In the new semester, these "treasure courses" make campus life more colorful

The new semester has begun, and "nervousness" is no longer the most prominent keyword in learning life. Li Yan, a fifth grade parent of the elementary school in Dongcheng District, Beijing, told reporters that her daughter's campus life is colorful, dancing and powerful dances, drawing interesting sand paintings, experienced traditional folk skills in the community, and participating in various interesting experiments. "Even a small wooden stick, the child can play flowers, make a micro musical instrument, pen holder, autumn thousand, bookshelf, waterwheel, villain and other things ..." When talking about her daughter, Li Yanjun couldn't help it.

Li Yan believes that the reason why the campus life of primary and secondary schools is so rich and colorful. In addition to the results of "double reduction", it also benefits from the "treasure course" of the daughter's school.

The "treasure course" in the mouth of the parents is the unique "school -based curriculum" of each school.

From awakening to bloom: Where is the charm of the school -based course

At the Gome of Gome at the Beijing Xinghe Experimental School, each student must learn to make velvet flowers -complete a golden camellia, and each student must learn a carpentry -complete a small carpentry work of a tenon -and -mortise structure. This is their school -based course.

"The historical culture, basic skills and technical methods of general velvet flowers and woodworking courses in each grade to ensure that each student goes to the school -based curriculum for 12 years in six years in primary school to make children familiar with traditional Chinese culture and can spread China. Traditional culture. "Mao Yu, the teaching director of Gome, Beijing Xinghe Experimental School.

Mao Yu introduced, "The good handicrafts and interested students will also enter the boutique school -based curriculum class through the school recruitment, basic knowledge competition, and double selection of hands -on ability. The technique has become a small inheritor of an intangible cultural heritage. This method respects the individual needs of students, and finally lets students discover themselves, awaken themselves, become themselves, and are welcomed by parents and students. "

Children from Tieyi Middle School in Hengyang City, Hunan Province have to learn farming. Every Saturday, the teachers and students of the school must go to a local research travel demonstration base in Liyuan Town to work in a class. The open space and the corridor are opened with "add green garden", planting vegetables and flowers. In the fall, the school will hold a food festival to concentrate the tomatoes and purple potatoes harvested by the base labor harvested with tomatoes and purple potatoes harvested by the campus "small garden". From farming to care to harvesting and tasting, labor education effectively returns to the original meaning. The students' experience and perception are profound. It is not a sentence "learning agricultural skills and understanding of farming culture" can be summarized.

Similar school -based courses, all parts of the country, every school, but each one is different.

From characteristic to literacy: what are the positioning of the school -based course

The reporter learned in the interview that school -based courses in various places from literature, sports, labor, ideological politics, traditional culture, traditional skills to new fashion of international education, and the fun supplement of the main courses are all included; Wait, it can be described as adapting to local conditions and blooming flowers.

"The school -based course is equivalent to the" own special dish "on the school daily table of the school. It requires the school to set the category, nutrition structure, characteristic, and cultural style. Or the small frying of the people is mainly self -reliance on the school, and the disadvantages of the dishes served at the end also depends on the school's own skills and strength. "Said Lu Wenqing, the former head of the Academic Committee of Zhongguancun College.

In 2001, the curriculum reform plan identified the three classifications of national courses, local courses, and school -based courses. It has been implemented for more than 20 years. The "Compulsory Education Course Plan (2022)" just announced this year is positioned and supplemented by the school -based curriculum.

"The colorful school -based curriculum not only improves the national curriculum system, but also meets the personalized development needs of the subject of education. It is an important carrier of the combination of theory and practice. The improvement of the level also provides more free and wider space for students 'diversified development. It pays attention to students' life experience and learning experience, and the differences between each student's development will make each student a different subject. Really meet the different survival and development needs of each student.

At the beginning of this semester, the campus life has changed more due to the "double decrease". So, what will happen to the school -based course?

