High School Subject Overview

Chinese: Comprehensively improve students’ Chinese literacy

The core of the new curriculum concept of high school Chinese is people-oriented, giving full play to the tools and humanistic education of the curriculum, and implementing the basics of Chinese In the teaching of knowledge and basic abilities, the process and methods of teaching and learning are constantly updated, focusing on cultivating students' Chinese application, aesthetic and inquiry abilities, promoting their balanced and individual development, comprehensively improving their Chinese literacy, and helping They develop noble spiritual character, healthy and beautiful emotions, and an enterprising attitude towards life.

High school Chinese courses must be closely connected with the reality of life and students' reality, strive to develop and scientifically use rich and diverse curriculum resources, follow the principle of unifying the same foundation with diverse choices, and build an open and orderly The curriculum consists of compulsory courses and elective courses. The compulsory courses consist of five modules from "Chinese Language 1" to "Chinese Language 5". Each module comprehensively reflects the goals and content of "Reading and Appreciation" and "Expression and Communication". It is generally arranged in the first to second grade of high school. It is completed step by step in half a semester. Upon completion, you can obtain 10 credits and meet the minimum requirements for high school.

The elective courses are designed into five series: "Poetry and Prose", "Novel and Drama", "Journalism and Biography", "Language Application" and "Study of Cultural Treatises", each series Design several modules. Schools can selectively design modules and offer elective courses for students to choose independently according to the curriculum objectives of each series, the school's curriculum resources and the needs of students. Students can choose any 4 modules and obtain 8 credits. In addition to the 10 credits of the compulsory courses, a total of 18 credits can be obtained. Students who are highly interested in Chinese language learning and wish to further their studies can also be encouraged to elect 3 more modules. This will earn you 24 credits. Elective courses are generally arranged to be completed within three and a half semesters from the second year to the third year of high school after the completion of the compulsory courses. They can also be arranged flexibly according to needs.

During learning, learners should establish a sense of subjectivity, actively participate in language practice activities, explore and experience; on the basis of personal study, actively participate in discussions and learning activities, be good at listening and absorbing other people’s opinions opinions, learn tolerance and communication, learn to collaborate and share, and form a learning style of independence, cooperation and inquiry.

Foreign language: cultivating students’ comprehensive language ability

The purpose of high school English curriculum reform is to enable every high school graduate in the new century to have basic English language literacy, that is, Having a common language proficiency foundation enables them to have the basic knowledge and basic skills of English language necessary for lifelong learning, whether they are going to further education or employment, have a certain desire and ability to learn independently, and have preliminary cross-cultural communication capabilities. Awareness and ability, this unique language ability foundation should become the platform and opportunity created by general high school education for each student's future development. At the same time, high school courses should also lay the foundation for each student to have the same language proficiency, so that they can learn appropriate skills according to their personal abilities, potential, strengths and interests, as well as their future career tendencies and long-term development goals. Learn to plan your own life and make your own choices, so that high school English courses can become courses that reflect the characteristics of basic learning, expanded learning, improving learning, personalized learning and autonomous learning.

In learning, learners should change the traditional learning methods of passive memory and mechanical training, and adopt proactive, participatory and cooperative English learning methods, through contact with society, technology and comparison of real things. and natural language materials. Through active learning methods such as observation, experience, and inquiry, students can develop their own learning potential, form effective learning strategies, and improve their ability to learn independently.

