Practice And Exploration. The Huimin First Experimental School Curriculum System Built

The system of school curriculum construction is based on themacro-requirements of the latest round of curriculum reform, the experimental resultsand the problems of our school teaching. In June 2001, Department of Educationmade the Outline of Elementary Educational Curriculum, which gives the 6concrete targets to forms, structures, contents, practice, evaluation and management.Thus the nation-wide experiments of selected points began. Ever since the early1980's the fellow teaching staff have never stopped researching beneficially in thecountryside elementary and junior schools. On the one hand, they show emphasis onthe study of basic knowledge and the development of the students' qualities. On theother hand, the experiments are geared to the needs of the local economy constructionand claim precedence over all others. On the third hand, they show emphasis on thelocality and property of the curriculum contents integrating theory with practice. Theproblems in our school are as follows. First of all, the teach e as alt unclear about therelation between quality-based education and examination-based education. Second,they can't make use of the different teaching and studying ways freely. Third, theycan't make the connection with different subjects, which results in theunsystematicness of knowledge. Fourth, we are not satisfied with the practice of theactivity curriculum. And we haven't any selected sublets. Fifth, the schooladministration and teachers seldom care about the way out of the students of poorstudy.The construction of the school curriculum system is based on the study oftheories on curriculum. Mr. Gu considers curriculum to be the summation of allteaching contents which are carefully selected to achieve our educational goals. Theexperts of Structure-centered Curriculum as well as Human-centered Curriculum haveraised their prepositions based on their philosophical propositions and psychologicalachievements. All their proposals sound reasonable. Therefore, the definition of ourcurriculum system is as follows. School curriculum is the fusion of the nationalcurriculum, local curriculum and school curriculum, which is the conformity oftextbooks and the exploitations of curriculum resources. It is divided into obligatorycourses and elective courses. The obligatory courses include the national compulsorycurriculum and the school compulsory curriculum. The elective curriculum is madeup of the local courses and the ones developed by us.The overall target of the school-based curriculum construction is to pound thebasic knowledge and techniques, to change the teachers' sense of education so as togain excellence of the curriculum structure and expand the students' specifications.Last of all, we aim at constituting the curriculum system of our school.The system is made up of two parts which are obligatory curriculum and electivecurriculum. The obligatory curriculum is formed by knowledge-based teaching andpracticing courses, knowledge-based activity courses on techniques, theknowledge-based practicing activity courses, the knowledge-based comprehensiveactivity courses, the ones of military training, the ones of human education and theones of labor. The Elective Curriculum is divided into five parts which are SubjectInquiry, the study of social practice, the study of social life, the life of Arts and theCoaching to Professions. Totally, we have 109 courses.The experimental course is divided into 3 stages, which are Preparation Period,the Carried –out Period and the Period of Summarization. During the 3 periods, wehave done a lot of work. It takes us over 180 hours to take the theory training of morethan 20 courses. Altogether, over 2300 teachers attended the training of more than 20courses and are greatly benefited. The training lays solid foundation to our experimentand a contingent of teachers of scientific research has resulted in it. The conformity oftextbooks requires a kind of rigorous scientific approach. It is not only meant that weteachers should grasp the textbooks and be able to tap the connotations of differentvalues, but also that they can understand the intention of the curriculum constructionso as to master the frame of the experiment and the curriculum structure on basis oftheory mastering. Different forms of activities make us probe deeply into theexperiment. We have carried our experiment in many ways. First, put theexperimental continents into the teaching plan at the beginning of every term. Second,take firm hold of typical examples to promote the work as a whole. Third, deepen theexperiment in the form of monographic forum. Fourth, sum up our experiences bywriting teaching cases. Last of all put our achievements into wide use by choosingand evaluating activity classes.We have made full achievements and have achieved the desired results. We've donewell in the application of learning forms and the deepening of viewpoints.The academic thesis is made up of six parts. The first one is mainly about thenational experiments in the countryside as well as the remaining problems of ourteaching. We discuss the spirit of school curriculums and focus on the relationsbetween school curriculums and students' development in the 2nd part. The third onegives us the aims at our school curriculum construction. The fourth one is mainlyformed by the principles, the formation and the symptoms of our curriculum systemconstruction. The fifth one gives us a general description of the duration or theexperimental course and the main achievements. As for the sixth one, we have adiscussion of the remaining problems and our impressions during or after theexperimentation.