A Study On The Integration Of The 9-year School

The 9-year school is established in accordance with the provisions of the State Compulsory Education Law on the implementation of nine-year compulsory education,running through the integration of primary and secondary education schools.From the perspective of development,since 1958,the 9-year school has gone through five stages:germination,pilot,extension,stability and transformation.Theoretically speaking,the9-year school is conducive to the implementation of quality education as a whole,solving the problem of connecting primary and secondary schools,improving the quality of compulsory education,and promoting the balanced development of compulsory education.Therefore,the state has always encouraged the development of the nine year consistent school in the compulsory education stage.However,at present,the 9-year school is still managed separately according to the way of primary school and junior high school.There are two groups,two systems and two kinds of evaluation in a school.Primary school and junior high school are not really "integrated".Promoting the integration of running schools is the direction for 9-year school to realize the overall benefit of running schools as "1 + 1 > 2".However,what is the integration of running schools? How to achieve integrated education? It is an important theoretical and practical issue to be solved urgently.The integrated running of 9-year school refers to the school’s improvement behavior of establishing a unified system,strengthening the linking up of curriculum and teaching,optimizing the allocation of school resources and improving the school’s running level under the guidance of the overall education concept.The concept of holistic education includes holistic education view,scientific quality view and comprehensive student view.The unified system includes the establishment of a unified internal management institution,focusing on the core system of the school,paying attention to the informalsystem of the school,and fully considering the consistency and coordination of the school system.Curriculum convergence mainly includes curriculum integration,teaching optimization and research convergence.School resource allocation mainly includes hardware resource allocation,human resource allocation and policy resource allocation.On the theoretical design level,the integration of 9-year school is based on the holistic and modelling principles of the system theory,with the construction of formal and informal systems as the important content,and the school improvement of improving school running and improving school culture and interpersonal relationship by updating educational and teaching ideas.Theoretical comprehensive theoretical design framework;in reality,integrated school-running is rooted in the scale of expanding,relatively stable operation,and has a good development prospects of the realistic foundation.The integrated school-running mainly adheres to the core concepts of the whole-process quality and all-round educating students’ development outlook,the modernization of school management facing the future social development,the fair and high-quality concept of educational development,so as to realize the seamless convergence of "primary school" and lay the foundation for students’ success,break through barriers to open up the development channel of schools,and fully optimize the allocation of resources.Promoting quality and balanced development is the core value.In the aspect of educational practice,the development of 9-year school is still facing the problems of surface and deep levels.Among them,the surface problems mainly include: the overall quality of the 9-year school is not high,the lack of specialized teaching and research personnel and teaching and research activities,the integration of primary and secondary school teachers is low,school teachers have a low degree of cultural identity to the school,primary and secondary school curriculum lack of convergence.Despite the government’s strong encouragement of the nine-year system,there is a very limited investment in school funding,teacher training,and the compilation of specialized teaching materials;managers generally agree that the nine-year system of running schools,but they do not have a clear understanding of the nature,scale,teacher management,mode of running schools;from the perspective of school management,nine years.The consistent school lacks effective school running mode at present.Although many 9-year school put elementary and junior high schools together,they are separated from each other.The deep problems are mainly in five aspects: first,the extremeschool-running concept of "absolute segmentation" and "non-discrimination",which is mainly reflected in the misunderstanding of the schooling system--the belief that "nine-year system" is the "six-three schooling system" or "may fourth schooling system".The misunderstanding of the organizational form of the school--that the nine-year system is "elementary school plus junior high school";The misunderstanding of the school section--the integrated running of the nine-year school system means to treat each school section with no difference.The second is the design and selection of "advanced knowledge" teaching materials--some use the first-grade teaching materials as the linking teaching materials,while some use the school-based curriculum as the linking teaching materials.Third,the creativity of multiple subjects can be eliminated by the "unified management"--reflected in the response to different schools with the same management model,the lack of effective management strategies for rural schools,and the inability of the management system to balance the needs of various subjects.Fourthly,the "separate" teaching quality evaluation system--the performance is based on the evaluation method of separating primary school from junior high school,there is