The core of the new curriculum concept of the senior secondary language subject is to put people at the center, give full play to the instrumental and humanistic role of the curriculum, update the process and methods of teaching and learning in the teaching of basic knowledge and basic skills of the language, pay attention to the cultivation of the students' ability to apply the language, aesthetics and inquiry, and promote their balanced and individualized development. The teaching of basic knowledge and basic ability of language is constantly updating the process and methods of teaching and learning, focusing on cultivating students' language application, aesthetic and exploratory abilities, promoting their balanced and individualized development, comprehensively improving their language literacy, and helping them to form a noble spiritual character, healthy and beautiful emotions, and upward-looking attitudes.
The language curriculum in high school must be closely linked to the actual life and the actual students, and strive to develop and scientifically use a rich variety of curriculum resources, follow the principle of unity of the *** with the foundation and a variety of choices, to build an open and orderly curriculum, which includes compulsory courses and elective courses in two parts. The compulsory course consists of five modules from "Language 1" to "Language 5", each of which integrates the goals and objectives of "reading and appreciation", "expression and communication" and "communication". Each module integrates the objectives and contents of "Reading and Appreciation" and "Expression and Communication", and is generally arranged to be completed gradually in two and a half semesters between the first and second years of senior secondary school, and upon completion, 10 credits can be obtained to meet the minimum requirements of senior secondary school.
The elective courses are designed as "Poetry and Prose", "Fiction and Drama", "Journalism and Biography", "Use of Language and Words" and "Culture". "Poetry and Prose", "Fiction and Drama", "Journalism and Biography", "Language and Literature Applications" and "Study of Cultural Literature "**** are five series, each of which is designed as a number of modules. Schools can selectively design modules according to the curriculum objectives of each series, the school's curriculum resources and students' needs, and offer elective courses for students to choose on their own. Students can take 4 modules at will, earning 8 credits, which, together with the 10 credits of the compulsory courses,*** will give them 18 credits; students who have a strong interest in language learning and who wish to further their studies can also be encouraged to take 3 more modules, so that they can earn 24 credits a***. The elective courses are generally scheduled to be completed in the three and a half semesters between the second and third years of senior high school after the completion of the compulsory courses, or can be flexibly arranged according to the needs.
In learning, learners should establish a sense of subjectivity, actively participate in practical language activities, to explore and experience; on the basis of individual drilling, actively participate in discussions and their learning activities, be good at listening and absorbing the opinions of others, learn to be tolerant and communicative, learn to collaborate and share, and form a learning style of autonomy, cooperation, and inquiry.
Foreign Language: Cultivating Students' Comprehensive Language Competence
The purpose of the reform of the high school English curriculum is to make every high school graduate of the new century have basic English language literacy, that is, to have the *** same basis of language competence, so that they, whether they are going to higher education or employment, have the basic knowledge and basic skills of the English language necessary for lifelong learning, a certain degree of self-directed The desire and ability to learn, and the initial awareness and ability to communicate across cultures, this *** same language competence base should become the platform and opportunity created by general senior secondary education for the future development of each student. At the same time, the senior secondary school curriculum should, on the basis of laying a good foundation of ****similar language competence for each student, enable them to study courses suitable for themselves in accordance with their personal abilities, potentials, strengths and aspirations, as well as their future vocational inclinations and long-term development goals, and learn to plan their own lives and make their own choices, so as to make the English language curriculum at the senior secondary school level a foundation for basic learning, extension learning, enhancement learning, individualized learning and independent learning. The English language curriculum at the senior secondary level has become a curriculum that embodies the characteristics of basic learning, extended learning, improved learning, personalized learning and independent learning.
In learning, learners should change the traditional passive memorization and mechanical training way of learning, and adopt the active, participatory and cooperative way of learning English, through contact with society, science and technology, and more authentic and natural language materials, and through observation, experience, inquiry and other active learning methods, to give full play to their own learning potential, to form an effective learning strategy, and to improve the ability of independent learning.