Mathematics: From a humanistic perspective, emphasis is placed on the ability to form mathematical ideas and solve problems

The "Standards" have a "new" understanding of mathematics, but it does not abandon the most essential aspects of mathematics. We should not follow the trend of things, but innovate while inheriting. From a pluralistic perspective, starting from an educational standpoint, starting from the idea of ??educating people, and combining the characteristics of the times, we propose a new mathematical concept. Inheriting tradition can ensure that the curriculum maintains the characteristics of solid foundation and rigorous academic style, while injecting new concepts is for the lifelong development of students, the development of the whole society, and the future of all China. The mathematics curriculum reflects the development trend of mathematics disciplines, highlights the humanistic value of mathematics, attaches great importance to and adds content such as mathematical modeling, mathematical inquiry, and mathematical culture, places mathematics in a broader context, and expands students' horizons. This is a A big breakthrough. High school mathematics under the new high school curriculum standards should attach great importance to the cultivation of students' mathematical thinking ability and the formation process of mathematical ideas and methods, so that students can learn both mathematical knowledge and mathematical ideas, and learn to use mathematical knowledge and ideas to express and solve general problems in the real world. Problem methods and skills.

During learning, learners should not only pay attention to mastering basic knowledge, but also pay attention to forming mathematical ideas and methods, and pay attention to understanding the correlation between different knowledge modules in order to form more complete mathematical ideas and master solutions. approach to practical problems.

Ideological and political courses: based on students’ life experience

Ideological and political courses are based on students’ real life experience, focus on students’ development needs, and embody theoretical viewpoints in social life. Among the themes, we build a course module that organically combines subject knowledge with life phenomena, theoretical logic and life logic; while offering compulsory courses, we also provide elective courses with expansion and application to meet the different needs of student development.

The compulsory courses set up three modules around the themes of economic life, political life, and cultural life. With Marxist philosophical common sense as the main content, the life and philosophy module is set up. The construction of these four curriculum modules implements the idea of ??overall planning of the moral education curriculum system for primary school, junior high school, and high school. It not only maintains the systematic connection based on life themes, but also reflects the progressive level of content objectives. In response to the requirements for the coordinated development of socialist material civilization, political civilization, and spiritual civilization, the common sense of socialist market economy, socialist democratic politics, and socialist advanced cultural construction will become important contents of this course.

Elective courses are based on the extension and expansion of compulsory course teaching and are the main link that reflects course selectivity. The setting of course modules combines advanced requirements with broad requirements, focusing on students' needs for further studies and taking into account students' employment needs after graduation; it not only reflects the unique nature of this course as a moral education course, but also reflects the role of this course in Unique value in the field of humanities and social studies.

In learning, learners must appropriately apply basic concepts and methods in philosophy, economics, politics, law and other disciplines, and strive to integrate basic ideas and principles into life themes; they must actively participate in various Community services, social surveys and other practical activities in the form of community services, social surveys and other practical activities to comprehensively improve their ability to participate in society and cultivate a truth-seeking and pragmatic attitude and innovative spirit.

History: Let students understand history from a global perspective

History curriculum standards are rich in new ideas, new content, and new perspectives. It adopts a special writing style of historical knowledge that connects ancient and modern times and links between China and foreign countries. This arrangement is conducive to understanding and understanding history from the perspective of globalization in the new century; it is conducive to being based on China and looking at the world; it is conducive to further broadening the content of historical knowledge.

Based on the principles of contemporary nature and fundamentals, the content of history courses has been adjusted as follows: 1. Enhanced course content related to social progress, such as "Reform of State-owned Enterprises". 2. Added course content that meets the needs of the times, such as ancient world history. 3. Strengthen the connection with social life and student experience. 4. Timely reflect new trends and results in historical subject research. For example, it goes beyond the traditional view of "labor creates man" in Marx's classic works.

During learning, learners should be good at understanding the relationship between the overall and local aspects of historical development from different angles, dialectically understand the internal political connections between history and reality, and China and the world, and systematically cultivate themselves to discover and Analytical and problem-solving skills.

