A Case Study Of The Cause And Advice Of The Problems Of The Implementation Of New Curriculum In Rural Middle School

Since the reform and open policy, our country has educated the level of development obviously to enhance. The elementary education, the secondary education, the higher education have obtained the considerable development, but the aggregate level is not high. The original curriculum has not been able to adapt the present age social development request. In order to raise the education level of development, sped up the education development the step, the national Ministry of Education has promulgated "the Elementary education Curriculum reform Development Summary in 2001 (Implementation)". The summary to aspects and so on educational end, structure, standard, process, teacher training has carried on the brand-new elaboration, achieves the education for all-around development by the request.The new curriculum has carried on the preliminary experiment in the developed city, makes brilliant achievements. Started from 2001, it carried out one after another in the land. The author's school starts to implement the new curriculum in 2000 the second half of the year, these new curriculum which was in the author's school appeared seriously "unaccustomed to the climate". For example: The new curriculum request the subject must be displayed in the class schedule, however, it becomes "has hung the sheep's head, to sell the dog meat". The new curriculum's education idea, the structure, the standard, the teacher training and so on, implement the omni-directional float in the countryside curriculum. Creates the float the reason is various: First, in the macroscopic domain, the theory of curriculum implementation is the establishment existing level of development foundation in the city. Theoretically it has the serious urbanized tendency. The new curriculum's theory originates from the student, the discipline, the society. The student only refers to the urban student? Here should refers to the complete student, should we also consider countryside student's actual level? Next, "the intermediate perspective" the domain curriculum implements also has a series of problems. On the one hand, the intermediate perspective appealed to carry out the new curriculum vigorously; On the other hand they have established the barrier as the new curriculum carrying out. Because of the macroscopic domain and the intermediate perspective's hindrance, the school and the teacher is very vacant in the microscopic level. They often feel that which the correct is. Although the new curriculum has met the big resistance in the countryside when the secondary education is implemented, it must be changed, we are impossible to return from the former situation. The curriculum reform should be accommodated according to the actual level of the rural education development, embarks from rural education's actual level. In order to carry out the new curriculum smoothly in the countryside middle school, the author proposed the corresponding countermeasure. Firstly, it gives some advice and measures to the expert; Secondly, it is to principal and school teacher's suggestion and the measure; Finally, how to deal with the relationship between them?...