To coordinate the promotion of
Comprehensive reform of college entrance examination and reform of education methods for general high schools
Comprehensive improvement of
Our province's general high school running quality and education level
September 28th to 29th
Henan Province general high school education methods reform
and provincial discipline base construction work promotion meeting
held in Zhengzhou
click to report, read detailed reports
In exchange and sharing, expert report
Many experts and principals from inside and outside the province
For the construction of subject bases of general high schools
points Don’t make thematic report
From October 8th,
" Education Times " WeChat public account
will push the experts and principals'
wonderful report content
↓↓↓
from the "discipline base" to the
"curriculum base " peak
Shi Pinnan: Jiangsu Changzhou High School Party Committee Secretary, Henan Provincial Supervisor, Master's Supervisor (part-time) of the School of Public Administration of Suzhou University, and the 8th Director of the China International Education Exchange Association .
Today, based on the reform process of Jiangsu Province from "discipline base" to "curriculum base" to exchange and report on the exploration and thinking of Jiangsu Changzhou High School (hereinafter referred to as "Changzhou Middle School") from "discipline curriculum base" to the peak project of interdisciplinary "big curriculum base".
"Subject Course Base" Construction
01 What is it? ——Concept
The new thing "subject course base" is, some people think that it is a place for subject activities and a place to display teaching results. Therefore, how to define the connotation and characteristics of the curriculum base is crucial to promoting the construction of the curriculum base, improving the level of teachers' curriculum implementation, and promoting the transformation of students' learning methods. The concept of
"subject course base" includes three levels:
is the base first. The base in the etymological sense refers to the basic place for carrying out a certain activity and is the centralized support point for a certain activity. Its distinctive feature is that it is a base for implementing subject education and teaching. It can be a traditional classroom, laboratory, functional room, or other styles.
is the second basis for the course, that is, the base for implementing courses in a certain subject. Course construction is the core of the base. It is to build a curriculum system with school-based characteristics, integrate the software and hardware resource elements related to the course, and provide students with rich and diverse and personalized course choices to achieve subject teaching goals that are difficult to achieve on non-bases.
is once again the course base for the subject. That is, it is established with a certain discipline as the main body and serving the discipline, and is a place with richer and higher-quality resources established to complete the subject education tasks. We also hope that this discipline will be completed better and more quality in the basic educational tasks stipulated by the state, and will become a demonstration of other disciplines.
02 Why? ——Reason
The underlying logic of subject teaching is curriculum construction. The construction of general high school curriculum bases started in 2011 is a landmark event in the process of Jiangsu's basic education modernization and a need to further deepen the reform of Jiangsu's basic education curriculum. Therefore, promoting the construction of curriculum bases is to further improve the school’s curriculum construction and implementation level, further enhance the curriculum leadership, curriculum understanding and execution of teachers. Based on the requirements of the core literacy of middle school students, it is necessary to cultivate new people of the times with innovative spirit, practical ability and social responsibility. Specifically, it is to give some schools the qualified disciplines to school-based reconstruction of more and better resources, implement the subject curriculum standards well, complete the subject education tasks, and set up demonstrations and examples for other disciplines to implement the national curriculum standards and complete the subject education tasks. How about
03? ——Style
Course base construction should focus on curriculum construction, implement it in base environment construction, and the goal is to students' growth. Given that the construction of curriculum bases is the product of deepening curriculum reform and is conducive to further improving the level of curriculum development and implementation, each school should have its own characteristics and diverse curriculum bases due to their different historical traditions and school conditions.Its basic elements include:
. A comprehensive template for subject and course resources. In the construction of the curriculum base, curriculum resources are the guarantee. The national and local curriculums of the corresponding disciplines should be integrated into school-based, a school-based curriculum system with the characteristics of the school should be built, and resource elements such as curriculum, teaching, environment, and technology should be integrated to further improve the level of curriculum construction and implementation, and provide a demonstration for the construction of similar types of curriculum in ordinary high schools across the province. . A test site for changes in teaching methods. The construction of curriculum bases is to promote the transformation of teachers' teaching methods and students' learning methods. Through the development of more students' subjective learning activities, such as students' experimental exploration activities, research and experience activities, hands-on operation activities, etc., it promotes students' innovative learning, deep learning, meaningful learning, stimulates learning interest, and improves learning quality. . A pioneer in implementing core literacy. How to promote students' full, proactive and individual development, develop good character habits in doing things, and form essential qualities and key abilities to adapt to lifelong development and social development needs is the end point of the construction of the curriculum base. In this sense, the curriculum base should become a pioneer in implementing the core literacy of the subject. . An experimental field for cultivating innovative talents. Base construction should have an open vision, adhere to the principles of subjectivity, development, practicality and future, be student-oriented, follow students' personal characteristics, guide students to understand and discover their own value, help students develop potential, and then create a group of students whose interests have been developed and become special talents. This is the result and symbol of the cultivation of innovative talents in the base. . A big platform for educational technology innovation. The construction of curriculum bases should be "high-tech". We should promote the deep integration of information technology and education and teaching, let technology run through the entire process of learning, and make digital technology the underlying support for teachers and students' teaching and learning, thereby promoting intelligent teaching, intelligent scientific research, intelligent management, intelligent life and intelligent services. How to build 04? ——How to scientifically plan and effectively implement the construction of the
course base? Taking Changzhou Middle School's "Subject Curriculum Base" as an example:
Our school has successfully created the "Jiangsu Province High School Biology Curriculum Base" and the "Jiangsu Province High School Mathematics Curriculum Base", and was awarded the title of "Jiangsu Province Excellent Curriculum Base" in 2013 and 2017 respectively. The experience and achievements of curriculum reform have played a demonstration and leading role in the whole province and even the whole country.
Provincial Biology Course Base. In 2011, our school’s “High School Biology Curriculum Base” became the first provincial curriculum base. It built the concept of “making life agile” and boldly proposed “experiment as a learning method” and “integrating high school biology teaching with experiments”, and built a classroom experimental teaching model based on students’ independent choices, so that every student can enter the laboratory and explore the mysteries of life sciences in experiments. Since 2015, our school’s “biological curriculum base” has undertaken training for key biology teachers in the province for five consecutive years, playing a radiation and leading role in the province. It is hailed as “a benchmark for the construction of curriculum bases in the province!” by the provincial curriculum base expert group. In 2015, our school successfully applied for a provincial curriculum base. Our school’s mathematics curriculum base is based on the concept of “let different students learn different mathematics” and “one, two wings, three breakthroughs” as the base content. It has the overall structure of a math curriculum system with school-based characteristics, creating an ecological learning environment, including: Smart Reading Center, Mathematics Modeling Center, Exploration Experiment Center, and Classroom Diagnosis Center, providing students with more personalized and independent learning opportunities and comprehensively improving students’ core mathematical literacy.