Geography: Cultivate responsible global citizens and pay attention to the sustainable development of human beings, society and the environment

Geography courses embody the theory of sustainable development and reflect the characteristics and requirements of the times. Emphasis is placed on the learning and application of modern geographical techniques and methods, and close integration with regional development and social practice. Cultivating young people to care about major issues of human development, understand the relationship between environment and development, and establish correct environmental ethics and awareness of sustainable development is an unshirkable task of geography education. It is also an important link in improving the quality of our people and achieving China's sustainable development. . Aiming at the major issues and common problems in today's world, as well as national interests and public interests; aiming at the emerging new technologies and new methods, combined with students' interests and lifelong development needs, while retaining classic geographical knowledge, theories and methods, a large number of Introduces the latest knowledge, perspectives and theories of modern geography.

The curriculum standards reflect the following educational concepts: 1. The comprehensive development of curriculum value orientation emphasizes the theoretical thinking of students' all-round development to promote students' perfection in "knowledge, emotion, intention, and action" develop together. 2. The ecological view of curriculum that returns to life highlights the practical value of geography, improves students’ interest in learning, cultivates a style of study that integrates theory with practice, and enhances life ability. Guide students to learn "geography of life", "geography of culture", and "geography of science", stimulate students' interest in inquiry, cultivate the geographical literacy of modern citizens, and meet students' geographical learning needs. 3. The curriculum culture concept integrating science and humanities highlights the characteristics of the geography discipline that integrates scientific literacy and humanistic spirit. It not only attaches importance to the learning of subject knowledge and the cultivation of skills, but also pays attention to the edification of the humanistic spirit. 4. The democratized view of curriculum policy and the creation-oriented view of curriculum implementation have greatly increased the selectivity of courses, which not only meets the needs of students for diversified development, but also leaves room for local governments, schools, and teachers to develop and utilize curriculum resources. .

Special attention should be paid to the study of cases in learning. The curriculum standards require that the teaching materials use typical cases to illustrate basic concepts, rules, principles, etc., so the specific content presented through the cases will be obtained from the cases. Applying knowledge to new situations is the focus of learning geography.

Physics: The combination of classics and modernity provides broad space for students’ development

Physics curriculum reform is vigorous, which not only emphasizes the basics of physical science, but also takes into account the diversity of different students. needs, expanding space for students’ development. The physics curriculum standards are scientific, reasonable and clear, and the content is open and diverse. It not only focuses on the mastery of classic concepts and laws, but also the latest developments in physical science, the connection between physical knowledge and life, the combination of physics and technology, and the guidance of students. Examine and understand science from the perspective of humanities and social development, recognize the relationship between science and human beings, and actively explore the relationship between high school physics education and improving scientific literacy, laying a good foundation for students' lifelong learning and adapting to social development. The course structure is reasonably designed and teaching is organized according to modules, providing space for students' personality development.

Some experts suggest that in order for high school students to be good at classical physics, they should see the close connection between classical physics and modern science, and handle the relationship between the foundation of the subject and the frontier of the subject. Learners must lay a solid foundation , but also have a broad vision.

Chemistry: Interest-oriented, cultivating students’ ability to explore chemical problems

The curriculum standards have changed the high school chemistry subject system based on the structure of matter and taking the periodic law of elements as the main line; It has changed the situation where teaching content, teaching requirements, and teaching methods are too unified, and a compulsory and elective course model has been constructed. The topics of the six elective modules each have their own focus and characteristics, providing students with space for independent choice and changing the traditional model in which students with different interests and needs must learn the same content and meet the same requirements.

This diversified course module adapts to students' personality development and provides a larger choice space to meet the needs of students with different potentials, which will be conducive to the cultivation of high-quality innovative talents. Advocate diversified teaching methods, pay attention to cultivating students' interest in chemistry, pay more attention to the teaching of chemical experiments, propose many interesting experiments and scientific and technological activities that are closely related to the teaching content, and strive to cultivate students' ability to learn and explore chemical issues. ability. There are many experiments selected in the standards. Only when the school's laboratories are well equipped according to the standards can we effectively make breakthroughs in difficult chemistry teaching.

Learning comes from doubt, doubt comes from thinking, and thinking comes from interest. When learning new high school chemistry, learners appreciate chemistry and love chemistry, which is the prerequisite and guarantee for learning chemistry well.

