联合国教科文组织部分资料.docx
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联合国教科文组织部分资料.docx
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联合国教科文组织部分资料
ScienceEducationIn-serviceTeachersTrainingCaseStudy:
ScienceEducationTeachers’TrainingProgram(STTP)
Workshopmembers
Coordinators:
MengWanjin,Ph.D.andProfessorinEducationalPsychology.ChinaNationalInstituteforEducationalResearch.
Bicheng,Ph.D.andProfessorinEducation,DirectorofTeachersEducationStudyCenter,ChinaNationalInstituteforEducationalResearch.
Expertsoftheresearchteam:
Qiuling,Bachelor,DeanofTeachingAffairsofChinaNationalCollegeforHeadmasters’ProfessionalDevelopment.
FengYonghua,CoordinatoroftheProgramofNationalScientific-ResearchBackboneTeacher(Headmaster)Education
GuoYong,CoordinatoroftheProgramofScienceTeachers’TrainingProgram
LiHaiying,Master,CoordinatoroftheProgramofApplyingMultipleIntelligenceinEnglishTeaching,TeacherofEnglishintheSeniorHighSchoolattachedtoQinghuaUniversity.
1.Introduction
EducationinChinahasbeenexperiencingagreatreformandachievedabreak-throughtheseyears.ThiscomprehensivereportoninnovationcasestudyinsecondaryeducationinChina,basedoncarefulchoicefromlargeamountofinnovations,considerablyrepresentsthetrendsofdevelopmentinbasiceducation.InordertoreflectanoverallpictureofbasiceducationdevelopmentinChinatoday,wechoosecasesofinnovationsthatcanrepresentnationalandlocalcharacteristics,differentschoolswithdifferentfeaturesindifferentareas,differentin-serviceteachertrainingmodels,includingin-serviceheadmasterstraining.Wehopeallofthesecasescanprovidea“window”fortheworldtoknowthelatestinnovationsinbasiceducationinChinathroughit.
2.Background:
ChinaNationalNewCurriculumReform
2.1.Originofthenationalcurriculuminnovation
2.1.1Socialandpoliticalbackground:
nationalrelativepoliciesandmeasures
Since1985,Chinaeconomysystemhastransitedtomarketeconomyfromplaneconomy,andpoliticalsystemhasinitiatedaprogresstodemocracy.Thecultureisbreakingthe“UnitaryTradition”andmovingforwardtodiversification.Curriculumhasbeeninfluencedtostartareformforadaptingtothesocialdevelopment.
Firstly,asfarasthewholeeducationisconcerned,ononehand,theQualityEducationisorallywidespread,ontheotherhand,educationforexaminationsispracticallyconductedefficiently.Studentslearningloadhasbecomeaserioussocialproblem.Secondly,knowledgeeconomyisapproachingrapidly,whetherornoteducationcantaketheresponsibilitytotraintalentsofinnovationforthestatehasbecomethevitalimpactonstate’sprosperityordecline.Thirdly,thespringupofcomputerandnetworkineducationwillcertainlychangethetraditionalconceptsofeducation,teachingmodelandteachingforms,evenschoolsystem.
Basedonthesemacrounderstanding,“TheDecisionontheReformandDevelopmentofBasicEducation”issuedbytheStateCouncilandtheThirdConferenceofNationalEducationin1999,aswellasEducationalMinistry’s“TheEducationalVitalizationPlanFacingthe21Century”approvedanddistributedbyStateCouncil,theyallreleasedthetasktoreformtheexistingbasiceducationalcurriculumsystem,developandbuildbasiceducationalcurriculumandteachingmaterialsystem.Hereby,basiceducationalcurriculumsystemreforminitiatedformally.
2.1.2Educationalpracticebackground:
mainproblemsexistingineducationitself
●Theconfigurationofcurriculumisstilltakingontheformoftraditionalsubjects
Incontentandstructure,subjectcoursesattachimportancetolearningofclassicalmatters,ignoretrainingstudentslearninghabitsandattitudetolife,ignorestudents’practiceandexperience.Intheapplicationoftraditionalcurriculum,subjectcoursesrelyonteacher-centered,classroom-centeredandtextbook-centeredinstructiveforms,whileignorethewaysofcommunication,cooperation,activeinvolvement,andexploration.
●Thenotionofcurriculumisoutdated
Takethefollowingasanexample,ononehand,thecarrierofcurriculumwasnarrowedtothe“teachingmaterial”andlackofmodernconceptthatshouldbecontainedinthecurriculum,ontheotherhand,theessentialmatterofcurriculumwasunderstoodparochiallyas“teachingcontents”andthustheteachingcontentisisolatedfromteachingaims,methodologyandevaluation.
●Educationalaimsareunclearandobjectivesareconfused
Asfaraseducationalaimsareconcerned,therearenoclearstateddefinitions,suchas“tocultivatelaborers”,“tocultivatesuccessorsandbuilders”,“tocultivatefreshcitizensofideality,morality,culture,anddiscipline”.Theunclearandvariabledefinitionofeducationalaimscausestheconfusionofobjectives.Sowhatkindofpeopleandwhatqualityofstudentstheeducationshouldleadtostillhangsover,thusknowledgeimparting,intelligencecultivating,emotionaleducation,mentaleducation,creativitytraining,andcivicseducationhavealwaysbeenvexedfocusesinthefieldofeducation.