Mathematics
Mathematics: humanistic vision, emphasis on the formation of mathematical thinking and problem-solving ability
The Standards are "new" in their understanding of mathematics, but they do not abandon the most essential things of mathematics to be fashionable, but rather, they are innovations in inheritance, standing in a pluralistic point of view, from the standpoint of education, from the idea of nurturing, and combining the characteristics of the times to put forward new ideas. It is a new view of mathematics that combines the characteristics of the times. Inheriting the tradition ensures that the curriculum maintains the characteristics of solid foundation and rigorous learning style, while injecting new concepts for the lifelong development of students, for the development of the whole society, and for the future of the whole China. The mathematics curriculum reflects the trend of the development of the mathematics discipline, highlights the humanistic value of mathematics, emphasizes and increases the contents of mathematical modeling, mathematical inquiry, mathematical culture, etc., and puts mathematics in a broader context to broaden students' horizons, which is a great breakthrough. High school mathematics under the new high school standards should pay attention to the cultivation of students' mathematical thinking ability and the process of forming mathematical ideas and methods, so that students can learn both mathematical knowledge and mathematical ideas, and learn the methods and skills of expressing and solving general problems in the real world with mathematical knowledge and ideas.
In learning, learners should pay attention to mastering basic knowledge as well as forming mathematical ideas and methods, and pay attention to understanding the correlation between different knowledge modules, in order to form a more complete mathematical thinking and master the methods of solving practical problems.
Ideology and Politics: Based on Students' Life Experiences
The ideology and politics program is based on students' real-life experiences, focusing on students' developmental needs, integrating theoretical perspectives into the themes of social life, and constructing a curriculum module that organically combines disciplinary knowledge with life phenomena and theoretical logic with life logic; and, while offering compulsory courses, providing elective courses of an expansive and applied nature in order to provide a more comprehensive and practical approach. In addition to the compulsory courses, we also provide elective courses with expandability and applicability to meet the different needs of students' development.
The compulsory courses set up three modules around the themes of economic life, political life and cultural life, and set up a module on life and philosophy with general knowledge of Marxist philosophy as the main content. The construction of these four course modules carries out the idea of overall planning of the moral education curriculum system at the primary, middle and high school levels, which not only maintains the systematic connection based on the theme of life, but also reflects the progressive level of the content objectives. Corresponding to the requirements of the coordinated development of socialist material civilization, political civilization, and spiritual civilization, the socialist market economy, socialist democratic politics, and the construction of socialist advanced culture will become the important content of this course.
The elective courses are based on the extension and expansion of the teaching of the compulsory courses, which is the main link to reflect the selectivity of the curriculum. The curriculum modules are set up to combine the requirements of advancement with those of breadth, focusing on the needs of students for further studies as well as taking into account the employment needs of students after graduation; reflecting the unique nature of this course as a moral education course as well as the unique value of this course in the field of humanities and social studies.
In the course of study, learners are expected to make appropriate use of the basic concepts and methods of philosophy, economics, political science, law and other disciplines, and strive to integrate the basic ideas and principles into life topics; they are expected to actively participate in various forms of community service, social surveys, and other practical activities, in order to comprehensively improve their ability to participate in the community, and to cultivate a pragmatic and realistic attitude and a spirit of innovation.
History: Let students understand history from a global perspective
The history curriculum standards are rich in new ideas, new content, and new perspectives. Adopted through the ancient and modern, Chinese and foreign relations of historical knowledge of the preparation of thematic examples, such an arrangement, conducive to understanding and understanding of history from the perspective of globalization in the new century; conducive to based on China, the world; conducive to the further broadening of the content of historical knowledge.
Based on the principle of epochal and fundamental, the history curriculum has made the following adjustments in content: 1. Enhanced the content of the curriculum in connection with social progress, such as the "reform of state-owned enterprises". 2. Increased the content of the curriculum to adapt to the needs of the times, such as the increase in the ancient history of the world. 3. Enhanced the connection with the life of the community and the experience of students. 4. The curriculum reflects the new trends and achievements in the study of history in a timely manner. Such as beyond the traditional Marx's classic works of "labor to create people" point of view.
In the study, learners should be good at recognizing the relationship between global and local historical development from different perspectives, dialectically recognizing the connection between history and reality, and the internal affairs of China and the world, and systematically cultivating their ability to discover, analyze and solve problems from different levels.