Biology: Pay attention to the cultivation of experimental ability and improve biological science literacy

Take improving biological science literacy as the core task of the course, and better intersperse the basic biology content into " The three related modules: "Molecules and Cells", "Heredity and Evolution", and "Homeostasis and Environment" comprehensively cover the content that high school students should master, and reflect the development trends of life sciences in both micro and macro aspects. It places great emphasis on the cultivation of students' experimental ability. Biological experiments, as the most important form of classroom teaching, are used throughout the entire process. This design reflects the characteristics of natural science and is important for the cultivation of students' cognitive development, practical ability and creative ability. significance. In order to change the way students learn, the standard has designed activities such as observation, investigation, data collection and analysis, discussion, experiment, and inquiry, such as the dynamic changes in the number of yeast populations in culture fluid, allowing students to try to build mathematical models and use mathematical methods to study Biology, this is a brand new teaching activity. In particular, the "Biotechnology Practice" module is arranged to allow students to make "fruit wine and fruit vinegar" and "extract plant aromatic oils". Through such activities, students can understand and master simple methods and skills in food processing, and experience the role of biotechnology in food processing. Widely used in practice.

During learning, learners should strive to grasp the content of a module as a whole; clarify core concepts and the interconnections between concepts; actively participate in learning activities such as experiments and exploration; pursue their own science The improvement of literacy and humanistic quality enables one to have a strong sense of innovation and practical ability.

Technology: Technology serves human life and improves students' technical literacy.

Technical courses get rid of the original "pure labor" or "labor skills" model and focus on improving students' technical literacy. "Technical literacy" and "development of creativity" strengthen the connection between technology and society, technology and science, establish the status of technical courses with new concepts, and return to the essence of technical education.

Technical education is not about learning simple repairs, but about enabling citizens to have technical awareness, technical concepts, and understand the most basic technical common sense. The design of general technology courses focuses on cultivating students' technical thinking style, combining students' hands-on and brain-using, and becoming a good carrier for cultivating students' innovative spirit and practical ability, which is in line with the idea of ??building a well-off society in an all-round way.

Information technology courses developed from computer courses, but have made a qualitative leap from simple skills training to the cultivation of comprehensive information literacy. The curriculum standards take the cultivation of information literacy as the curriculum goal, injecting the due educational connotation into this course. Information literacy includes technical skills, communication skills, problem-solving abilities, compliance with moral and legal rules, and the formation of a sense of social responsibility. These qualities are of great significance to both students and any member of society.

During learning, learners should pay attention to using the knowledge and skills learned in information technology courses to study other courses. We strive to start from the tasks assigned by teachers and the problems discovered by ourselves, find ways and methods to solve problems, and personally experience the process of processing information, communicating and cooperating with each other. In the process, we pursue our own unique perspectives and methods of mastering, and cultivate our understanding of information. Adaptability to technological development.

Music: Enriching the connotation of music education

According to the training objectives of ordinary high school education and the nature of music courses, in order to reflect the new curriculum system of ordinary high schools, the course content should be contemporary and basic. The content structure of the high school music course consists of six modules for students to choose and study independently. The six modules are: Music Appreciation, Singing, Performance, Creation, Music and Dance, and Music and Drama Performance.

For many years, high school art education, including music subjects, has been relatively weak. This high school curriculum reform has enriched the connotation of high school music education. The standard structural framework of music courses is full of innovation and embodies the wisdom and hard work of the developers. From the subject positioning to the setting of 8 teaching modules, the systematization and operability have been strengthened, reflecting the most essential teaching content of the music subject, embodying the contemporary, basic and selective nature, allowing us to see the bright future of music education. , full of confidence in the future of high school music education. Music is a comprehensive art subject with rich cultural connotations. It is not a purely technical course. The setting of two modules, "Music and Dance" and "Music Drama and Performance", reflects the characteristics of interdisciplinary subjects. "Music Appreciation" “The setting of content is very necessary.

