The school promotes the curriculum reform plan.

The plan of promoting curriculum reform in Changchong Middle School

A new round of curriculum reform has been officially launched nationwide, which is a huge teaching reform and a far-reaching learning revolution. It will affect and touch the traditional way of thinking, it will pay more attention to the development of learning subjects and the change of learning methods, and it will certainly promote the development of quality education and the development of basic education. Our school actively implements the spirit of the documents of the higher authorities, actively explores the way of curriculum reform in combination with the actual situation of the school, and crosses the river by feeling the stones. In order to steadily and steadily promote the new curriculum reform, this plan is specially formulated.

1. Guiding ideology

Based on the Outline of Basic Education Curriculum Reform of the Ministry of Education, and according to the requirements of the municipal and county authorities, actively organize curriculum reform training, update educational concepts and means, reform the single evaluation model, further promote quality education, actively and steadily explore new ways of curriculum reform, and strive to be the head geese of curriculum reform in the county.

II. Curriculum reform organization

Curriculum reform leader: Zhan Yuyi

Deputy leader: Hu Jian, Xiao Benchu, Wang Wanli and Shu Kezhang

Members: Yue Baicheng, Pan Feng, Sun Education, Liu Bing, Dale, Wang Fulin, Yu Shengguo, and teaching and research leader

III. Objectives and tasks <

2. Understand the content, style, structure, characteristics and use strategies of the new textbook. On this basis, carry out school-based research and develop local curriculum resources to serve education and teaching.

3. Carry out research on teaching methods. Teachers should change the traditional teaching concept, abandon the phenomenon of "cramming" with chalk, actively explore teachers' role consciousness, be a "guide" rather than an "actor" in the classroom, study the classroom teaching structure and process, and form a personalized teaching style.

4. Research on learning styles. Actively cultivate a learning style that advocates autonomy, cooperation and inquiry, guide students to develop their personality potential, and change the passive learning style.

5. Develop a scientific evaluation concept and mechanism, and establish a set of evaluation system suitable for Changchong Middle School.

Fourth, measures and methods

1. Vigorously carry out study and training activities. Any reform must go through the ideological barrier first, that is, ideas must go first, which is the guarantee of reform. The three-level training we organize, the first level is the upper-level training, and excellent teachers are sent to provinces and cities to participate in backbone training. The second level is to organize general training and subject training for all teachers; The third level is to organize training by the school, and to strengthen learning repeatedly at a fixed time, especially to observe the demonstration lessons in the experimental area. Through the three-level training, all teachers should be completely transformed into ideas and the phenomenon of "wearing new shoes and taking the old road" should be put an end to.

In addition, the study and training will be promoted in stages, that is, teachers will be sent to participate in training and course discussion activities organized by provinces, cities and counties in batches. Train teachers in batches, that is, teachers who are still teaching the old textbooks should also be trained, so that they can use new ideas and new methods to conduct classroom teaching and follow-up training; Teachers in the initial grade should still be trained in textbooks in the follow-up stage, so as to truly achieve the goal of comprehensive training and all-staff training.

2. Implement collective lesson preparation activities, and set up lesson preparation groups and grade groups for each subject and grade to follow up and supervise. Each preparation group should have a guiding teaching plan, time schedule and activity schedule. The lesson preparation team should carry out collective lesson preparation activities. Every time preparing lessons, there should be a central spokesman, and the members of the lesson preparation team should actively participate in the discussion, give full play to their collective wisdom, and explore new ways of curriculum reform. The lesson preparation team should also regularly carry out activities such as watching, speaking and evaluating lessons, so as to truly learn from each other's strong points, improve and progress.

3. Improve the relevant system of curriculum reform. Promoting the curriculum reform should also be constrained by the system. We decided to study and formulate the learning system of curriculum reform, classroom teaching evaluation system and curriculum evaluation system, so that all teachers' body, mind and energy can point to the curriculum reform and teachers and students in Changchong Middle School can integrate into the torrent of begging in the shortest time.

4. School leaders, middle-level cadres, teaching and research leaders and lesson preparation leaders often attend classes, discuss and study teachers' teaching behaviors and students' learning behaviors. Strengthen the management and monitoring of the experimental process, put an end to the old-fashioned teaching methods and behaviors, and use the new teaching materials to adopt the old teaching methods.

5. Explore the changes in teachers' teaching methods.

The teaching process is an interactive process between teachers' teaching and academic students' learning. It is by no means a one-way transmission in which teachers teach students to listen or students concentrate on listening to teachers. The interaction of the classroom determines the change of the teacher's role in the classroom. Teachers are no longer the masters of the classroom, the monopolist of knowledge and the giver of teaching materials institutions, but should be equal participants in students' learning activities and active guides and promoters for students to explore problems. The structural mode of the classroom will also be completely changed. It is no longer to discuss learning by teaching, but to discuss teaching by learning. Teachers' excellent teaching is to provide services for students to learn better. Therefore, teachers must straighten their position in the classroom and reposition their classroom roles. Only in this way can we truly achieve the harmony between teaching and learning and the unity of learning and teaching.