Geography: Cultivating Responsible Citizens of the Earth, Focusing on the Sustainable Development of Humanity, Society and the Environment
The geography curriculum embodies the theory of sustainable development, reflects the characteristics and requirements of the times, emphasizes the learning and application of modern geographic techniques and methods, and is closely integrated with regional development and social practice. Cultivating young people to care about major issues of human development, to understand the relationship between environment and development, and to establish a correct view of environmental ethics and awareness of sustainable development is a task that geography education is duty-bound to undertake, and is also an important part of improving the quality of China's nationals and realizing China's sustainable development. Aiming at the major issues and common problems of today's world as well as national interests and popular interests; aiming at the emerging new technologies and methods of today, and combining with students' interests and needs for lifelong development, the latest knowledge, viewpoints and theories of modern geography have been introduced in large quantities, while retaining the classical geographic knowledge, theories and methods.
The curriculum standard embodies the following educational concepts: 1. the value orientation of the curriculum of comprehensive development, emphasizing the theoretical idea of the comprehensive development of students, in order to promote the students' "knowledge, emotion, intention and action" **** the same development. 2. the ecological view of the curriculum of return to life, highlighting the practical value of the subject of geography, to enhance students' interest in learning and cultivate the learning style of theory and practice To cultivate the learning style of linking theory to practice and to enhance the ability to live. To guide students to learn "geography of life", "geography of culture", "geography of science", to stimulate students' interest in inquiry, to cultivate the geographic literacy of modern citizens, and to satisfy students' geographic learning needs. 3. The cultural view of the curriculum integrating science and humanities highlights the unity of scientific literacy and humanism as the characteristics of the geography discipline, emphasizing not only the learning of subject knowledge and the cultivation of skills, but also the inculcation of humanism. 4. The democratized view of the curriculum policy and the creation-oriented view of the curriculum implementation substantially increase the selectivity of the curriculum, not only to meet the diversified developmental needs of the students, but also to give the localities and schools. 5, Teachers have left room for the development and utilization of curriculum resources.
Learning should pay special attention to the study of cases, the standard requires that the textbook through a typical case to illustrate the basic concepts, laws, principles, etc., so through the case of the presentation of the specific content, and from the case of the knowledge gained from the application of the new situation, which is the focus of the study of geography.
Physics: a combination of classical and modern, providing a wide space for the development of students
The reform of the physics curriculum is strong, not only emphasizing the foundational nature of the physical sciences, but also taking care of the diverse needs of different students, expanding the space for the development of students. The physics curriculum standards are scientific, rational and clear, with open and diverse contents, focusing on the mastery of classical concepts and laws as well as the latest development of physical science, the connection between physical knowledge and life, the combination of physics and technology, paying attention to guiding students to look at and understand science from the perspective of humanities and social development, recognizing the relationship between science and human beings, and actively exploring the relationship between senior secondary physics education and the enhancement of science literacy , laying a good foundation for students' lifelong learning and adaptation to social development. The structure of the curriculum is well-designed, and teaching is organized according to modules, providing space for students' individual development.
Some experts suggest that high school students should see the close connection between classical physics and modern science in order to do well in classical physics, and deal with the relationship between the foundation of the subject and the frontiers of the subject, and learners should have both a solid foundation and a broad vision.
Chemistry: interest-oriented, cultivate students' ability to explore chemical problems
The curriculum standard changed the senior high school chemistry subject system based on the structure of matter, with the Periodic Law of the Elements as the main line; changed the teaching content, teaching requirements, teaching methods are too uniform, constructed a compulsory + elective curriculum model. 6 elective modules have their own focus on different topics, each with its own characteristics, to provide students with the space to choose their own. Each of the six elective modules has its own focus and specialty, which provides students with the space of independent choice and changes the traditional pattern that students with different interests and needs must study the same content and meet the same requirements. This kind of diversified curriculum modules, adapt to the development of students' personality, to meet the needs of students with different potential, provides a larger space for choice, which will be conducive to the cultivation of high-quality innovative talents. It advocates diversified teaching methods, pays attention to cultivating students' interest in chemistry, pays more attention to the teaching of chemistry experiments, proposes many interesting and closely related experiments and scientific and technological activities with the teaching content, and strives to cultivate students' ability to learn and explore chemical problems. Standards selected from a larger number of experiments, only the school's laboratory according to the standards are well equipped, in order to effectively carry out the difficult breakthroughs in chemistry teaching.
