;
2. Cultivate students' ability of data collection, arrangement and analysis;
3. Enhance students' understanding of their hometown and cultivate their sentiment of loving their hometown.
1. Understand the basic principles of urban and rural planning and adjust the present situation of urban and rural planning in this town;
2. Analyze the advantages and disadvantages of the town's urban and rural planning from a scientific point of view, as well as the main problems, and think about solutions;
3. Cultivate students' understanding of their hometown and inspire students' feelings of loving their hometown.
1. Let students know the reasons and laws of industrial transformation and investigate the current situation in Dongguan.