Research On The Teaching Strategy Of The Class System In Ordinary Senior High Schools In Chengdu

Since the 1980 s,the exploration of the hierarchical and class selection teaching has started in China,which has formed the typical experience in Beijing Eleventh School,Peking University High School,Shenzhen Middle School,and Shanghai Jinyuan High School.Since 2014,the state has initiated comprehensive reform of the college entrance examination,eliminating the division system of liberal arts and science subjects.The students will select subjects independently.High schools are required to adopt class selection system to implement the reform tasks.Many middle schools in Chengdu have made significant achievements in carrying out the hierarchical and class selection teaching.Nonetheless,overall they are still spontaneous and decentralized.In order to provide reference experience for Chengdu and Sichuan Province to carry out the new college entrance examination reform,the practice needs to be further reorganized and refined.Taking three middle schools in the main urban area of Chengdu as examples,this article researches and elaborates on the subject of the hierarchical and class selection teaching in senior high school in four parts.The introduction elaborates the research reason,definition of concept,literature review,theoretical basis,and research plan,etc.The first part is the plan for the practice of the hierarchical and class selection teaching in high school,which introduces the background for implementation,the plans of the three school middle school,and the comparison of the plans.The second part is a survey on the current situation of the practice of the hierarchical and class selection teaching in high school.Students questionnaires and teacher questionnaires were conducted in three middle schools in the main urban area of Chengdu.Interviews were conducted with school managers and teachers.The results of the survey were counted.And the current status of the practice of the hierarchical and class selection teaching was analyses,therefore laying the foundation for the problem analysis and cause seeking below.The third part classifies the problems existing in the practice of the hierarchical and class selection teaching in high school,which finds that students and teachers have inaccurate knowledge of the practice.The students did not have a high-level recognition for the layering mode and teaching progress.They believed that the curriculum resources were not rich,and the teaching effect was not good enough.They were dissatisfied with the course selection experience and daily management.Teachers believed that practice was not conducive to mastering the learning situation of students and that they didn't receive sufficient support in terms of curriculum development.They also believed there were problems in daily management and expressed concern about the effects of moral education.Grade three students and teachers in senior high school were not willing to implement the reform.Therefore the causes for the existing problems were analyzed: 1)the students' and teachers' cognition on the practice will affect the outcome the practice;2)the range,basis,and frequency of adjustments of the course will affect the effect of class shifts;3)teachers' educational concepts,teaching methods,willingness and ability of participation in student management and feelings about workload and treatment will affect the practice;4)students' self-management,learning motivation and needs,and their feelings about academic burdens will affect the practice;5)school management efficiency,security efforts,and educational policy will also affect the practice.Based on problem attribution,the fourth part discusses the effective strategies to improve the practice of the hierarchical and class selection teaching in high school: 1)renewing the teachers' and students' cognition of the practice to improve the initiative teaching and learning;2)optimizing the the hierarchical and class selection teaching and reasonably balancing the right to choose and limit;3)improving classroom teaching methods to drive students' personalized development;4)improving school management to solve the problem of decentralized mobility;5)improving support and focusing on resource utilization;6)strengthening research on policies to guide the practice.