Learning from doubt, doubt from thinking, thinking from interest. Learning a new high school chemistry, learners appreciate chemistry, love chemistry, is the premise and guarantee of learning chemistry.
Biology: Emphasize the cultivation of experimental ability, improve biological scientific literacy
The improvement of biological scientific literacy as the core task of the curriculum, better arrangement of basic biological content interspersed with "molecules and cells", "genetics and evolution", "homeostasis" and "the evolution of the world". It is a good arrangement of basic biology content into three related modules: "Molecules and Cells", "Heredity and Evolution", "Homeostasis and Environment", which comprehensively covers the content that students should master in high school, and reflects the development trend of life sciences in both micro and macro aspects. Great emphasis is placed on the cultivation of students' experimental ability, and biology experiments, as the most important form of classroom teaching, are carried out throughout the whole process. Such a design, reflecting the characteristics of natural science, is of great significance to the development of students' cognitive development, practical ability, and the cultivation of their creative ability. In order to change the way of students' learning, the standards have designed activities such as observation, investigation, data collection and analysis, discussion, experiment, inquiry, etc. For example, the dynamic change of the yeast population in the culture solution allows students to try to establish mathematical models and study biology by mathematical methods, which is a brand-new teaching activity. In particular, the module of "Biotechnology Practice" is arranged for students to make "fruit wine and fruit vinegar" and "extraction of plant aromatic oils", through which students can understand and master the simple methods and skills of food processing and experience the benefits of food processing. Through such activities, students can understand and master the simple methods and skills of food processing and experience the wide application of biotechnology in practice.
In learning, learners should strive to grasp the content of a module as a whole; figure out the core concepts and the interconnections between concepts; actively participate in learning activities such as experiments and investigations; and pursue the enhancement of their own scientific and humanistic qualities, so as to make themselves have a strong sense of creativity and practical ability.
Technology: technology for human life, improve students' technical literacy
Technology courses get rid of the original "pure labor" or "labor skills" model, focusing on improving students' "technical literacy". "Technical literacy", "creativity development", to strengthen the link between technology and society, technology and science, with a new concept to establish the status of the technical curriculum, return to the essence of technical education.
Technical education is not about learning simple repairs, but about giving citizens a sense of technology, a concept of technology, and an understanding of the most basic technical common sense. The design of the general technology curriculum, focusing on cultivating students' technological way of thinking, combining students' hands and brains, has become a good carrier for cultivating students' innovative spirit and practical ability, which is in line with the idea of building a well-off society in a comprehensive manner.
The information technology curriculum is developed from the computer courses, but a qualitative leap has occurred, has risen from pure skills training to the cultivation of comprehensive information literacy. The curriculum standard takes the cultivation of information literacy as the goal of the course, which injects the course with the educational connotation it deserves. Information literacy includes technical skills, communication skills, problem-solving skills, compliance with ethical and legal rules, and the formation of a sense of social responsibility. These literacies are of great significance both for students and for any member of society.
In their studies, learners should be mindful of applying the knowledge and skills acquired in the information technology curriculum to other courses. Efforts to start from the tasks assigned by the teacher and the problems they find, looking for ways and means to solve problems, experiencing the process of processing information, communication, mutual cooperation, in the process of pursuing their own unique point of view and mastery of the method, and cultivate the adaptability to the development of information technology.
Music: Enriching the Connotation of Music Education
According to the cultivation objectives of general high school education and the nature of music curriculum, in order to reflect the general requirements of the new curriculum system of general high school that the content of the curriculum should be contemporary, basic and selective, to fully realize the curriculum objectives of senior high school music, and to satisfy the needs of students' different interests and strengths in music, the content structure of the senior high school music curriculum consists of The content structure of the senior secondary music curriculum consists of six modules for students to choose to study independently. The six modules are: Music Appreciation, Singing, Performance, Composition, Music and Dance, and Music and Drama Performance.
