(A) the overall goal
Implement quality education with moral education as the core and innovative spirit and practical ability training as the focus. Specifically, it includes: a healthy and upward attitude towards life and a clear distinction between right and wrong; Seeking truth from facts and actively exploring learning methods; Learn the practical ability to survive and solve difficulties; Creative thinking that is good at thinking and trying to criticize; Never satisfied, pursuing a better life ideal.
(B) phased objectives
Goal principle: There are great differences between junior high school students and senior high school students in physical and mental condition, knowledge reserve and social experience. According to this feature, the whole course process will be lengthened, and the goal is obviously practical, repetitive and progressive.
(1) the first stage (the first semester of senior one):
Taking "topic selection" as the carrier, learn the basic knowledge of several common research methods, such as consulting literature, network materials, questionnaire survey, interview and speech defense, try to experience the general process of scientific research by yourself, and focus on cultivating the following practical abilities: skills of consulting literature, network skills, ability to communicate with strangers, methods of data classification and statistics, skills of talking with people, skills of speaking, and adaptability in defense.
(2) The second stage (the second semester of grade one)
Taking "the formulation of research plan" as the carrier, we will continue to use and consolidate several common research methods learned in practice, and at the same time try new research methods such as observation and experiment, focusing on cultivating the team spirit of democratic centralism and division of labor and cooperation, the scientific research consciousness of data collection and data collation, the ability to analyze data and refine opinions, the ability to formulate plans and independently conceive, the ability to observe life and the unique consciousness of analyzing problems.
(3) The third stage (the first semester of Grade Two)
Taking "implementation research" as the carrier, we comprehensively use various research methods in the research process, constantly consolidate and master various skills, and at the same time pay attention to cultivating the following abilities: the ability to foresee and prevent difficulties, the ability to cope with difficulties, the ability to resist setbacks and willpower, the ability to comprehensively analyze and use information, the team spirit of cooperation and mutual assistance, the ability to think from multiple angles and put forward personalized opinions, and the sense of responsibility and mission of paying attention to society and others.
(4) The fourth stage (the second semester of the second grade)
Taking "writing research reports and presentation reports" as the carrier, we focus on cultivating students' following abilities: the ability to organize and use materials to support opinions, and the ability to skillfully operate and use various media; Clear and free oral expression, coherent written expression, comprehensive thinking and critical thinking.
Second, the curriculum structure of junior high school research courses
(A) the basic principles of the curriculum
(1) Practical principle. Practical experience is a very important aspect for students to obtain information and improve themselves. Junior high school students are curious, interested and eager to explore, so the course should provide students with all kinds of novel and interesting practical opportunities, so that students can maximize all kinds of knowledge and cultivate all kinds of skills in practical activities.
(2) guiding principles. Teachers' guidance should play a greater role in junior high school research-oriented courses. "Teachers' guidance comes first, and students' practice comes later", which not only helps to avoid the blindness and danger of students' practice, but also helps to improve the success rate of students' practical activities and gain confidence and motivation.
(3) Incentive principle. In the process of implementation and evaluation, students should be particularly encouraged. Because junior high school students are active and have many interests, but they often don't last long, and their ability to resist setbacks is weak, these characteristics will make some students lose interest or confidence in the middle of the course. Therefore, teachers should give students as much attention and encouragement as possible in the process of curriculum implementation.
(4) Basic principles. Students pay attention to experience, not results, and teachers should not force students to reach a certain level in their research on the subject.
(5) Safety principle. The lack of life experience of junior high school students, coupled with the high rate of only child, is characterized by weak self-care ability and hands-on ability, which is prone to accidents and dangers. This situation is not conducive to students to carry out activities on a larger scale. Therefore, it is especially necessary to make full use of the resources within the school, between the school and parents, and not to let yourself go with the flow. Necessary off-campus activities can be carried out by mail, telephone, or through safety counseling, etc., to improve the responsibility system of project leaders, foresee dangers and difficulties in advance, prepare emergency plans, and guide parents.