examples: Changzhou Middle School Biology Curriculum Base Construction Implementation Process
. Organize seminars and clarify the direction of base construction. Departments at all levels have conducted many discussions on the construction of curriculum bases, including: within-group discussions, school discussions, superior administrative discussions, etc. . Optimize the design and improve the planning of the course base. In the process of building a curriculum base, we first think about what kind of courses we should have, why we need such courses, and how to build a curriculum system.For this reason, the school has been very cautious and repeatedly pondered, and formulated the "Jiangsu Province High School Biology Curriculum Base Construction Plan". . Increase revenue and reduce expenditure, and implement supporting funds for construction. To achieve the combination of advanced concepts and effective practices of the curriculum, the construction process must be a systematic, huge and complex project, and a large amount of funds must be supported and backed up. The municipal finance invested 2 million yuan in accordance with the policy, and the Education Bureau and the school raised more than 3 million yuan. At the same time, the school also increased revenue and reduced expenditure, raised social financing to and reduced other funds, and gave priority to ensuring the funding needs of base construction. . Coordinate and cooperate to implement the construction of venue equipment. The construction of high school biology course base is a first-of-its-kind project, and there are no ready-made templates to learn from. To this end, on the one hand, we actively consult relevant expert leaders for laboratory allocation and relevant instrument technical parameters; on the other hand, we actively communicate with the heads of relevant departments, coordinate the work of all parties, and implement the relevant software and hardware construction of the base scientifically, standardly and orderly. . Dig deep and study it carefully and build a teaching presentation model. The curriculum base is characterized by creating a new learning environment and focusing on improving the implementation methods of curriculum content. To this end, while building hardware, we organized teachers of the teaching and research group and relevant course research experts to sort out and subdivide high school teaching content, and combined with the learning ability foundation of our school students, we built a large number of experimental models, simulation experiments, micro-videos, etc. to set up a platform for students' independent selective learning escalators. . Technology promotes building an interactive learning platform. Applying new technologies, new methods and new means to the construction of curriculum bases is an inevitable requirement for educational modernization. To this end, we designed the columns and technical requirements of the course base website platform, and exchanged and negotiated with many education technology companies across the country, developed and built the course base interactive platform, and continuously enriched the platform materials and applied them to teaching. . Optimize and fill in the gaps and integrate diverse course resources. The course base course is the core, and the course resources are guaranteed. How to effectively implement national curriculum and strengthen the development of local curriculum and school-based curriculum has always been the top priority of our education and teaching work. Our school’s "High School Biology Curriculum Plan" focuses on the long-term development and personalized development of students, and according to the degree of student participation and experimental skills requirements, it has built a high school biology experiment grading system model, explored experimental teaching and research models, and constructed a high school biology process evaluation system according to the degree of student participation and experimental skills. . Scientific research and innovation, carry out practical research activities. The goal of the curriculum base is in the development of students. The key to student development lies in changing the traditional learning methods. To this end, our school continues to try and explore course implementation, including: (1) Activating the base laboratory; (2) Establishing an innovative practice team; (3) Carrying practical research activities, etc. . Radiation influence drives regional curriculum development. "A single branch blooms alone is not spring, but a hundred flowers bloom in the garden." Through the construction of curriculum bases, we must form the characteristics of the subject and the highlights of the school. More importantly, it must be able to influence a large number of schools and subjects to reflect on education and teaching, and drive and lead teachers on a larger scale to strengthen their understanding and understanding of the curriculum. In the process of building a course base, we focus on combining first-hand actions with sharing and sharing, and open it to the outside world in a timely manner through various channels. examples 2: Key work on the construction of Changzhou Middle School Biology Curriculum Base
. Construction of a curriculum system for students' balanced development. How to build a new biology course that is conducive to students' scientific exploration based on textbooks is a very important issue. Therefore, we integrated our school's biology courses and built a new curriculum plan. The curriculum plan was also included in the "Biology Volume of China Basic Education Discipline Yearbook" and received unanimous praise. On this basis, a selective learning system was constructed. . Construction of an experimental system for students' long-term development. According to the characteristics of biology, in the construction of the curriculum base, we built a high school biological experiment grading system with the optimization of the experimental system as the core project. In combination with the numerous experiments in the textbook "Compulsory 1", the textbook experiments are reorganized and integrated.According to the needs of classroom teaching, on the one hand, we add relevant small experiments, such as seed burning, etc.; on the other hand, we split large-scale combined experiments into small experiments. Therefore, the number of students grouped experiments in the reorganized course increased from 12 in the national course to 19, and such changes allowed the experiment to be truly integrated into each classroom. . Construction of a learning evaluation system for students’ personalized development. (1) Refine process evaluation. According to different course content and students' development characteristics, a process evaluation record table is formed, which is conducive to promoting students' personalized development and improving their comprehensive quality, including learning performance and task completion, providing a scientific basis for objective and fair assessment of students.
(2) achievement evaluation. According to the differences between different students, standardized grading tests are adopted for the academic performance of students within the same stage of study according to the requirements of the curriculum standards; students with spare time and no study plans are designed for students who have enough time; students who are backward can also take the supplementary test, providing them with dual opportunities for evaluation.
