How to face the curriculum reform in rural primary schools

With the continuous advancement of the new curriculum, the current situation of curriculum reform in rural primary schools has also undergone gratifying changes: students have a wide range of knowledge, vivid learning, strong interest in learning, open classrooms, and enhanced affinity between teachers and students. While examining these changes in the classroom, we should calm down and reflect on the current situation and ideas of curriculum reform. In this regard, the author talks about his own superficial views for colleagues' reference. I. Current Situation of Curriculum Reform in Rural Primary Schools For a long time, there has been a big gap between rural education and urban education. In addition, this reform came too fast, and schools, families and society lacked adequate preparation. Therefore, as soon as the curtain of curriculum reform in rural primary schools is opened, problems follow. 1. The educational concept of rural teachers has been seriously challenged. As the main body of the new curriculum reform, rural teachers have become accustomed to the "teacher-centered" traditional education model in the teaching process, and think that the task of teachers is how to teach and how to impart knowledge to students. The new round of curriculum reform emphasizes the development of students, who are the masters of learning, and teachers are the organizers, guides and builders of students' participation in learning. So, some people don't understand: when you open the textbook, the familiar "face" disappears, how can it become an interesting "doll" book? My previous ability to write lesson plans seems to be greatly reduced, and my experience suddenly becomes pale and powerless; Some people have doubts: how to design homework? Students are self-reliant, but discipline is difficult to maintain; Teaching is open, paying attention to generation and inquiry, cooperation and individuality, but how to deal with exams? The essence of this is that teachers' educational concept has been challenged. 2. The challenge of advanced teaching methods in rural primary schools The new curriculum requires changes in teachers' teaching methods, students' learning methods and managers' management methods. The premise of successfully realizing these changes is the need for modern teaching hardware to support them. However, at present, rural schools are generally faced with the phenomenon that teaching hardware can't keep up with the new curriculum. Many schools don't even have a microcomputer, let alone the use of the Internet. Teachers' teaching still stays in the traditional teaching of a blackboard, a book, a pen and a mouth. Teachers can't get knowledge and information through the network, which affects the renewal of teachers' concepts and knowledge; School management still relies on "book-style" management, which can not realize the modernization of management means; The school lacks physical and chemical laboratories and necessary experimental supplies, so teachers can't demonstrate experimental teaching and students can't do experimental research; The classroom lacks audio-visual teaching equipment, and limited CDs and tapes can only be used as furnishings. Even if teachers have good teaching ideas and teaching designs, they can't effectively organize and implement them in the classroom. Backward teaching methods have brought challenges to the smooth implementation of the new curriculum of rural basic education. 3. In teaching, the phenomenon of rural teachers "wearing new shoes and taking the old road" is still encroaching on the "market". In the face of curriculum reform, some people complain that it is difficult to transform the concept of teaching reform into teaching behavior, but simply "experience", that is, the so-called "wearing new shoes and taking the old road." You change yours, I'll do mine. Traditional teaching concepts and behaviors centered on imparting knowledge, rote memorization, and sea tactics are widespread, especially in rural areas. The lack of vitality in the classroom seriously inhibits students' initiative and creativity. The standard points out: "Hands-on practice, independent exploration and cooperative communication are important ways for students to learn", and students' learning activities should be a lively, proactive, personalized and energetic process. In rural primary schools, we often hear such a jingle in class: put your little hand on the table; Small ears stand up mixed; Small eyes, look at the blackboard; Shut up. This kind of teaching behavior that regards students as bodies without thinking seriously inhibits students' initiative and creativity. How to cultivate students' innovative spirit? The classroom pursues superficial excitement, and the students' exploration process is just "going through the motions". Most rural teachers can't correctly grasp the actual operation of "inquiry" in classroom teaching, and think that dividing students into several study groups reflects students' hands-on "inquiry". At the end of a class, the teacher was tired and the students complained, but the students still didn't understand how a math problem was put forward and how a math conclusion was drawn and applied. This is not a learning process full of exploration. 