Music is a highly practical and operational subject, especially its performance field, which embodies a skill-based characteristic. Singing, performance, creation, music and dance, music and drama performance, which Items are also inseparable from practical activities and specific operations. Therefore, during study, learners cannot just rely on listening to lectures to learn music, but should participate in more music practice activities, gain musical aesthetic experience and learn music knowledge and skills in practice; learn to express emotions and exchange ideas in the form of music in practice .

Art: in line with students’ aesthetic psychological characteristics

Due to different interests, hobbies and development needs, high school students need to develop different art abilities. In order to meet the multi-faceted development needs of students, the general high school art curriculum has set up the following five learning modules for students to choose independently: art appreciation, painting and sculpture, design and crafts, calligraphy and seal cutting, and modern media art. The high school art curriculum standards put forward a new idea. The rich teaching content reflects the new teaching concept, highlights the characteristics of the times, is in line with the goal of talent training in the new century, and is in line with the development characteristics of students' aesthetic psychology. In particular, the design of the "Modern Media Art" module is of great significance for high school art courses to conform to the trend of world art education and the development of modern science and art. It will create a new situation in the teaching of art courses in high schools in my country. It is of great importance in implementing aesthetic education, cultivating sentiments, improving the art literacy of high school students in my country, cultivating innovative spirit and practical ability, and promoting students' moral, intellectual, physical, aesthetic and all-round development. of practical significance and far-reaching historical significance.

During learning, while learners acquire relevant art knowledge and understand the cultural meaning and stylistic characteristics of art works, they must be good at using this knowledge to express and express their own thoughts and emotions and beautify their lives, and learn to Use art to solve problems in study and life, and form healthy aesthetic tastes and concepts.

Sports and health: health first, cultivating the interest in life

The curriculum standards implement the guiding ideology of "health first", embody the modern education concept, and embody the "people-oriented", The idea of ??"taking students as the main body" embodies the "three-dimensional" view of health. It breaks away from the traditional "competitive sports" and "skills teaching" systems, integrates physical education, health education and other contents, implements "improving student health" into the entire course process, and fully taps the multiple functions and functions of this course. educational value. It has the following distinctive characteristics: 1. Implement the concept of "health first" into curriculum activities, so that the educational goals are clearly directed towards the cultivation of students' health awareness and healthy physique. 2. Implementers are required to select basic knowledge, basic skills, and basic methods of physical education and health that are popular with students and can promote their physical and mental health development as learning content.

And advocates implementers to guide students to choose study projects within the scope determined by the school according to their own conditions and hobbies. On the basis of meeting students' personalized learning and development needs, it reflects the selective characteristics of the curriculum. 3． In order to meet the needs of students for optional learning and encourage students with sports interests and hobbies to actively develop, the high school physical education and health course has been set up with two learning levels (Level 5 and Level 6) and seven modules. Students who complete 11 required credits will meet the graduation requirements of the physical education and health course.

During learning, learners should strive to protect their own health, pay attention to comprehensively developing physical fitness and improving health levels, and through selective learning of sports events, cultivate sports hobbies and expertise, and master Scientific methods of physical exercise, improving physical practice ability, developing the habit of persisting in physical exercise, forming a healthy lifestyle, and cultivating a taste for life.

Comprehensive practical activities: Enhance students’ awareness of inquiry and innovation

In the "General High School Curriculum Plan (Experimental)" issued in 2003, it was clearly stated that the high school curriculum includes language and There are eight learning areas in literature, mathematics, humanities and society, science, technology, art, sports and health, and comprehensive practical activities. It can be seen that comprehensive practical activities have become one of the eight major learning areas in the new high school curriculum, and it is also one of the basic education areas in our country. Structural breakthroughs in the curriculum system.