05 Problems and reflections
. Discipline-based: It has not escaped from the original "discipline curriculum base" and the development and utilization of facilities and resources, and has not effectively achieved interdisciplinary interaction and resource integration, so it has not been able to break through discipline barriers and management barriers. . Focus on hardware, neglect connotation: Many curriculum bases focus on hardware investment, and neglect the construction of subject connotation. Some "bases" even become simple discipline development history museums, discipline laboratories, subject facilities and equipment exhibition halls or exhibition halls, while ignoring the construction of subject courses, teaching methods, and students' characteristic growth. . Wear new shoes and follow the old path: that is, the phenomenon of "base" and teaching two-skin phenomenon . Due to the inertia of knowledge-based and fraction-based under examination-oriented education, the "base" is not used as an leverage to leverage subject courses and teaching changes. "Course Base Peak" construction
01 Why? ——Reason
The problems highlighted in the construction of the above-mentioned "discipline curriculum base" require us to achieve the upgrade from "discipline-based" to interdisciplinary "curriculum integration", and from "plateau" to "peak".
In 2018, Jiangsu Province’s general high school added new curriculum reform . Under the background of the "three new" situations, the construction of high school curriculum bases is required to continuously optimize and innovate. To this end, in 2018, the Jiangsu Provincial Department of Education launched a pilot project for the construction of the "Curriculum Base Peak" project. What is
02? ——Concept
"Curriculum Base Peak" project is to drive the in-depth construction of ideological peaks, curriculum peaks, equipment peaks, talent peaks and school peaks in general high schools, namely the "five peaks". What is the specific appearance of the "Course Base Peak" is unknown. How to build
03? ——Create
"Cross the river by feeling the stones". (Take the "Current Base Peak" project of Changzhou Middle School as an example)
Our school has been an incubator for the curriculum construction and teaching methods of biology and mathematics subjects based on the creation of Jiangsu Province's "High School Biology Curriculum Base" and "High School Mathematics Curriculum Base". Based on the experience of original curriculum base construction, our school has triggered the thinking of moving from a "subject curriculum base" to an interdisciplinary "big curriculum base" project construction.
In May 2018, our school’s “Big Base, Big Course” project successfully applied for the first batch of course base peak projects in Jiangsu Province (4 schools, ranking first). In December 2020, our school’s “Big Base and Big Courses” was completed and was rated as an excellent project for the construction of the provincial curriculum base. Under the background of the "three new" situation, the creation of the peak project of "Big Base and Big Course" is a change in the form of traditional schools, an exploration of the future school style, and a response to the current basic education reform.
Take the construction of the peak project of the "Big Base, Big Course" course base of Changzhou Middle School as an example:
"Big Base, Big Course"
Changzhou Middle School Curriculum Base Peak Construction Plan
1. Create a goal
Our school's "Big Base, Big Course" project takes "one room, four centers" as the basic framework, takes interdisciplinary course integration as the prominent feature, and uses education, selectivity, integration and future as the construction principles, aiming to pass Through the "reshaping of school scenarios and curriculum systems" and "reengineering learning processes", we use the perspective of "curriculum transcends the classroom" to highlight students' dominant position, put learners at the center, focus on students' core literacy, break through the boundaries of curriculum, subjects, administrative class, , grade stage, learning time and space, and then form a typical paradigm in changing the methods of education, school management, learning methods, innovative teaching systems, and academic evaluation, and strive to achieve a new school style of "base is school, curriculum is life, and learning is creation", providing a popularizable, developing and creating practical sample for exploring the school style of future schools.
2. Basic framework
The basic structure of our school’s “Big Base, Big Course” project is composed of “one room and four centers” supported by information technology.