The teaching reform method is also manifested in the interpretation and treatment of teaching materials. Many teachers are always used to the traditional teaching thinking, because the treatment of teaching materials in the past has a fixed mode, which is easy to operate and simple, without thinking. For example, Chinese classroom teaching attaches importance to the dismemberment and analysis of the text, and it is always inseparable from "words, words, sentences, paragraphs, languages, revisions, logics and texts". The classroom teaching of "curriculum reform" attaches importance to spiritual education, so that students can feel and experience what they have learned in practice. This kind of teaching is not fixed, very flexible and difficult to grasp, especially the preparation of lessons is demanding and difficult, especially for "problem inquiry". Teachers should not only rely on their past experience, but also give teachers an "estimate" of students' questions in class. In the past, there was a "teaching reference" for preparing lessons. Now we should read a lot of books, consult a lot of materials and collect relevant information extensively. In addition, we should delete, select, process and deal with them through our own real feelings. In class, teachers should always give students doubts and answers. This series of changes in the classroom teaching of "curriculum reform" will mean that it is not easy and difficult for teachers, which requires teachers to constantly hammer themselves, speed up their "running-in" and adaptation to this kind of classroom teaching, and concentrate on research and continuous exploration. Only in this way can teachers really make a rich and nutritious "classroom meal" for students in their own teaching.

6. Explore the change of students' learning style.

The new curriculum standard has an important idea: return the classroom to students, so that students can truly become the masters of learning. However, it is not easy for students to become the masters of learning. If we do not operate properly in guiding students to learn in class, even if we leave them some learning time in class, they feel idle and at a loss. In this way, instead of becoming the master of learning, students become indifferent bystanders in classroom learning, and students certainly have little effect in classroom. So how can teachers guide students to learn effectively in class? One: experiential learning. In the classroom, we should try to guide students to be in the learning situation of teaching materials, so that students can feel and experience in this specific teaching material situation, thus stimulating students' motivation to think about problems, arousing their desire to solve problems, constantly subliming their thoughts and feelings, and igniting students' sparks of wisdom. For example, in mathematics class, students should be guided to learn the knowledge of circles, first of all, let them be in the teaching material situation, what are the phenomena of circles in life, and what role circles have on human beings, so that students can germinate in this specific situation. Second, "dialogue learning: that is, let students talk more with textbooks, writers and life." Create more specific topic situations in the classroom, so that students can constantly collide with each other in group communication through discussion, thus generate can spark wisdom.

7, actively promote the research. Our school has a research topic of "innovative education" approved by the Municipal Academy of Educational Sciences. We should vigorously research and experiment in various disciplines, spend financial resources, energy and manpower on experimental research, report the conclusion to the Municipal Academy of Educational Sciences with strong organization and leadership, sufficient scientific research funds, solid experimental research and excellent experimental results, and occupy the position of a model school in the city.

8. Pay attention to the integration of data and the summary and transformation of results. Teachers of all disciplines should collect first-hand information in the implementation of the new curriculum, analyze, study and summarize the applicable information, which has a certain position and influence in the county-wide curriculum reform, especially to launch a number of outstanding achievements such as famous teachers, papers and materials.

5. Problems to pay attention to

1. Prevent the situation that individual teachers are unwilling to change and dare not, and arm teachers' minds ideologically. Students should pay attention to the guidance of learning methods and develop training, and should not be complacent and afraid of difficulties.

2. Absence of curriculum evaluation. There is no unified model for curriculum evaluation. Schools should formulate an evaluation mechanism for teachers to adapt to the curriculum reform, and teachers should also evaluate students with the concept of science and development. Multiple evaluation, development evaluation and process evaluation are the evaluation principles that should be implemented.

3. Put an end to the phenomenon of "lazy people" and "lazy thoughts". Curriculum reform needs "willing oxen" and "crazy people talking about dreams" instead of the traditional "lazy people" with time and sweat, which is actually unwilling to use their brains and do things. Teachers should stand at the height of the times, keep pace with the times, keep pace with the times, keep pace with ideas, develop ahead of time, and make a difference in curriculum reform.

In short, it is an arduous task to promote the curriculum reform. We will stand at the height of "Theory of Three Represents", keep pace with the times, keep pace with the curriculum reform, promote the revolution of basic education with advanced teaching concepts, management methods, teaching methods and learning methods, and cultivate qualified talents for the country to adapt to the development of the times.