4. The new curriculum specialty is ahead and behind. Rural teachers are used to using the traditional teaching mode and are confused about the organization and implementation of the new curriculum. They must strengthen professional guidance and give full play to the leading and radiating role of backbone teachers. Rural schools generally feel that there are too few "sensible" people in the implementation of the new curriculum and their strength is insufficient. Although some teachers have participated in a certain degree of training, due to the influence of their own quality and group environment, the conversion rate of the new curriculum is not high, so it is difficult to turn training income into teaching practice and become the backbone and leader of the school to implement the new curriculum. In addition, due to the regional characteristics, the school curriculum reform lacks regular and effective guidance from the superior business departments. The lack of guidance on the implementation of curriculum reform has restricted the smooth progress of the new curriculum reform in rural schools. 5. The diversity of curriculum resources development has been challenged. Curriculum resource is an important concept put forward in the new round of national basic education curriculum reform. Without the extensive support of curriculum resources, no matter how beautiful the idea of curriculum reform is, it is difficult to turn it into actual educational effect. Curriculum resources can be divided into two parts: on-campus curriculum resources and off-campus curriculum resources. As far as extracurricular curriculum resources are concerned, rural schools are extremely limited. There is no important community resource for students to acquire knowledge and information-library; There is no place to broaden students' horizons and enhance students' intuitive understanding of subject teaching image-science and technology museum; There is no historical and cultural treasure house-museum to strengthen the education of students' ideological and moral ideals and beliefs; There is no superior condition to change the way people live, work and study in modern society-network resources. The shortage of off-campus curriculum resources makes it difficult for rural school teachers to explore and develop curriculum resources, which limits their creative use of teaching materials and makes them worry about the shortage of curriculum resources. Teachers only teach textbooks, and the situation of students' passive learning is difficult to change for a while. 6. It is difficult to form a social atmosphere to participate in and support curriculum reform. The experimental work of curriculum reform needs a solid supporting force from top to bottom and a social atmosphere that actively provides consulting opinions and resource support for curriculum reform. However, in reality, it is difficult to form a social atmosphere to participate in and support the rural curriculum reform. The principals of some schools don't pay much attention to curriculum reform, and their educational concepts are backward. Unwilling to participate in training and learning, not asking about teacher training is very common; There is no explanation for the guidance of class evaluation, and even there is a "guidance" behavior that violates the requirements of modern classroom teaching. This is really deplorable. We should know that curriculum reform is not only an important carrier to realize quality education, but also a concrete embodiment of educational innovation, a sacred duty of school leaders and an obligation entrusted by law. Therefore, the principal should be the first person responsible for the new curriculum reform. Leaders, like teachers, need a high sense of social responsibility, mission and urgency for the curriculum reform in order to complete the great project of the curriculum. Teachers' enthusiasm for curriculum reform is generally not high and their motivation is insufficient. Some teachers are unwilling to accept new educational ideas. Obviously, there are coping styles in training and learning. Few people participated in the study, but the evaluation test was 100% participation. Teachers have the following attitudes towards the curriculum reform: these students are experimental objects, and no one can draw a conclusion about what the curriculum reform has brought to students. At present, students are not admitted by "scores" in the college entrance examination; Middle-aged and elderly teachers lament that they are too old to accept new things and engage in curriculum reform to find young people to do it; School year-end assessment and rewards are based on students' test scores. I don't need to change the course. As long as I catch a mouse (get good grades in the exam), I am a good cat. If the curriculum reform is carried out, I will worry too much, toss too much and suffer too much. Curriculum reform is a matter for scientific research departments. The concept of "wild children" of rural parents has become the resistance to curriculum reform. For a long time, for rural parents, the purpose of sending their children to school is to jump out of the "farm gate". Parents are amazed and resentful about the curriculum reform: "Why is the classroom completely out of order?" Why