. "One room" is the learning room that was upgraded and renovated from the original administrative class classroom. Compared with the original classroom, the study room has more complete functions, richer resources, higher sense of technology, more applicability and wider openness, so that students can flow between different study rooms and functional rooms of the study center every day. . The "four centers" are the Humanities Research Center, Science and Technology Research Center, Sports and Art Research Center, and International Research Center. Various functional rooms are built in each center, and four teacher cooperation bodies of study centers are established to be fully responsible for the development, implementation, evaluation and resource and environmental construction of each study center. 3. Create standard
Our school’s “Big Base, Big Course” project construction is based on “three majors and one high” as the standard, namely: big base, big course, big learning and high technology.
. "Big Base" refers to the integration of the "Smart Cloud Campus" platform and the "one room and four centers" software and hardware resources such as course resources, human resources, digital technology, environmental facilities, etc., and with the characteristics of discipline linkage, it realizes interdisciplinary interaction and resource integration, breaks management barriers and discipline barriers, and forms the scale effect of the "big base". . "Big Course" refers to a subject-based integration course, interdisciplinary integration course, and subject-transcendental integration courses based on the "four major research and study centers", and an open "big course" system for students. . "Big Learning" refers to providing learners with rich software and hardware resource support, making ubiquitous learning in class, outside school, outside school, online and offline, that is, allowing anyone to learn appropriate content at any time at the right place, thus breaking through the limitations of learning time and space in the traditional sense, and then changing the school's school management form. . "High Technology": The construction of "Big Base and Big Courses" supported by information technology. Its technical goal is to build an intelligent, flexible and efficient cloud campus system, change the interactive mode of campus information application, and thus promote intelligent teaching, intelligent scientific research, intelligent management, intelligent life and intelligent services. 4. Connotation and characteristics
Our school’s “Big Base, Big Course” project takes interdisciplinary “curriculum integration” as its prominent feature, with theme projects as its starting point and Internet digital technology as its support, so that the courses can grow in the project. Its connotation and characteristics: integration, projects and technology.
. Fusion. It mainly refers to the way the course content is organized. Based on discipline fusion and interdisciplinary fusion, it promotes meaningful correlations between knowledge of each discipline, and transcends various limitations between disciplines through interaction, influence and penetration between disciplines. At the same time, the construction of the "big curriculum base" is integrated with the school's educational concepts, with educational goals, with educational measures, with technical means, and with resources inside and outside the school. . Project. It refers to the change in the curriculum form.We strive to develop from procedural courses to project-based courses, promote subject interaction and knowledge integration through the learning of theme projects, provide students with richer, hierarchical, three-dimensional and diverse course choices, and build a scaffold for "study courses". Among them, the theme project learning can be cross-disciplinary, cross-class, mixed grades, and multi-subject participation, breaking through the original learning time and space, awakening learners' interest, and helping learners' personal characteristics develop. . Technology. It refers to the deep integration of digital technology with education and teaching, and make digital technology the underlying support for teachers and students' teaching and learning. By developing "Smart Cloud Campus", "Digital Classroom", "Digital Interaction System", Cloud Classroom , cloud live broadcast, and using artificial intelligence 's VR/AR technology, we will enhance the experience and context of the learning process, cultivate students' ability to collect and process information, and build an information platform for students' deep learning and innovative learning. 5. Course mode
Our school's "Big Base, Big Course" project integrates national curriculum, local curriculum, and school-based curriculum in the form of "curriculum integration". It is learner-centered, based on subject courses, and transcends subject courses, and builds an open "big course" system for students, reshaping the overall form of school curriculum. Our school’s “big course” system mainly includes two major categories:
Ⅰ “compulsory courses”: it is a “compulsory module” and a “selective compulsory module” in various subjects in the national curriculum under the new curriculum standards, aiming to complete the learning content stipulated by the state.
Class II "training course": is an "elective module" and school-based courses in various subjects in the national curriculum under the new curriculum standards. It aims to provide all students with more diverse course choices and meet students' comprehensive and personalized development. Including: subject-based intra-disciplinary integration courses, interdisciplinary integration courses, and subject-wide integration courses.
