How do enterprises become curriculum developers? "People's talents are different from those needed by society, and we can't just give students what courses there are in school. It should be what courses students need for development, and we must strive to provide what. " In the eyes of Ye Wenzi, president of Shenzhen Academy of Educational Sciences, insufficient resources and poor structure are the problems facing the current curriculum reform in Shenzhen. The outstanding performance is that the school curriculum is not rich enough and the space for students to choose courses is insufficient.
"It is necessary to cultivate innovative talents so that students with different interests and specialties can choose courses independently." Guo Yurong, director of Shenzhen Education Bureau, believes that this requires the education department to build a new curriculum supply mechanism through market-oriented means, introduce good curriculum resources from all walks of life into schools, and enrich the curriculum database.
Shenzhen blew the horn of curriculum reform in primary and secondary schools. One of the major actions of this reform is to link curriculum with life, eliminate the situation of "one school with one side" of curriculum, and provide rich courses to meet the individualized development of students. Shenzhen "Curriculum Supermarket" came into being. In September, Shenzhen Academy of Educational Sciences issued an announcement to schools and social organizations at all levels in the city, hoping to entrust 700 "good courses" for the selection of primary and secondary schools in Shenzhen.
The selection scope of "good courses" mainly includes discipline development courses that promote the school-based implementation of national courses, and characteristic courses that reflect the cultivation of students' innovative spirit and practical ability and meet students' individualized learning needs. The scope of entrusted development includes expanding courses based on the teaching of various subjects in primary and secondary schools, and four types of characteristic courses with the theme of scientific and technological innovation, artistic innovation, entrepreneurial innovation and humanistic quality.
The Shenzhen Academy of Educational Sciences has selected 300 "good courses", some of which are provided by social organizations and some are independently developed by schools. For example, Li Hu, a primary school affiliated to Nanshan, Beijing Normal University, led the "Experimental Study on Independent Reading and Writing Synchronization" in the lower grades of primary schools.
More than 20 years ago, the problem of low-grade primary school students' illiteracy has attracted the attention of Li Hu. He spent a lot of energy trying to solve this problem, but most students only have about 400 regular literacy in one semester. After a lot of research, based on the theory of photographic memory function of children's right brain, Li Hu started the experiment of "autonomous literacy" on 12. At present, in the experimental class of "autonomous literacy" led by Li Hu, students can complete the literacy of 2,800 words in primary school in six years after less than one semester of autonomous learning.
After being recognized as a "good course", the course developer will receive a reward of 50 thousand yuan each. According to the standard of 80,000 yuan per course, Shenzhen Academy of Educational Sciences gives financial support to the units that have become commissioned development through competition. Shenzhen Academy of Educational Sciences will also promote the selection and trial operation of "good courses" through special on-site meetings and roving lectures.
"Choosing to entrust the development of courses has enabled the' course supermarket' to gain the professional advantages of the school and the market advantages of the enterprise, which is closer to the needs of students." Ye Wenzi said that traditional courses tend to focus on knowledge, while the "good courses" selected and entrusted are often interdisciplinary and comprehensive courses, with hands-on practice as the main orientation and closely related to life. In his view, "children's position is related to life and story expression" is the pursuit and characteristic of "good curriculum" in primary and secondary schools in Shenzhen.