Over the years, senior secondary arts education, including the subject of music, has been relatively weak. The high school curriculum reform has enriched the connotation of high school music education. The structural framework of the music curriculum standard is innovative and unites the wisdom and hard work of the developers. From the positioning of the discipline to the setting of the eight teaching modules, the systematic and operational nature has been strengthened, reflecting the most essential teaching content of the music discipline, embodying the contemporary, basic and selective nature, which enables us to see the bright future of music education and have confidence in the future of high school music education. Music is a comprehensive and culturally rich art discipline, not a purely technical course. The setting of the two modules "Music and Dance" and "Music Drama and Performance" reflects the cross-disciplinary characteristics. The content of "Music Appreciation" is very necessary.
Music is a practical and operational discipline, especially in the field of performance, reflecting the characteristics of a skill, singing, playing, creating, music and dance, music and theater performance, which is inseparable from the practical activities, inseparable from the specific operation. Therefore, in the study, the learner can not just rely on listening to the class to learn music, but to participate in music practice activities, in the practice of music aesthetic experience and learning music knowledge, skills; in practice to learn to use music as a form of expression of emotion, exchange of ideas.
Fine arts: in line with students' aesthetic psychological characteristics
Due to different interests, hobbies and developmental needs, high school students need to develop different artistic abilities. In order to meet the needs of students' multifaceted development, the general high school art curriculum has set up the following five learning modules for students to choose independently: art appreciation, painting and sculpture, design and craftsmanship, calligraphy and seal cutting, and modern media art. The high school art curriculum standard puts forward a new way of thinking, and the rich teaching content reflects a brand-new teaching concept, highlights the epochal nature, conforms to the goal of cultivating talents in the new century, and is in line with the characteristics of the development of students' aesthetic psychology. In particular, the design of the module "Modern Media Art" is of great significance for the high school art program to comply with the world trend of art education and the development of modern science and art. It will create a new situation for the teaching of high school art curriculum in China, which is of great practical significance and far-reaching historical significance for the implementation of aesthetic education, cultivation of sentiment, improving the art literacy of our high school students, cultivating the spirit of innovation and practical ability, and promoting the overall development of students' morality, intellectuality, physical fitness, and aesthetics.
In the study, learners in the acquisition of relevant art knowledge, understanding of the cultural meaning and style characteristics of art works, at the same time, to be good at using this knowledge to show, express their own thoughts and feelings and beautify their lives, learn to use art to solve the problems of learning and life, the formation of healthy aesthetic interests and aesthetic concepts.
Physical Education and Health: Health First, Cultivating Interest in Life
The curriculum standard implements the guiding ideology of "health first", embodies the concept of modern education, and reflects the "human-centered", "Student-oriented" idea; embodies the "three-dimensional" view of health. Getting rid of the traditional system of "competitive sports" and "skills teaching", it integrates physical education and health education, and carries out the idea of "promoting students' health" into the whole process of the course. It fully exploits the multiple functions and educational value of this course. It has the following distinctive features: 1. the concept of "health first" is implemented in the course behavior, so that the goal of education is clearly directed to the cultivation of students' health awareness and healthy body. 2. the implementer is required to select the basic knowledge, basic skills and basic methods of physical education and health that are popular among students and can promote their physical and mental health as the learning content. 3. the curriculum is based on the concept of "health first". learning content. It is also advocated that implementers guide students to choose learning programs within the scope determined by the school according to their own conditions and preferences. On the basis of meeting students' individual learning and development needs, the selective character of the curriculum is reflected. 3. In order to meet the needs of students for option learning and to encourage students with physical education interests and hobbies to take the initiative in their development, the Senior Secondary PE and Health Curriculum has been set up with two levels of learning (Level 5 and Level 6) and seven modules. Students who have completed the 11 compulsory credits will meet the graduation requirements of the PE and Health Program.
In learning, learners should strive to protect their own health, pay attention to the overall development of physical fitness, improve health level, develop sports hobbies and specialties through the selective learning of sports programs, master the scientific methods of exercising the body, improve the practical ability of sports, develop the habit of adhering to physical exercise, form a healthy lifestyle, and cultivate the interest of life.
Comprehensive practical activities: enhancing students' sense of inquiry and innovation
In the "General Senior Secondary Curriculum Program (Experimental)" introduced in 2003, it is clearly pointed out that the senior secondary school curriculum has set up eight learning areas of language and literature, mathematics, humanities and society, science, technology, art, physical education and health, and comprehensive practical activities. This shows that integrated practical activities have become one of the eight learning areas of the new senior high school curriculum, and it is also a structural breakthrough in China's basic education curriculum system.