no quality evaluation system matching the school,and the performance salary distribution is biased towards junior high school and main subject.Fifth,the school culture of "high-quality students rather than high-quality education"--failing to recognize the nature and development direction of the school,failing to build a team cohesion and a cultural community,emphasizing the test rather than the construction of school cultural characteristics.The reasons leading to the problems of the surface and depth of the integrated nine-year school system include five aspects: first,the educational value of the integrated school system design is weak.The leadership of the nine-year school system has not formed the nine-year consistent "academic system awareness",but still adhere to the traditional school mode;Second,the integrated system of linking the curriculum materials is absent.There are no corresponding teaching materials in the nine-year system.Third,the "hard" management model leads to rigid school organizational structure.Without the establishment of scientific management system,the traditional management system of primary school and independent middle school is still used,and the single management form of partial management is adopted.Fourth,the primary school and junior high school relatively separate salary distribution mechanism.Theevaluation mechanism of school is not reasonable,and the traditional evaluation method of separating primary school from junior high school is still adopted.Fifth,the school culture of refusing communication and interaction is divided.School culture is divided into two modules: primary school and junior high school.Focusing on the practical problems existing in the integration of 9-year school running,aiming at the main causes of the problems,this paper constructs a set of "concept innovation" and "curriculum integration" by using the hierarchical and modeling principles of system theory,the internal and informal system theory of new institutional economics,and the school improvement theory."Management optimization","evaluation and improvement","cultural integration" and other functions in one,reflecting the "integrated education concept","integrated school management","integrated curriculum construction","integrated culture cultivation" and "integrated standard evaluation" of 9-year school integration "five pyramids" Body model.We should promote the integration of 9-year school from the perspectives of shaping the school’s overall educational values,coordinating the relationship between primary and secondary schools,and improving the appropriateness of school and regional resources.Based on the overall idea of the model,China should start with the selection and development of principals,the construction of entrance system,the design of curriculum and teaching materials,and the improvement of assessment and evaluation to realize the integration of 9-year school.First,the establishment of a multi-capacity symbiotic mechanism for the professional development of principals in the appointment of principals: the education administration department to establish a special nine-year system of school principals qualifications,study and formulate the corresponding qualifications and conditions,and encourage the principals to serve concurrently as secretary of the school Party branch,improve the operational efficiency of the leadership system In the development of principals,the administrative departments of education should set up a general training program for principals,which covers teaching according to law,educational concept and management,school curriculum,nine-year consistency system and principals’ quality,and establish a special training system including school improvement,high-quality school management experience learning,etc.Door and teaching and research departments jointly carry out the project-based advanced research activities for the nine-year consistency school principals to enhance their scientificresearch and leadership and other qualities.Secondly,we should make overall plans to implement the system of differentiated enrollment,establish the system of exempted near-by enrollment,exempted straight-up enrollment and regional overall enrollment,and set up a relatively flexible and flexible learning system for the students in school,allowing 9-year school to implement the system of repeating grades and jumping grades.Thirdly,we should build a Curriculum Textbook System with the main purpose of promoting students’ individualized development.In the aspect of textbooks,the educational administrative departments,research institutes and schools jointly organize experts and scholars to compile the textbooks with a nine-year consistent system,and schools should develop school-based cohesion to suit their own development on the basis of existing textbooks.According to the textbooks,we should break the barriers between the primary and junior middle schools and the boundaries between the subjects,integrate the school curriculum and embody the concept of integrated education.Fourthly,the educational administration departments should establish a school assessment and evaluation mechanism combining unified standards with classified design,add 9-year school teacher qualification standards and allocation standards;refer to the financial allocation standards of compulsory education schools,establish a separate 9-year school allocation standards;schools should be based on the overall perspective of grades 1 to 9.Establish the evaluation index of teachers’ performance appraisal,design the evaluation system of students’ comprehensive quality based on the integrated moral development,subject development,art and sports development,develop teaching materials,carry out teaching and research activities,promote the consistent moral,intellectual,physical and aesthetic education,and design and implement the integrated curriculum Evaluation.