"'Double reduction' corresponds to the school's work is actually 'double -rise'. Improve the quality of school education and teaching -relying on rich curriculum design to meet the needs of students' growth and development. Improve the level of school service levels -participating in the curriculum learning Experience, so that students can better return to campus. Each student has a different flower period, so that they must thrive in the school -based curriculum that suits them. "Mao Yu said that this means that teaching practice has proposed a new school -based curriculum. Requirements.

At the same time, the new curriculum standard also put forward new requirements for the school -based course. Lu Wenqing said: "New curriculum standards are added to the school -based curriculum support. How to position the school -based curriculum has once again become a hot spot in the industry discussion."

For example, labor education cannot be completed on the blackboard, nor does every school have environmental conditions such as fields and nursery. It can be said that adapting to local conditions is an inevitable attribute of this course.

From demand to "treasure": How big is the potential of school -based curriculum "If you use a word to summarize the value, significance, role or characteristics of the school -based curriculum, I think this word is awakened. Because students' potential is unlimited, we hope to use it with More meaningful courses awaken their infinite and incredible potential, so that they are healthy, happy, full of heart and full of sunshine. "Luo Jinyu said.

The school -based course can awaken students' infinite potential. So, how should the school -based curriculum be advanced based on the promotion of "double reduction" and the implementation of new curriculum standards?

Lu Wenqing said: "The effort is the degree of integration, school -based, and personalization. For example, labor education courses should explore how to combine disciplines, so that children can be in the real environment, focusing on challenging real problems, personal experiences, and experienced experience. Come on, this can not only include all elements of labor and education, but also integrate deep learning at the essential level of disciplines, but also produce cross -disciplinary practical innovation results. "

"We have done a cross-disciplinary project teaching experiment according to the new curriculum standards in the new curriculum label not long ago. In the Botanical Garden of the Chinese Academy of Sciences, students in grades 1-3 are participated. Combination for sawing wood, timing competition, each person saw a small section of wood, then observed research, finding materials, discussing and persuasion, proposing conclusions, accepting inquiries, and exceeding expectations. "Lu Wenqing introduced that this is the number of school -based curriculums. Great elements -use on -site environmental resources (school -based), and carry out interdisciplinary labor practice (abundant, integrated) with issues that need to be explored, and guide children to retrieve the original knowledge and skills solving the problem (personalized), and build new new Concept and new knowledge (high quality).

A "formula work" designed by Yong'an Road Primary School in Weifang District, Weifang City, Shandong Province has the same magic of the same work as the wooden annual wheel research: "Measure the Big Tree in the Campus". Looking at the topic, you know that you need to comprehensively apply a variety of mathematics knowledge. In fact, students do not only rely on mathematical knowledge, but more importantly, to cultivate comprehensive ability. Its design purpose is to guide students to gradually form mathematical thinking and cooperate to solve practical problems.

"In the context of 'Double Reduction', the awareness of the school -based curriculum must be advanced, and the construction of the school -based curriculum must be promoted." Lu Wenqing said that on the one hand, the school organizes after -course service and the time beyond the operation. Support, this quantitative teaching time and space requires structural and systematic considerations for the school -based curriculum. On the other hand, the core essence of "double reduction" is to reduce the burden and increase efficiency, and it will inevitably require more integration, integration, deepening, and personalization after class service. These two aspects determine that the school -based curriculum must have systematic thinking and systematic structure.

At present, the construction of school -based courses in various places is generally colorful and effective, but there are also some surface, scattered, slogan activities or courses.

"The development of school -based curriculums should be directed to deep and true." Lu Wenqing said, "Deep, refers to supporting deep learning, guiding deep knowledge, and adopting a method of deep research. Activities of real situations, real problems, and real experience. To allow the school -based curriculum to play the role of the connection between the national curriculum and society and life, and provide children with the opportunity to explore real inquiry, we must construct it according to the theory of scientific learning, so that the school -based curriculum should be used as soon as possible from as soon as possible from as soon as possible. Shallow experience, observation, participation in activities, advanced to real project learning. "

(Reporter Li Yulan)

【Edit: Tian Boqun】

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