. Intra-discipline fusion course. It mainly focuses on the subject and focuses on the course content of this subject. The reconstruction of the content of the same textbook is "horizontal integration", and the reconstruction of the content related to the inter-grade textbook is "vertical integration". This type of course points to the cultivation of subject literacy and is implemented by subject teachers. . Interdisciplinary integration course. It mainly uses a certain learning content as the entry point to integrate multiple disciplines. Different disciplines are expressed in different disciplines, focusing on improving students' subject literacy, and are relatively loose and free in the implementation process, and are responsible for the implementation of the "Study and Study Center Teacher Cooperation System". . Thematic fusion course beyond the subject. It mainly takes a certain comprehensive learning theme as the entry point, which can be cross-disciplinary, cross-class, mixed grades. In teaching, teachers from different subjects conduct classes in cooperation, and use expressions of different subjects to focus on the same teaching theme, focusing on the cultivation of subject literacy and comprehensive literacy. In the specific implementation, teachers can teach together, or multiple subjects can participate. Such as: "Chinese Traditional Culture" course, STEAM course, etc. 6. Evaluation method
In order to promote students' full and proactive development and personalized development, explore learning potential, cultivate essential qualities and key abilities that support lifelong development and adapt to the requirements of the times, in line with this, "evaluation for life growth" has become the core pursuit of the evaluation mechanism of the "Big Base and Big Course". Our school has built an evaluation mechanism based on life growth, which is all-round and full-process for students, including:
. credit management . Our students must have a high school graduation credit of 130 credits (compulsory courses + 42 optional compulsory courses), 14 credits for the "study courses", a total of 144 credits. Also add training credits for students of specialties. . Project-based quantification. Every student in our school is required to complete at least "8 100%" quantitative training tasks during the three-year high school study period. That is: 100% of students perform 100 volunteer services, 100% of students read 100 Chinese and foreign classics, 100% of students complete 100 independent experiments, 100% of students complete 1 science and technology work, 100% of students participate in 1 talent performance, 100% of students participate in 1 small-project research, 100% of students participate in 1 project or club, 100% of students learn to swim, etc. . Institutional support.Over the years, we have insisted on establishing and improving and implementing relevant systems, including tutor system, senior system, cooperative system, no repair system, self-regulation system, etc. These systems have promoted students' learning and growth, and also allowed evaluation to record the process of their learning, experience growth and in-depth dialogue. . Featured exhibition review. It is to use rich and colorful evaluation methods, such as career planning exhibition evaluation, outstanding student selection, club evaluation system, etc. to leverage students' life continuous growth and highlight the process and development of evaluation. 7. Project effectiveness
Our school's "Big Base, Big Course" project takes "multi-dimensional integration, overall construction, and comprehensive education" as its strategy, emphasizes the openness and integration of curriculum, pays attention to the personalization and selectivity of teaching, highlights the richness and educational nature of campus life, pays attention to the future and possibility of student development, and realizes the four-in-one and mutual integration of "big courses, big bases, big learning, and high-tech platforms", realizes the integration and integration of bases, curriculums, learning and technology, reshapes the school scene, recreates the learning process, and optimizes the campus ecology, and a new school-running pattern of "bases are schools, curriculums are life, and learning is creation" has basically been formed.