●Educationalcontentsbulgemoreandmore
Educationalcontentsarenaturallylikeanencyclopediabasedonsubjectcourses.Itisanoutdatedandisolatedsystemofsubjects.Ifthesystemhasnotbeenchanged,theoldcontentscannotbedeleted,thusmoreandmorenewcontentscomeintothesystem,andeducationalcontentswillhavetobulgemoreandmoreasaresult.Thiscausesthattheloadofbothstudentsandteachersisbecomingheavierandheavier.Educationisdistractedfrompracticalrequirements,thuswhatlearnedinschoolisbecomingfarawayfromwhatreallyneededinreality.
●Methodologyhasbeencatabolized
Essentially,methodologyisjustameanstoservetheaimsandcontentsimparting.Butinthecurriculum,methodologyiscatabolizedasaims,contentsarecatabolizedascarriertorealizemethodology.So“input”stilldominatesinallkindsofeducation,suchasinmoraleducation,intelligenceeducation.Total“Input”tothewholeclass,strategyof“exercisesea”,frequenttests,punishments,andvariousremediationclassescausestudentstiredoflearning,teacherstiredofteaching.Asaresult,playtruantandcheatintestsbecomeworseandworse.
●Theevaluationofcurriculumisdistorted
Incurriculumevaluation,thereexistseriousdeflections,forinstance,highlightingtheinstrumentalnatureofevaluationwhileignoringitsreality,highlightingtheachievementevaluationwhileignoringdiagnosisevaluation,highlightingtheoutcomeevaluationwhileignoringdevelopmentalevaluation,highlightingtheconclusiveevaluationwhileignoringformativeevaluation,highlightingthequantitativeevaluationwhileignoringqualitativeevaluation,highlightingsubjectevaluationwhileignoringhumanityevaluation.
2.2.Developmentofthecurriculuminnovation
Thenew-roundofnationalcurriculumreformexperiencedthreestages:
stageofgestationorpreparation,stageofexperimentsandstageoffullpopularization.Duringthefirststage,inJune,2001,ChinaEducationalMinistryissued“ProgramofBasicEducationalCurriculumReform(tryoutdocument)”andcoursecriteriaof18subjectsincompulsoryeducationstage.Thenewnationalcurriculumreform(seventhfromthefoundationofP.R.China)inChinaenteredanexperimentalperiod.38countiesfrom27provinces(municipalities,citiesdirectlyunderthejurisdictionofcentralgovernment)wereappointedasexperimentalbasesofcompulsoryeducationcurriculumreform.Variousexperimentalsubjecttextbookswerecompiledand49experimentaltextbooksfrom20subjects(7forelementaryand13forsecondaryeducation)havebeenimplementedintheexperimentalareasuptonow.ThisexperimentalstagelastedthreeyearsasChinaEducationalMinistryrequired.
In2003,criteriaofcourseswasemendedonthebasisofpriorexperimentsandfeedback,aswellassurveysandstudies.From2004totheFallof2005,thenewcurriculumwillbefullyimplementedincompulsoryeducationandseniorhighschooleducation.BytheFallof2005,everystartinggradesinelementaryandsecondaryeducationstagewilladoptthenewcurriculumsystem.Hereby,thenewcurriculumsystemadaptivetobasiceducationrequirementin21centuryhasbecomeintobeing.
2.3.Implementationofnationalcurriculuminnovation
2.3.1Principlesofimplementationofnewcurriculum
——Nationalcurriculumcriteriashouldbeafundamentalstandardsthatmostofthestudentscanreach.
——Curriculumcontentsandrequirementincompulsoryeducationshouldbefundamentalanddevelopmental.
——Newcurriculumshouldleavestudentsenoughtimeandspacefortheirowndiversifiedandsustaineddevelopment.
2.3.2Measuresofimplementationofnewcurriculum
——Changethetendencyofoveremphasisonknowledge,stressactivelearningattitude,turnthecourseofacquiringknowledgeandskillsintothecourseoflearningtolearnandformingthecorrectvalueviews.
——Makecurriculumstructurediversifiedfromunificationandcomprehensivefromisolatedsubjects.Keepthekindsofsubjectsandperiodproportionreasonablesoastoshowtheequilibrium,comprehensiveness,andselectiveness.Cutthenumberofsubjects.Reducetheproportionoflanguageandliteracyto20%--22%from24%,andmathematicsto13%--15%from16%soastosavetimeforcomprehensivepracticalactivitiesandlocalcourses,thuscomprehensivepracticalactivitycoursecovers6%-8%ofallperiods,localandschoolbasedcurriculumcovers10%—12%ofallperiods.Theproportionofscienceandcomprehensivepracticalactivitiesascends.
——Dividethesettingandmanagementofcurriculumintothreelevels:
national,localandschoolcollaterallevels.
——Handpickbasicknowledgeandskillsnecessaryforlifelearning,suchasEnglishandinformationconsciousnessandabili
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