What is the core purpose of the new curriculum reform?
The training objectives of the new curriculum should reflect the requirements of the times. It is necessar
What is the core purpose of the new curriculum reform?
The training objectives of the new curriculum should reflect the requirements of the times. It is necessary to make students have the spirit of patriotism and collectivism, love socialism, and inherit and carry forward the fine traditions and revolutionary traditions of the Chinese nation; Have a sense of socialist democracy and legal system, and abide by national laws and social ethics; Gradually form a correct world outlook, outlook on life and values.
Have a sense of social responsibility and strive to serve the people; Have the initial spirit of innovation, practical ability, scientific and humanistic quality and environmental awareness; Have the basic knowledge, skills and methods to adapt to lifelong learning; Have a strong physique and good psychological quality, develop a healthy aesthetic taste and lifestyle, and become a new generation with ideals, morality, culture and discipline.
(1) Extended reading of course purpose:
1, which changed teachers' ideas and role transposition.
Under the guidance of the new curriculum reform concept, teachers have gradually established the teaching concepts of "teachers are the promoters and guides of students' learning" and "teachers are the first among equal students", and should actively advocate the subjectivity of students' learning, thus realizing the transposition of roles.
Teachers gradually change from the giver of traditional teaching to the organizer of modern teaching, and students explore knowledge as guides and collaborators, thus achieving a harmonious, democratic and equal relationship between teachers and students.
2. Improve the overall quality of teachers.
Since the implementation of the new curriculum reform, the school's teaching and research has become more active, and teachers have made more attempts outside the regular teaching and research activities, which has made the teaching and research atmosphere unprecedentedly strong, and teachers' classroom teaching design ability, design implementation ability and evaluation and summary ability have been continuously improved, laying a solid foundation for the implementation of the new curriculum reform.
3. Changed students' learning style.
Since the implementation of the new curriculum reform, students' learning attitude has been changed and their sense of responsibility has been cultivated. Pay attention to students' learning process and methods, and cultivate students' ability to seek different ways to acquire knowledge; It pays attention to cultivating students' critical consciousness and suspicion consciousness, and improves students' practical ability and practical ability.
② The purpose and significance of offering courses for students.
The purpose of offering courses for students is to make them have an overall understanding of the knowledge points, difficulties and key points of this course.
(3) What are the curriculum and teaching objectives, and what are their educational goals and objectives?
Discrimination of concepts such as educational purpose, educational goal, curriculum goal and teaching goal.
The ambiguity of the connotation and extension of these concepts leads us to be arrogant, exaggerated and even at a loss when compiling teaching plans and designing teaching objectives, which brings many adverse consequences to classroom teaching, leading to the failure to complete teaching tasks better, low teaching efficiency and chaotic teaching order. Therefore, it is necessary to explain and discriminate them in order to be helpful to education and teaching behavior.
(1) Differentiation and analysis of concepts such as educational purpose, educational goal, training goal, curriculum goal and teaching goal.
The purpose of education is the general requirement of a certain society for cultivating people. It is determined according to the requirements of political, economic, cultural and scientific development of different societies and the healthy development of educated people. It reflects the requirements of a certain society for the educated, is the starting point and ultimate goal of educational work, and is also the basis for setting educational goals, determining teaching contents, selecting educational methods and evaluating teaching effects. The purpose of education has directional significance, showing universality, integrity and ultimate value.
The educational goal is to show the structure, composition, stage and specific value of educational content, and it is the direct goal of educational practice and evaluation activities. The educational goal is of milestone significance, showing individual, partial and phased value.
Training objectives refer to the specific goals that schools at all levels or in all learning periods should achieve. It is based on the national educational goals and the special requirements of the nature and tasks of our own schools for the training objects. It is the embodiment of the overall educational goal. Training objectives can only be achieved through curriculum objectives and teaching objectives.
Curriculum goal is the concretization of school training goal in the teaching process, and it is the most critical standard to guide the whole lesson preparation process. It stipulates the specific specifications and quality requirements of personnel training from the perspective of curriculum, which is the direct goal of curriculum setting and an important part of curriculum plan. Only when the course objectives are determined can the course plan and teaching objectives be determined.