Comprehensive practical activities are a compulsory course area stipulated in the ordinary high school curriculum plan. Although it is a relatively independent comprehensive course in parallel with other sub-subject courses, it also has certain uniqueness. : (1) It is a compulsory course stipulated in the national curriculum plan and is serious and orthodox; (2) It is a course without curriculum standards and teaching materials, so it fully embodies generativity and adaptability. In short, comprehensive practical activities are a required course stipulated by the state, local guidance and school-based development.

Comprehensive practical activities "emphasize that through practice, students can enhance their awareness of inquiry and innovation, learn scientific research methods, develop the ability to comprehensively apply knowledge, enhance the close connection between the school and society, and cultivate students' sense of social responsibility." It consists of three aspects: research study, social practice and community service.

The ancient Roman educator Plutarch once called: The heart of a child is "not a jar that needs to be filled, but a fire that needs to be ignited." Education needs to create a spirit that is suitable for students to be free. Provide students with the opportunity to grow into a complete and comprehensively developed person. The value orientation of comprehensive practical activities lies in the return of the knowledge world to the life world. It regards education as an open system and creatively incorporates social life into the vision of education as a broad carrier of curriculum resources and service objects.

School-based curriculum development: redistribution of curriculum decision-making power to cultivate people with full personality and comprehensive development

School-based curriculum development has become a hot issue in my country's curriculum reform and even education reform in the early 21st century. A curriculum development strategy corresponding to national curriculum development that began to receive widespread attention in developed countries such as the United Kingdom and the United States in the 1970s.

The school-based curriculum is relative to the national curriculum and local curriculum. It takes full consideration of the active participation of teachers, the cognitive background and needs of students, the subjective and objective conditions of the school, and the conditions of the community in which it is located. Economic and cultural levels, highlighting the school's own characteristics, etc. are the main features. Schools and teachers are the main subjects of curriculum development and decision-making. The significance of developing school-based curriculum is not only to change the top-down long-cycle curriculum development model and make the curriculum quickly adapt to the needs of social and economic development, but more importantly, to establish a system based on the direct implementers (teachers) and recipients of school education. The educator (student)-centered and main-centered curriculum development decision-making mechanism enables the curriculum to have the ability to meet social development and student needs at multiple levels. In short, from the perspective of my country's third-level curriculum management, the basic tasks that school-based curriculum development should undertake are mainly reflected in three aspects, namely, meeting the actual development needs of students, cultivating and improving the curriculum awareness of principals and teachers, and reflecting the school's characteristics of the school.

School-based curriculum development is a continuous professional activity in schools, which requires a rational, democratic, and scientific decision-making process. This process includes: situation analysis, determination of solutions (goals and plans), organization and implementation, and evaluation and improvement.

School-based curriculum development means a kind of power, that is, the school has the right to decide part of the curriculum independently. Teachers, students, parents and community people cooperate, share and explore, and make full use of on-site courses in schools and communities. resource. School-based curriculum development means a kind of responsibility, that is, the school is responsible for the development of students. The school must resist all courses that are not conducive to student development and must provide courses that are conducive to student development. School-based curriculum development means an opportunity, that is, schools, especially teachers, have the opportunity to develop. When teachers participate in the practice and reflection of school-based curriculum development, they will gradually strengthen their awareness of school identity, improve their sense of belonging, form curriculum awareness, and master Curriculum technology accelerates the process of professional development.

School-based curriculum development is still a new thing in our country. It is of great significance for improving the school curriculum system, cultivating innovative talents in the new century, and cultivating students' sustainable development capabilities. The process of continuous integration of his ideas into basic education practice must be the process of continuous and in-depth development of my country's basic education curriculum reform!

During learning, learners should pay attention to the process of school-based curriculum development. It is not only the process of the school "tailor-making" courses for us, but also the process of us experiencing and doing it ourselves, gaining experience and pursuing our own development. From the perspective of paper-and-pencil tests, perhaps this course will not become an integral part of the college entrance examination, but its impact on us will be great, even lifelong