(2) Teaching plan
Grade (semester)
content
time
Weekly class hours
Weekly class hours (35
Proportion of class hours)
The first semester of junior one
Select a title.
Every Thursday afternoon
2
5.7%
The second semester of junior one
Formulation of project plan
Every Thursday afternoon
2
5.7%
The second semester, the first semester
implement
Double Friday afternoon
2
5.7%
second term
Summary and report
Every Thursday afternoon
2
5.7%
(3) Course content
(1) The course content of the first semester of senior one is "topic selection". Ask each student to focus on the theme of "life phenomena related to middle school students". First of all, it takes two months to find out 15 pieces of information that may be used as a theme from literature (newspapers and magazines) and online materials. Then, by doing a questionnaire survey among the senior three students in the adjacent Qibao Middle School, we can judge the feasibility and value of this information and narrow the scope of the topic to five. Then, by interviewing teachers or parents, further demonstrate the feasibility and value of the topic, and initially determine a topic; Finally, the topic is determined through the speech defense argument. Before each activity, listen to the teacher's special counseling lecture, and fill out the questionnaire after the activity.
(2) The course content of the second semester of Senior One is "Formulation of Project Research Scheme". Students are required to group under the guidance of teachers, set up research groups, and democratically recommend the division of labor among group leaders; Set up a tutor group, and each research group has a tutor for the whole process; Do a good job in collecting preliminary data and demonstrate the practical significance of the subject; Divide the topic into 2~3 sub-topics, make research plans and make opening reports. Listen to a counseling lecture before each activity, and fill out a questionnaire after the activity.
(3) The course content of the first semester of Senior Two is "Implementation Research". Students are required to carry out research activities according to the research plan, and constantly improve and modify the research plan in practice. Teachers regularly listen to students' activity reports and regularly carry out research progress exchange meetings.
(4) The course content of the second semester of Senior Two is "Writing Research Report, Reporting Demonstration", which requires students to write research report as required, hand in all kinds of materials, make multimedia presentation slides, and hold a report meeting on the results for exchange and display.
Third, the organization and implementation of junior high school research-oriented curriculum
The preparatory stage of the course
(1) Hire experts for guidance. The school specially hired experts from China Normal University to guide the course.
(2) training teachers. The school will provide special training for the teachers of the grades that are about to offer research-oriented courses, and determine the personnel arrangement and division of labor of the tutors. The monitor is the main person in charge of the course, and all the class teachers are specific. All the teachers in the school are mentors who can give advice.
(3) the material preparation of the school. More than 300 computers in the school are all networked. Implement the "lighting project" to ensure that the library, reading room and electronic reading room are open all day. List special funds to ensure the normal operation of the course. All departments of the school hold joint meetings to provide various conveniences for students' scientific research activities.
(4) Parents' mobilization. Hold a parent-teacher meeting of the whole grade, send a letter to parents, fully publicize the significance of setting up research-oriented courses, listen to parents' feedback, respect parents' reasonable suggestions, and strive for parents' greatest support for setting up courses.
(5) student mobilization. Hold a mobilization meeting for all grade students, fully and carefully publicize and mobilize research-oriented courses, and stimulate students' interest in learning.
(B) the organizational form of the course
The organizational forms of research-oriented courses are divided into two types: individual independent research and group cooperative research. The first form is mainly used in the "topic selection" stage, which requires all students to participate and evaluate. The second form is mainly used in three stages: scheme formulation, implementation research and summary report. The group usually consists of 6-7 people, and the leader is democratically elected by the students, and they cooperate with each other to carry out research. The performance of each research group and members of the research group has a corresponding evaluation.
At the beginning of the course, students use the "squatting class system" to teach, listen to counseling lectures and carry out activities in their own classes. Since the establishment of the research group, the "shift system" has been adopted, that is, each research group carries out activities at the place designated by its own tutor.