What are the teaching objectives? Clark believes that the teaching goal is "something that cannot be achieved at present, something that is struggling hard, moving forward and will be produced". [6] Teaching objectives are the further concretization of curriculum objectives, the basic basis for guiding and evaluating teaching, the guide of specific teaching process and students' behavior, and the combination and concretization of subject curriculum objectives and specific teaching contents. The teaching goal is embodied in the teaching process of each unit or class.
To sum up, the educational goal is the general goal of cultivating people and the long-term goal of a country's educational work, while the educational goal is the concretization of the educational goal and has maneuverability. Training goal is the concretization of educational goal, which can only be achieved through the concrete operation of schools at all levels. To achieve the training goal, we must rely on the formulation of curriculum objectives and teaching objectives. Therefore, curriculum objectives and teaching objectives are the core of achieving training objectives, and teaching objectives are the concrete means to achieve curriculum objectives.
Among the above objectives, teaching objectives and curriculum objectives are the two most easily confused concepts, which need to be distinguished.
(2) the relationship between teaching objectives and curriculum objectives
There are both connections and differences between teaching objectives and curriculum objectives. First of all, there are many similarities in the content of the goal. Compared with the training goal, both of them are the concretization of the training goal. Only through the implementation of curriculum objectives and teaching objectives can the training objectives be achieved. Secondly, both of them should take the education goal as the overall goal and the training goal as the specific guidance, and put forward specific education and teaching requirements to adapt to society, disciplines and students within their respective scope. Thirdly, the course objectives and teaching objectives should be clear and definite. They are both menu-based and concrete in terms of training requirements for students, reflecting all students, making them develop in an all-round way and guiding them to have innovative consciousness. Finally, both curriculum objectives and teaching objectives have "content" and "behavior", which can be evaluated by evaluating students' actual mastery of facts, skills and knowledge, and also provide a basis for the development of curriculum teaching and the evaluation of teaching effect.
In a word, both the course goal and the teaching goal should embody the principle of gradual progress in the knowledge system, and embody the characteristics of logic, sequence, stages and integrity, so that the educated can acquire knowledge in the "familiar" situation and choose the appropriate knowledge in the new "situation".
Although curriculum objectives and teaching objectives are the concretization of educational objectives, educational objectives and training objectives, the difference between them is obvious. First of all, the target makers are different. Curriculum objectives are formulated by curriculum workers, which are the clear goals of curriculum workers and the goals of educators and educatees, while teaching objectives are formulated by teaching workers, which is not only the concretization of curriculum objectives, but also a wise choice made after in-depth study of students, society and disciplines. Secondly, the scope of adaptation is different. The primary function of curriculum goal is to provide basis and reference for curriculum compilation, and the second is to provide reference for teachers' teaching and students' learning. If the course goal is similar to the teaching goal in content and expression, it will lose its own meaning. The goal of the course is to control a subject or the overall situation of the subject, and to influence and restrict the subject. The teaching goal is to provide a basis for teachers to teach and students to learn, and to guide, encourage and restrict local teaching and learning. Thirdly, although the teaching goal is the lowest, it is the most practical and effective educational goal. The main intentions and policies of educational objectives, training objectives and curriculum objectives should be reflected through teaching objectives, which are the starting point and foothold of teaching activities and an important basis for teaching evaluation. Although the practical guiding role of curriculum objectives in teaching activities is weaker than that of teaching objectives, its connecting role and guiding significance are irreplaceable by other educational objectives, and it is a bridge between training objectives and teaching objectives.
What is the purpose of studying women's courses?
It can be said that every woman longs for perfection, but in reality, due to the pressure of career and family, we are exhausted and unable to improve ourselves. I went to Shang Bo to study women's courses just to get myself back in class. Through a series of courses, I will become healthier, sunny, smart, fashionable, tasteful, intellectual, both internal and external, and full of charm.