. Reshape the school scene. That is, build a "big base" and upgrade the "high-tech" platform. By integrating the curriculum, human resources, technology and environment of the "Four Major Research and Study Centers" and achieving interdisciplinary resource interaction and integration, the management and teaching functions of grade groups, teaching and research groups, and administrative classes are all intersected at the "Research and Study Center", making it a center for curriculum development, teaching and research, experimental activities and student growth, forming a scale effect of the "big base", making it a school's "curriculum development center, education and research center, resource technology center, experimental activity center, learning and growth center" and so on. . Recreate the learning process. That is, develop "big courses" and realize "big learning". Our school integrates national curriculum, local curriculum, and school-based curriculum in the form of "curriculum integration". It is based on subject courses and transcends subject courses, promoting the integration and meaningful relationship between knowledge among various disciplines, and has built an open "big curriculum" system for students, providing students with more rich, hierarchical, three-dimensional and diverse course choices. In this way, we break through the traditional teaching time and space boundaries, break down discipline barriers, and provide learners with rich software and hardware resource support, and then realize the transformation and transformation of learning forms through "big learning" method. Including: cross-border learning to reconstruct physical space; integrated learning to reorganize course content; cooperative learning based on theme projects; ubiquitous learning supported by information technology, etc., allowing students' learning activities to further move to a higher level of autonomy, self-discipline and freedom. . Optimize the campus ecology. "Students are optimistic and enterprising, have a healthy and uplifting life, are vibrant on campus, and have a strong sense of existence for teachers and students." This is our school's commitment and pursuit for life growth. To this end, the school relies on the "big base and big course" platform and takes harmonious campus culture as its soul to comprehensively improve the school's cultural taste, so that every grass, tree, and scene on the campus will exude a strong cultural color and exude a cultural atmosphere; let everyone, everything, and system in the school be immersed in deep cultural meaning and relax the cultural power. On the one hand, our school’s diverse school-based courses, colorful clubs, and series of themed ceremonies have enriched campus life and enriched students’ three years of growth experience in high school. On the other hand, using things to impart souls and cultural people, beautify the campus environment, relax the vitality of teachers and students, build the campus into the most suitable ecosystem for students' growth, and the campus has become a paradise for life growth. 8. Demonstration and Leading
Our school actively assumes heavy responsibility, serves regional education, and plays a demonstration and radiation role, etc.
. Responsible for educational reception, training and seminars assigned by the Ministry of Education and the Provincial Department of Education.Our school has always been actively responsible for various national, provincial and municipal education and teaching seminars and training meetings. It has visited our school’s domestic and foreign education inspection teams every year and received thousands of visits from brother schools inside and outside the province. . Establish a counterpart communication mechanism with relevant assisted schools and weak high schools. Our school has formed an education group through various forms of group-based schooling, such as pairing assistance, cooperative class management, urban-rural pairing, integrated management, etc. Currently, the provincial Changzhong Education Group has a scale of 9. . Use the platform of famous principals and famous teachers to radiate and lead. Our school has a number of famous principals and famous teachers studios, such as: "Shi Pinnan Famous Principal Training Base", "Wang Ming Jiangsu Province Famous Teacher Studio", "Cao Wen Demonstration Model Worker and Craftsman Talent Innovation Studio" and 16 "Changzhou Famous Teacher Studios", which are quite influential in the city, province and even the whole country. Finally, let us look forward to the tomorrow of education together:
1. Return to the true nature of education and pursue the ideal education in our hearts.
I think: a good school and a good education are not complicated. It doesn't need to be complicated, nor should it be complicated. Therefore, education must return to its true nature and emerge from the alienated state of the past. From "focusing on scores" to "focusing on people", we must regard understanding, understanding and improving life as our basic pursuit. A truly "high-quality high school" is to "make students' smiles brighter."
2. Respond to the national " double reduction " policy, and provide education that satisfies the people.
At present, the heavy academic burden deprives students of a lot of learning fun and room for growth. How to optimize the learning experience while ensuring academic quality has become a major problem that schools must solve in high-quality development. I have always had this dream: let students smile for half an hour more every day; let students sleep for half an hour more every day; and one person wearing glasses every year in each class. Therefore, our ordinary high schools must respond to the national "double reduction" policy call, create a healthy educational ecology, truly respond to the people's educational concerns, and provide education that satisfies the people.
3. Face the new problems of education reform and strive to make the most suitable education.
"Suitable education" is a student-centered education, which means discovering differences, respecting personality, and guiding students to find a way to grow that suits them; it means allowing every student to receive fair and quality education; it means committed to cultivating students' innovative spirit, practical ability and social responsibility, so that every child can have a sense of existence and gain.
my country's basic education reform is accompanied by a series of contradictions and problems. We must face the new problems of education reform and strive to make the most suitable education! I think "suitable education" is the best education.
Source: Education Times