Comprehensive practical activities is a compulsory curriculum area stipulated in the curriculum plan of the general high school, although it is a relatively independent comprehensive course alongside other sub-courses, it has certain uniqueness: (1) it is a compulsory course stipulated in the national curriculum plan, which is serious and orthodox; (2) it is a course with no curriculum standard and teaching materials, so it fully embodies Generativity and adaptability. In short, comprehensive practical activities is the national regulations, local guidance and school-based development of compulsory courses.
Comprehensive practical activities "emphasize that students through practice, enhance the sense of inquiry and innovation, learn the methods of scientific research, develop the ability to use knowledge comprehensively, enhance the close connection between school and society, and cultivate students' sense of social responsibility." It consists of three aspects: research-based learning, social practice, and community service.
Plutarch, the ancient Roman educator, called out that the child's mind "is not a jar to be filled, but a fire to be kindled." Education needs to create an environment suitable for students to grow in a free spirit, and provide them with opportunities to grow into a complete and fully developed person. The value of comprehensive practical activities lies in the return of the world of knowledge to the world of life, and it regards education as an open system, creatively incorporating social life as a vast carrier of curriculum resources and service objects into the vision of education.
School-based curriculum development: redistribution of decision-making power in the curriculum, and cultivation of individualized and comprehensive development
School-based curriculum development has become a hot issue in the early 21st century in the reform of China's curriculum and even in the reform of education.
In the 70s of the 20th century, in the developed countries of the United Kingdom and the United States began to receive extensive attention to a kind of national curriculum development corresponding to the development of the curriculum development strategy.
The school-based curriculum is relative to the national and local curricula, and is characterized by the active participation of teachers, the cognitive background and needs of students, the subjective and objective conditions of the school and the economic and cultural level of the community in which it is located, and the characteristics of the school itself. Schools and teachers are the main bodies of curriculum development and decision-making. The significance of developing school-based curriculum is not only to change the top-down long-cycle curriculum development mode, so that the curriculum can be quickly adapted to the needs of social and economic development, but also, more importantly, to establish a curriculum development and decision-making mechanism with the direct implementers of school education (teachers) and the educated (students) as the base and main body, so that the curriculum has the ability to satisfy the social development and the needs of the students at multiple levels. In short, from the standpoint of China's three-level curriculum management, the basic tasks that school-based curriculum development should undertake are mainly embodied in three aspects, namely, to meet the actual developmental needs of students, to cultivate and improve the curriculum awareness of principals and teachers, and to reflect the school's school characteristics.
School-based curriculum development is an ongoing professional activity in schools, which requires a rational, democratic and scientific decision-making process. This process includes: situational analysis, defining programs (goals and plans), organization and implementation, and evaluation and improvement.
School-based curriculum development implies a kind of power, i.e., the right of the school to decide on part of the curriculum on its own, and the cooperation, ****enjoyment and inquiry of teachers, students, parents and community members, making full use of the on-site curricular resources of the school and the community. School-based curriculum development implies a responsibility, that is, the school has the responsibility for student development, the school must resist any curriculum that is not conducive to student development, and must provide a curriculum that is conducive to student development. School-based curriculum development implies an opportunity, that is, the school, especially the teachers have the opportunity to develop. Teachers will gradually strengthen their sense of identification with the school, improve their sense of belonging, form a sense of curriculum, master curriculum technology, and accelerate the process of professional development in the practice and reflection of participating in school-based curriculum development.
School-based curriculum development is still a new thing in China, and it is of great significance for improving the school curriculum system, cultivating innovative talents in the new century, and fostering students' sustainable development ability. The process of integrating its ideas into the practice of basic education must be the process of deepening the development of China's basic education curriculum reform!
In the study, learners should note that the process of school-based curriculum development is not only a process of "customizing" the curriculum for us, but also a process of experiencing, acting, gaining experience, and pursuing their own development. From the point of view of the paper and pencil test, perhaps, this course will not become part of the college entrance examination, but he has a great impact on us, and even a lifetime
.