⑤ Course purpose
Judging from the framework structure of curriculum standards and syllabus, the items of the two are not completely corresponding. The curriculum standard consists of preface, curriculum objectives, content standards, implementation suggestions and appendix five. The syllabus consists of six major items: teaching purpose, teaching content and requirements, teaching suggestions, problems that should be paid attention to in teaching, class arrangement, assessment and evaluation. The curriculum standard refers to the requirements of the syllabus in terms of knowledge and skills, but the curriculum objectives, basic concepts and curriculum implementation suggestions related to "process and method" and "emotional attitude and values" are quite different from the current syllabus. First of all, the nature and basic concepts of the course are comprehensively expounded. From the teaching point of view, the current syllabus describes the teaching purpose, the determination of teaching content and the problems that should be paid attention to in teaching. From the perspective of students' development, curriculum standards do not excessively pursue the systematization of knowledge, the accuracy of concepts and laws, and the rigor of logical relations, but comprehensively consider the educational role of courses in knowledge and skills, processes and methods, emotions, attitudes and values. Therefore, the curriculum standard takes a lot of space to elaborate the nature and basic ideas of the curriculum. Case 1 1: the nature and basic concepts of the curriculum As for the nature of the curriculum, the syllabus points out that junior high school physics is a compulsory basic course for nine-year compulsory education. Students learn the basic knowledge of physics in physics class, receive preliminary training in observation and experiment, and receive ideological and moral education. Regarding the nature of the curriculum, the curriculum standard points out: "The physics curriculum in the compulsory education stage should enable students to learn preliminary physical knowledge and skills, experience the basic process of scientific inquiry, and be influenced by scientific attitude and spirit; It is a basic course of natural science with the main goal of improving the scientific quality of all students and promoting their all-round development. Regarding the curriculum concept, the curriculum standard points out: pay attention to the development of all students and change the concept of subject-based. From life to physics, from physics to society. Pay attention to scientific inquiry and advocate diversification of learning methods. Pay attention to the infiltration of disciplines and care about the development of science and technology. Construct a new evaluation system. Comments: From the perspective of students' development, the curriculum standard expounds the nature and basic ideas of the curriculum in detail, while from the perspective of teaching, the syllabus only involves the nature of the curriculum, not the basic ideas of the curriculum, which is relatively narrow. Second, emphasize the learning of process and method In terms of teaching methods, the current syllabus attaches importance to the inheritance of knowledge and scientific conclusions, but not enough to the process and methods of drawing conclusions, or completely ignores, does not mention scientific inquiry, and does not emphasize the scientific process. The curriculum standard emphasizes both the learning of knowledge and the learning process, taking "process and method" as one of the curriculum objectives, emphasizing the role of scientific inquiry in physics courses and paying attention to reference. Case 12: "convex lens" requires the syllabus to know the focus, focal length and main optical axis of the convex lens; Know the convergence of convex lens and the divergence of concave lens; Know the conditions for the convex lens to form a real image and a virtual image. Understand the principle of camera, slide projector and magnifying glass. On the content standard, the curriculum standard requires: understanding the convergence of convex lens and the divergence of concave lens. Explore and understand the law of convex lens imaging. Understand the application of convex lens imaging. Curriculum standards In the activity proposal, it is also recommended that you read the instruction manual of the projector or camera and learn to use the projector or camera through the instruction manual. Make a telescope with two convex lenses with different focal lengths. Comments: The content of "knowing the focus, focal length and main optical axis of convex lens" has been deleted from the curriculum standard, which reflects the weakening of knowledge inheritance by the curriculum standard. We don't dwell on similar concepts such as "main optical axis", but strengthen the connection with real life, from "understanding the principle of camera, slide projector and magnifying glass" to "understanding the application of convex lens", which is also evident, and is no longer limited to cameras, slide projectors and magnifying glasses. In addition, the law of convex lens imaging has always been a difficult point in teaching. The curriculum standard focuses on the process of exploration, and there is no hard and fast regulation on the conclusion of convex lens imaging law. Through inquiry, students can have a qualitative and overall understanding of the law, free themselves from heavy and boring exercises, and put more energy into colorful learning activities that explore knowledge and connect with life. Case 13: Requirements of "Generation and Propagation of Sound" For the propagation of sound, the outline requires: knowing that sound is generated by the vibration of objects; Know that sound transmission needs media. In terms of content standards, the curriculum standards require: through experimental exploration, we can initially understand the conditions for the generation and spread of sound; Understand the application of sound in modern technology. Curriculum standards in the activity proposal, it is also suggested that the noise pollution in the community (or school) and the preventive measures taken should be investigated, and suggestions for further noise prevention should be put forward. Comments: For the generation and dissemination of sound, the syllabus only requires results, not processes and methods, emotional attitudes and values, while the curriculum standards require results, emotional attitudes and values, and there are also specific suggestions in the activity suggestions. 