Research On The Practical Problems And Countermeasures Of "No-Grades Teaching" In Ordinary High Schools

In June 2019,the General Office of the State Council issued the "Guiding Opinions on Promoting the Reform of Ordinary High School Education in the New Era",which clearly stated that ordinary high schools "must improve the quality of education in an allround way,innovate in teaching organization and management,and promote the orderly selection of courses and classes." Compared with traditional class teaching,"no-grades teaching" pays more attention to the differences,uniqueness and individualization of individual students,which is conducive to the implementation of the educational concept of teaching students in accordance with their aptitude,and promotes the comprehensive and individualized ability of each individual student Sustainable development.In the context of the comprehensive reform of the new college entrance examination,"no-grades teaching" as a new way of educating people has accelerated the reform of ordinary high school curriculum structure and classroom teaching.In the process of change,some ordinary high schools have conducted explorations and experiments on "no-grades teaching" on their own according to the actual situation of the school.This research mainly takes these ordinary high schools that explore "no-grades teaching" on their own as the research object,explores their overall situation and operation mode of "no-grades teaching",and explores the practical problems they encounter in the implementation of "no-grades teaching",and analyze the reasons for these practical problems,and then put forward targeted strategies to solve these schools to promote "no-grades teaching" in an orderly and efficient manner.According to the research needs,this study selected six ordinary high schools that explored "no-grades teaching" on their own,and got a comprehensive understanding of the overall situation of each school’s exploration of "no-grades teaching" through field investigations.In order to further explore the problems in the implementation of "nogrades teaching",the researchers conducted collective interviews with managers,teachers and students of the six schools and in-depth interviews with individual teachers and students,and used unstructured classroom observations.Recorded and analyzed the classroom teaching of "no-grades teaching" in the experimental stage.Through the sorting,summarization and analysis of the interview data,this study found that the six ordinary high schools have the following problems in the exploration of "no-grades teaching" : the implementation of "no-grades teaching" lacks direction guidance;the establishment of school-based courses is difficult to reflect students The selectivity and autonomy of the students;improper stratification affects the scientificity and rationality of "no-grades teaching";the classroom of "no-grades teaching" fails to reflect the concept and method of "student-centered";it has not been established to adapt to "no-grades teaching" The guarantee mechanism of management and evaluation;the lack of educational and teaching resources required for "no-grades teaching";poor homeschool communication hinders the implementation of "no-grades teaching".In order to solve the above problems and promote the comprehensive implementation of "no-grades teaching" in ordinary high schools in the future,this research puts forward the following countermeasures: the education administrative department actively leads and supports the effective implementation of "no-grades teaching";improve the scientific nature of "nogrades teaching" based on students’ learning needs;reform the classroom teaching method based on the characteristics of "no-grades teaching";enhance teachers’ adaptability to "no-grades teaching";create a management and evaluation mechanism that matches "nogrades teaching";promote home-school cooperation to become the driving force of "nogrades teaching".