don't children have homework? "Some parents come to the door, accusing the teacher of' incompetence' and demanding' handling' the teacher. . The reason is that teachers give students too much "freedom", which is conniving at children, and children will not learn more "knowledge". If they can't get into college in the future, their studies will be in vain. Parents' disconsolate, incomprehension and even lack of support also weaken the motivation of curriculum reform. It is an urgent task for local governments at all levels, education administrative departments, rural schools and teachers to meet the realistic challenges and promote the smooth implementation of the new curriculum in rural schools. Only by continuing to increase investment in education, improving the conditions for running schools in rural areas, strengthening the construction of principals and teachers in rural schools, improving their ability and level of implementing the new curriculum, and creating a good educational environment for implementing the new curriculum, will the implementation of the new curriculum in rural schools truly present a vibrant scene. Second, thinking about the current situation of curriculum reform in rural primary schools. Teachers are the key to the success or failure of the new curriculum reform, so remolding teachers according to new ideas is the top priority of the curriculum reform. Combined with the objective reasons of inconvenient transportation and information occlusion in rural areas, and based on the principle of "teaching after training, teaching while training, and improving while summing up", short-term face-to-face teaching and centralized training are mainly adopted at present. First, teachers are asked to imprint the curriculum reform in the depths of their souls: the curriculum reform must be carried out and changed, and they can only enter and cannot retreat. Decentralized training and long-term follow-up training are adopted in the middle and late stage of curriculum reform. Through practical discussion, special lectures, behavioral reflection, case analysis, watching videos and other training, teachers are taught to master effective teaching methods and means to implement the new curriculum. 2. Carefully organize and publicize to create a good social atmosphere. Extensive rural education and inconvenient transportation are not suitable for organizing large-scale curriculum reform teaching and research activities. Several experimental cooperation zones can be built to carry out activities, and excellent teachers can be hired as part-time teaching and research personnel for curriculum reform to guide the experimental work in this cooperation zone. In addition, give full play to the role of various propaganda positions, strengthen the public opinion propaganda of curriculum reform, invite parents and social stakeholders to hold seminars and lectures on curriculum reform, and guide them to participate in and support curriculum reform experiments. Make them understand that the development of society requires citizens to enhance their self-reliance and learn to solve problems optimally. The purpose of the new curriculum reform is to train qualified citizens for society. Therefore, it is the general trend to implement a new round of curriculum reform, and we cannot just wait and see. 3. Go deep into weak schools, provide counterpart support, and change teaching behavior and learning methods. It is suggested to change the past management mode, that is, multiple rural primary schools are paired by directly affiliated primary schools, teachers are sent to the countryside by directly affiliated schools, and village primary school teachers are sent to directly affiliated schools, which not only solves the problem of poor rural information, but also avoids the dark road of rural teachers. Let teachers know how to create an atmosphere of exploration and understanding in class, how to talk with students on an equal basis, and give correct instructions by showing themselves. At the same time, according to the characteristics of rural primary school students' low learning starting point and introverted personality, the starting point of teaching can be lowered in teaching, so that children can take advantage of their unique experiences in rural areas to actively build knowledge, be good at grasping topics of interest to rural students, and let students dare to say, want to say and rob to say. 4. In view of the lack of funds, make full use of the rich natural resources in rural areas. The new curriculum requires higher objective conditions for teaching, but rural schools can't meet these conditions because of financial problems. Then, we can adjust measures to local conditions, tap resources and get out of the classroom, so that students can get out of the classroom, learn in nature and learn in a vast world. For teaching AIDS and learning tools, teachers should brainstorm with students, use local materials and make them at any time. It is true that the curriculum reform in rural primary schools is the weakest and most difficult problem at present, but the unique natural advantages in rural areas provide rich teaching and learning resources for the curriculum reform, which is more suitable for the teaching and learning of the new curriculum.