3. Emphasize Emotion, Attitude and Values. There is relatively little education on students' emotions, attitudes and values in the current syllabus. Although the moral education of "cultivating students' interest in learning physics ... developing dialectical materialism education and patriotism education" is mentioned in the teaching purpose, there is no specific requirement in teaching content and teaching requirements. In the curriculum standards, the educational role of physics curriculum in emotional attitudes and values in compulsory education is particularly emphasized, and the educational role of students' emotional attitudes and values is considered in specific knowledge points and activity cases. Case 14: Requirements of "Changes in the state of matter" For the changes in the state of matter, the outline requirements are: understanding the phenomena of melting and solidification. Know the melting point of the crystal. Know that it absorbs heat when melting and releases heat when solidifying; The melting point table will be checked. Understand evaporation. As we all know, evaporation rate is related to surface area, temperature and airflow. Understand the heat absorption in evaporation process and its application. Understand the boiling phenomenon. Know the relationship between boiling point, boiling point and pressure. You should know that heat is absorbed when boiling. On the content standard, the curriculum standard requires: ... Some water circulation phenomena in nature can be explained by the three-state change of water. Have the consciousness of saving water. Curriculum standards In the activity proposal, it is also suggested to investigate the water consumption of schools and families and design water-saving schemes for schools or families. Investigate the utilization of local water resources and put forward their own opinions on the natural utilization of local water. Investigate the main ways of local farmland irrigation (or sewage treatment) and understand the advanced irrigation technology. Comments: It can be seen from the content of "the change of physical state" that the syllabus only makes specific requirements for knowledge and skills, and has no requirements for processes and methods, emotional attitudes and values, while the curriculum standards not only have specific requirements for emotional attitudes and values in the content standards, but also have specific suggestions in the activity suggestions. Fourth, the implementation proposal outline teaching proposal part emphasizes the problems that should be paid attention to in teaching, and puts forward the highest requirements for teaching materials, teaching and evaluation. Whether it is textbooks, teaching or evaluation, we can see that the influence of syllabus on textbook compilation, teachers' teaching and academic evaluation is direct, strictly controlled and rigid. This has a direct guiding role in teaching, but because the regulations are too specific and detailed, it is not conducive to teachers' creative teaching, nor to the diversification and innovation of teaching materials. Suggestions on the implementation of curriculum standards include teaching suggestions, evaluation suggestions, teaching material compilation suggestions, curriculum resources development and utilization suggestions, and students' learning evaluation suggestions. At the same time, typical cases are provided, and the content is more abundant. These suggestions no longer include teaching emphases, difficulties, class time allocation, etc. There is no rigid stipulation on the means and process of teaching and the order of knowledge, but the basic concepts different from the current curriculum are expounded as concretely as possible, which is an important difference between curriculum standards and syllabus.
The purpose of our AIDS prevention course is to
Xinhuanet Tianjin 65438+February 1 (Zhang Jianxin, Liu Xiaoyan) Every freshman who walks into the gate of Tianjin University must complete a compulsory course called "Health Education" in the first semester of the edition and get 0.5 compulsory credits through the examination. In this compulsory course, prevention and control of AIDS are the contents of two courses.
Since 2004, Tianjin University has offered compulsory health education courses for all freshmen, and so far more than 40,000 students have received AIDS prevention education.
Dr. Ren Liping from Tianjin University Hospital has been teaching AIDS prevention knowledge since 2004. "More than a decade ago, the internet was not very developed, students with AIDS felt a little strange, and the classroom was rather boring." Ren Dafu said that in recent years, with the increase of national propaganda on AIDS prevention and control and the development of the Internet, more and more young students have a better understanding of AIDS prevention and control.
On World AIDS Day, every outpatient doctor in Tianjin University Hospital wears a red ribbon and distributes promotional materials to students. Vice President Wang Long said that the school hospital has established a long-term and stable mission team, and every doctor in the school hospital can answer the students' consultation about AIDS.
⑦ What is the purpose of biology course?