(C) the implementation stage of the curriculum
(1) Teacher-student relationship in teaching. Students are the main body, and it is one of the main characteristics of research-oriented courses to let students carry out research activities independently through practical experience in the teaching process. However, this does not deny the role of teachers. On the contrary, because junior high school students are younger, the guiding role of teachers in junior high school research-oriented courses is stronger than that in senior high school. The role of teachers is mainly manifested in: giving necessary method guidance to the lack of research methods of junior middle school students; According to the characteristics of junior high school students' weak ability to resist setbacks, give timely encouragement; In view of the lack of knowledge reserve of junior high school students, give patient advice and answers.
(2) Time and space for teaching. The teaching of research-oriented courses should be combined with extracurricular activities in time. Class time is usually to listen to lectures, arrange discussion groups, and exchange research progress. Do a lot of practical activities and research work after class.
In the teaching space, because junior high school students' self-protection ability is weak, scientific research activities should be completed in the school as far as possible, and extracurricular activities should be controlled and guided, not too much.
(3) the relationship between home and school in teaching. The implementation of research-oriented curriculum should not only win the support and recognition of parents, but also be a valuable resource for schools to implement research-oriented curriculum because of its professional diversity and rich experience. Parents can consult and answer questions for the research group, and even provide some practical research opportunities in off-campus places, which also helps to avoid the security risks brought by junior high school students after leaving school.
(4) the implementation of teaching.
A. Students
A. Research-oriented course is a brand-new course. It is very important for students to have a general understanding and grasp of the characteristics and methods of research-oriented course, and it can also stimulate students' attention and interest in this course.
B gradually narrow the scope of the topic by consulting materials, questionnaires, interviews, speeches and other forms until a research topic is determined.
C. According to the topics announced by the teacher, fill in the volunteer form according to personal interests and specialties, and set up a research group under the coordination of the teacher, with 6 to 7 people in each research group.
D. Each research group will discuss and democratically elect one person as the team leader, and the team members will divide their work according to their personalities and specialties.
E. After the preliminary data collection, molecular project, research plan and other steps, the research plan is completed.
F. Conduct the opening report meeting of the whole grade, and each research group will send 1~2 people to give a presentation based on multimedia slides.
G. According to the research plan, each research group conducts research in class time or spare time, and submits it in the form of scale.
H. Each research group writes and submits a research report according to the research results.
First, each research group uses words, models, pictures, photos, audio-visual and multimedia to publicly display and report the results of the activities.
B. Teachers:
A do a good job in parent mobilization and course introduction in time, listen to parents' feedback, and improve and perfect the course.
B. Give a special counseling lecture before each new activity, distribute handouts, mainly to teach research methods, and also remind some matters needing attention in activities, fill in scales and other issues.
Organize, coordinate and supervise the activities of the research group. Teachers help students point out the direction and ways to solve problems in the research process of the research group; Organize research groups to exchange and summarize, and constantly encourage students to overcome their fear of difficulties and study independently; Coordinate and handle unexpected problems and contradictions within the research group; Provide necessary security and correct students' improper practices in time.
D. evaluation. For the results of each activity, the teacher organizes the scoring and commendation of the scale, and organizes the students to reply and report the results.
C. Parents
A. Pay attention to the progress of research-oriented courses and children's learning.
B. Be an indirect tutor of your own children's projects, help your children with information, knowledge and experience, and if possible, provide opportunities for children or other students to practice research outside school.
C. participate in the evaluation of school curriculum.
Fourthly, the management of research-oriented curriculum in junior high school.
(a) the school set up a research group to implement the curriculum, which consists of the principal, the director of the school teaching and research section and the grade leader. The school fully cooperates with the curriculum experiment and is responsible for mobilizing, coaching and training teachers and students. Teachers from East China Normal University were hired outside the school to form an expert group. Two groups * * * organize the experiment of the course, in which the research group is responsible for the organization and implementation of the whole experiment; The expert group is mainly responsible for curriculum design, experimental monitoring and guidance, and analysis and summary of experimental results. The two groups hold regular meetings and consultations and maintain close contact and communication every day.