New Lion Primary School promotes curriculum reform

A new round of curriculum reform has been officially launched nationwide, which is a huge teaching reform and a far-reaching learning revolution. It will affect and touch the traditional way of thinking, it will pay more attention to the development of learning subjects and the change of learning methods, and it will certainly promote the development of quality education and the development of basic education. Our school actively implements the spirit of the documents of the higher authorities, actively explores the way of curriculum reform in combination with the actual situation of the school, and crosses the river by feeling the stones. In order to steadily and steadily promote the new curriculum reform, this plan is specially formulated.

1. Guiding ideology

Based on the Outline of Basic Education Curriculum Reform of the Ministry of Education, and according to the requirements of the municipal and county authorities, actively organize curriculum reform training, update educational concepts and means, reform the single evaluation model, further promote quality education, actively and steadily explore new ways of curriculum reform, and strive to be the head geese of curriculum reform in the county.

II. Organization of curriculum reform

Curriculum reform leader: Zheng Gang

Deputy leader: Wu Fan

Members: Zheng Siqing, Yuan Yichen, Zhang Zhaojian, Dong Tianhui, Li Yuqiong,

Deng Deyuan, Chen Desheng, Wang Fengying, Wu Zhifeng, Duan Pengcheng and Chen Xiaochu

III.

2. Understand the content, style, structure, characteristics and use strategies of the new textbook. On this basis, carry out school-based research and develop local curriculum resources to serve education and teaching.

3. Carry out research on teaching methods. Teachers should change the traditional teaching concept, abandon the phenomenon of "cramming" with chalk, actively explore teachers' role consciousness, be a "guide" rather than an "actor" in the classroom, study the classroom teaching structure and process, and form a personalized teaching style.

4. Research on learning styles. Actively cultivate a learning style that advocates autonomy, cooperation and inquiry, guide students to develop their personality potential, and change the passive learning style.

5. Develop a scientific evaluation concept and mechanism, and establish a set of evaluation system suitable for Changchong Middle School.

Fourth, measures and methods

1. Vigorously carry out study and training activities. Any reform must go through the ideological barrier first, that is, ideas must go first, which is the guarantee of reform. The three-level training we organize, the first level is the upper-level training, and excellent teachers are sent to provinces and cities to participate in backbone training. The second level is to organize general training and subject training for all teachers; The third level is to organize training by the school, and to strengthen learning repeatedly at a fixed time, especially to observe the demonstration lessons in the experimental area. Through the three-level training, all teachers should be completely transformed into ideas and the phenomenon of "wearing new shoes and taking the old road" should be put an end to.

In addition, the study and training will be promoted in stages, that is, teachers will be sent to participate in training and course discussion activities organized by provinces, cities and counties in batches. Train teachers in batches, that is, teachers who are still teaching the old textbooks should also be trained, so that they can use new ideas and new methods to conduct classroom teaching and follow-up training; Teachers in the initial grade should still be trained in textbooks in the follow-up stage, so as to truly achieve the goal of comprehensive training and all-staff training.

2. Implement collective lesson preparation activities, and set up lesson preparation groups and grade groups for each subject and grade to follow up and supervise. Each preparation group should have a guiding teaching plan, time schedule and activity schedule. The lesson preparation team should carry out collective lesson preparation activities. Every time preparing lessons, there should be a central spokesman, and the members of the lesson preparation team should actively participate in the discussion, give full play to their collective wisdom, and explore new ways of curriculum reform. The lesson preparation team should also regularly carry out activities such as watching, speaking and evaluating lessons, so as to truly learn from each other's strong points, improve and progress.

3. Improve the relevant system of curriculum reform. Promoting the curriculum reform should also be constrained by the system. We decided to study and formulate the learning system of curriculum reform, classroom teaching evaluation system and curriculum evaluation system, so that all teachers' body, mind and energy can point to the curriculum reform and teachers and students in Changchong Middle School can integrate into the torrent of begging in the shortest time.

4. School leaders, middle-level cadres, teaching and research leaders and lesson preparation leaders often attend classes, discuss and study teachers' teaching behaviors and students' learning behaviors. Strengthen the management and monitoring of the experimental process, put an end to the old-fashioned teaching methods and behaviors, and use the new teaching materials to adopt the old teaching methods.

5. Explore the changes in teachers' teaching methods.

The teaching process is an interactive process between teachers' teaching and academic students' learning. It is by no means a one-way transmission in which teachers teach students to listen or students concentrate on listening to teachers. The interaction of the classroom determines the change of teachers' role in the classroom. Teachers are no longer the masters of the classroom, the monopolists of knowledge and the teachers of teaching materials institutions, but should be equal participants in students' learning activities, and students should explore.