The training objectives of the new curriculum fully reflect the requirements of the times and social development and the requirements of quality education. Junior high school "standards" clearly stated that the overall goal of the curriculum is to enable students to develop in the following aspects through the study of biology courses in compulsory education:
Get basic knowledge of basic facts, concepts, principles and laws of biology, and understand and pay attention to the application of these knowledge in production, life and social development.
Initially have the basic skills of biological experiment operation, certain scientific inquiry and practical ability, and form the habit of scientific thinking.
Understand the significance of harmonious development between man and nature, and improve environmental awareness.
The basic viewpoint and scientific attitude of biology were initially formed, which laid the necessary foundation for establishing dialectical materialist world outlook.
On this basis, the specific objectives of the course are put forward, which are divided into knowledge, ability, emotional attitude and values.
knowledge
Get basic knowledge of basic biological facts, concepts, principles and laws such as structural level, life activities, biology and environment, biological evolution and biotechnology.
Understand the structure, function and health care knowledge of human body, and promote the development of physical and mental health.
Understand the application of biological science and technology in life, production and social development and its possible impact.
competence
Use tools and instruments commonly used in biological experiments correctly, such as microscope, and have certain experimental operation ability.
Initially have the ability to collect and use graphic materials and other information in and out of class.
Learn the general methods of biological science inquiry initially, and develop students' scientific inquiry ability of asking questions, making assumptions, making plans, implementing plans, drawing conclusions, expressing and communicating. Cultivate the ability of cooperation, practice and innovation in scientific inquiry.
Initially learn to use the biological knowledge learned to analyze and solve some practical problems in life, production or society.
Emotional attitudes and values
Understand the situation of biological resources and the development of biotechnology in China, cultivate the feelings of loving the motherland and hometown, and enhance the sense of mission and responsibility to revitalize and change the face of the motherland.
Love nature, cherish life, understand the significance of harmonious development between man and nature, and improve environmental awareness.
Willing to explore the mysteries of life, with a scientific attitude of seeking truth from facts, a certain spirit of exploration and innovative consciousness.
What is the purpose of offering Chinese courses?
This is mainly determined by the instrumentality and humanity of Chinese. The purpose of offering Chinese courses is not only the need of expression, but also the need of cultural inheritance. I hope my answer is helpful to you.
What is the starting point and the purpose of the course?
You can copy this question, which shows that you are excellent and enterprising.
What is the starting point of the curriculum, what is the cause, and why is the curriculum produced?
Do you know how the textbooks compiled by our university came from? It is a collection of systematic learning compiled by scholars in various fields according to the concept of social development for many years.
Simply put, it is to find problems, solve problems and sort out methods. More and more problems are found, and finally a system is formed, forming a curriculum system.
Now the structure of society is becoming clearer and clearer. When we watch a course, we need to know its present, its past and its future, which will help us to "play" in society better.
The curriculum system is cramming. You can say it is good or bad, because you have never encountered a problem and never know how to solve it. Studying ahead of time is just planting a seed in your heart, which is slowly taking root and sprouting. You may never need it, but when you do, it is wealth.
What is the purpose of the biology course?
The reform of biology curriculum involves a wide range, the content and depth of the curriculum are difficult to define, and the curriculum system and teaching hours of each school are not exactly the same. In our teaching practice, we also found some problems. For example, the teaching content of general biology involves insufficient knowledge of botany and zoology, and botany and zoology are not offered in subsequent courses. Basic biology for non-life science majors is too broad for students to accept. At the same time, it is difficult for teachers to undertake teaching tasks. In view of these problems, on the basis of extensive investigation and full discussion, referring to the curriculum system of China Agricultural University and Nanjing Agricultural University, our school adjusted the curriculum system and teaching content of biology course in September 2004. Starting from the basic point of the relationship between the development of life science and human society, an introduction to life science is offered to non-life science majors, and 9 topics are selected and taught by 8 teachers respectively. Life science majors offer general biology, including the origin and evolution of life, heredity and variation, biodiversity, biology and environment. Subsequent courses include botany and botanical classification (optional) for plant production, zoology for animal production, botany and zoology for biological science and biotechnology. After the adjusted curriculum system and curriculum content were implemented in 2004, the effect was slightly improved compared with the previous version.