(2) All the head teachers and teachers in the grade group are members of the research group, and they are specifically responsible for the organization and management of the course according to the requirements of the school and grade group. Student class cadres and project leaders should also participate in the management of courses.
(3) Organize curriculum implementation according to the pre-designed curriculum implementation plan, evaluation plan, curriculum monitoring scale and evaluation scale, and study and solve problems in implementation at any time. At the end of each stage of the experiment, make a corresponding summary, put forward the objectives, tasks and implementation steps of the next stage, and modify the original scheme and scale according to the problems raised in practice.
(4) Pay attention to accumulate relevant information at any time during the course implementation, investigate students' feelings and progress in stages, and analyze all kinds of relevant data at any time, so as to provide a more scientific basis for the course construction.
Fifth, the evaluation of research-oriented curriculum in junior high school.
(A) the evaluation of research-oriented curriculum teachers
Correct evaluation of teachers in research-oriented courses is conducive to stimulating teachers to carry out creative work in curriculum setting. The evaluation of curriculum guidance is completed by the principal's office, teaching and research section and academic affairs office. It depends on the quality of students' research results, their questionnaire feedback and their role in curriculum implementation. Evaluate from the following aspects: guiding teachers' enthusiasm, academic level and research ability, providing research methods, guiding project design, and guiding students to organize project research. Give appropriate evaluation to the school where the research-oriented curriculum tutor is located, and reward the outstanding ones.
(B) the evaluation of students' course learning
The student evaluation of junior high school research-oriented curriculum must follow the physical and mental characteristics of junior high school students and implement the goal of junior high school research-oriented curriculum. Junior high school students are weak in practical ability, lack of knowledge reserves, easy to shift their interests, eager for others' affirmation, and are experiencing the most obvious development and changes in body and mind. These characteristics determine that research-based courses must follow the following principles when evaluating junior high school students.
(1) Practical principle. For junior high school students' research-based learning, we should not pay too much attention to the results, but should pay attention to guiding them to experience and participate in the whole research-based learning process. In the evaluation, we should pay more attention to whether they do well or not, and don't care too much about whether they do well or not. Therefore, in the scale design and scoring, we focus on encouraging and evaluating students who have completed the research task.
(2) The phased principle. The evaluation of junior high school students' research-based learning can be carried out in stages, and it is helpful to motivate students to complete it by constantly setting small goals for students. Successful students can gain motivation, and failed students are the new beginning of the next stage. For example, in the "topic selection stage", we evaluate and commend it in four steps: literature review, questionnaire survey, interview and speech defense, which is one of the important reasons why all students consciously complete this stage of study.
(3) the principle of diversity. The evaluation of junior high school students' research-based learning should not be decided only by teachers. Teachers often have preconceived impressions of students, which will lead to incomplete qualitative and quantitative evaluation. Many students hope to get confident affirmation from other aspects. Therefore, it is often fairer and more favorable to evaluate students in many ways. For example, in questionnaires and interview scales, columns graded by respondents and interviewees are designed for students. In each project organization activity, the team leader is also required to give the team members a weight coefficient, and the team members evaluate the team leader.
(4) Incentive principle. The use of praise, reward, encouragement and other methods to motivate students should run through the whole research-oriented curriculum. Whether students encounter difficulties or fail, whether they score on the scale or evaluate qualitatively, they should be motivated. Teachers' encouragement of students' independent research may be the driving force for students to cultivate this habit and eventually succeed in the future.
(5) the principle of development. During the two-year research study in junior high school, students' physical and mental development changes the fastest for two years, and their research on topics often gets better with their age. Therefore, the evaluation of junior high school students should be based on the later period, and the success of the later research often represents their better level, while the early research study should be based on encouraging participation.