Professional Development of County-level Physical Education Teachers from the Perspective of the New Curriculum Standards:A Case Study of Huaiji County

Using methods such as questionnaire survey and literature review,a survey was conducted on the professional development of physical education teachers in Huaiji County under the background of the new curriculum standards.The research results found that physical education teachers in Huaiji County have a relatively good distribution structure in terms of teaching experience,age,and education level,but the gender ratio and professional title ratio need to be improved.In terms of professional competence,teachers have shown good performance in teaching implementation ability,but there is still room for improvement in teaching design ability.A certain proportion of teachers still express dissatisfaction with professional title promotion,hardware configuration satisfaction,salary and benefits,and school reward mechanisms.Based on this,this study proposes some measures to improve the professional development level of county-level physical education teachers,such as enhancing teachers teaching design and implementation abilities,strengthening the cultivation of technical action demonstration abilities,improving hardware configuration satisfaction and teaching effectiveness reflection level,strengthening guidance and support for teachers professional development,and enhancing the promotion and implementation of post employment training.

Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard

The New Curriculum Standard(NCS)is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management,curriculum evaluation,and textbook compilation.In textbook design,the selection of textbook materials should meet the objectives and requirements of the NCS.Since appropriate teaching materials are essential to curriculum standards and effective teaching,we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform.However,the current primary school English textbooks fall short of the NCS,which leads to difficulties in implementing teaching tasks and achieving teaching goals.Given these difficulties,we should analyze the causes from three dimensions:linguistic knowledge,cultural awareness,and learning strategies.In addition,a high recurrence of phonetic knowledge,systematic grammar presentation,diversified learning styles,level grading,and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.

A comparative analysis of information literacy curriculum standards in the educational programs of high schools in China and in the United States

Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.

An Empirical Study of the Effect of Inquiry Teaching on the Development of High School Students'Critical Thinking Under the New Curriculum Standards

The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.

Exploring the Construction of Curriculum Standards for Innovation and Entrepreneurship Education in Higher Education Institutions Based on Curriculum Ideology and Politics

Curriculum ideology and politics is an effective method to reform innovation and entrepreneurship education in the new era.Students in higher education institutions have high expectations and recognition of the integration of innovation and entrepreneurship education with civics education.However,currently,the phenomena of poor integration,mechanical application,and confusion between innovation and entrepreneurship education and civics education exist.This paper reconstructs the curriculum standards of innovation and entrepreneurship education from the perspective of curriculum ideology and politics,deeply integrates ideological and political elements into teaching objectives,design,and evaluation,reshapes teaching modules,improves teaching methods,and perfects the multiple evaluation and assessment system,so as to enhance the innovation spirit,creative consciousness,and entrepreneurial ability of higher vocational students.

NEW CURRICULUM STANDARDS AND EXTRA-CURRICULAR ACCUMULATIVE READING —A RESEARCH ON BEIJING MIDDLE SCHOOL PRACTICES

The New Curriculum Standards (NCS) for Middle Schools require students to complete certain amount of English reading as extra-curricular practice at Junior and Senior high levels respectively. Such standards encourage independent and collaborative learning but may pose a challenge to the test-oriented English teaching in China. Pressed by the graduation and enrollment rates, do teachers still care for organizing extra-curricular reading If yes, are the methods they use effective and scientific To answer these questions, our research team conducted a two-year research in Beijing middle schools. The results show that extra-curricular reading has been implemented differently at different levels to different degrees. Some teachers have worked out feasible, successful methods in accord with international practices, some schools are just starting their experiments, and some have not made plans yet. By analyzing the favored organizing and monitoring methods, and evaluating their benefits and limits, this paper hopes to offer some implications to the researchers with the same endeavor.

Vocal Music Education Model Building Approaches under the Background of Music Curriculum Reform and System Renewal

Promulgation of the music curriculum standard has broken through the traditional teaching mode, highlighted the core ofaesthetic and deeply refl ected the music education idea of “human-oriented”. During the teaching, it emphasizes on taking students as the mainbody, paying attention to every student, focusing on equal exchange, communication and cooperation between teachers and students, exchangingstudents’ emotional experience in the study, giving guidance to the students’ learning, and giving credit for the student’s learning. It is animportant part of the higher education system reform to train knowledgeable talents with modern knowledge structure and rich innovation whocan adapt to the modern economic development. It emphasizes on fully giving students space to learn autonomously and develop freely, andfocusing them on practice and the diversity of knowledge structure.

“Who to Cultivate?”: A Study on the Changes in Primary School Language Education Goals in the Curriculum Documents

What kind of person is the root of education?What kind of person embodies the essence of education and the direction of education?The goal of education cannot be solved without specific courses and disciplines.This study is carried out to characterize the Chinese curriculum standards(syllabus),review the founding of New China over 70 years of primary school Chinese curriculum,and outline an education picture from the“curriculum”itself to“individual students,”from“single”to“compound,”and from“present”to“future.”It has been concluded that the pursuit of national characteristics,the exploration of a wholesome personality,and the prospect of new people of the times are the internal evolution logics of primary school Chinese education.

Empirical Study on Standardization Curricula in Chinese Universities

This paper summarizes partial findings on education about standardization by CNIS in 2008. As of December 31, 2008, 21 universities and colleges in China had established a standardization curriculum. This paper deals with standardization education related to economic management, engineering, agriculture and science of law and summarizes respondents＇ opinions on teaching performances and design of teaching materials and curriculums.

How to Improve the Effectiveness of Teaching Writing under the New Curriculum?

The requirements of "Curriculum standards" for high school students to write have greatly improved than ever. Thus,in high school,teachers should seriously study teaching materials and "curriculum standards" and pay attention to the importance of English writing instruction,guide and organize students to do English writing to train and improve students' writing skills and to improve their writing instruction effectiveness.

新课程标准下中小学教师跨学科素养的基本内涵及提升路径

为落实党的二十大对创新人才培养的要求,推进义务教育新课标的落地实施,设立跨学科主题学习活动是打造高质量课堂、推动中小学教育高质量发展的重要途径。当前跨学科与校本课程接轨过程中面临政策要求、应用场景、实施对象及技术环境的转变问题,基于探索跨学科的发展历程,新课标背景下的中小学教师应当具备跨学科知识储备、跨学科意识、跨学科行动及跨学科反思的综合型跨学科素养。通过联合培养、教研迭代、角色转变和技术赋能可以提升教师跨学科素养,对推进高质量跨学科教师的培养,助力义务教育发展迈上新的台阶意义重大。

学习中心视角下的大单元教学设计

大单元作为学习单位的本质规定,意味着大单元教学的重心不是教授内容而是组织和引导学习,也决定了其教学设计必须以学习为中心。学习中心视角下,大单元教学设计在任务设定、内容生成和时间安排方面分别遵循依学施教、因学而成和以学定时的理念。其内在逻辑表现为,以大观念为内核生成大单元,以大任务为起点驱动大单元,以大活动为过程展开大单元。大单元教学要在素养目标与现实材料的双向比对中提取大观念,在理论学习与经验学习的双层考量中构建大任务,在素养针对性与学科典型性的双重观照中设计大活动。其过程设计可按进阶式学习、平行式学习、迭代式学习等模式展开。

基于新课标的中小学生计算思维量表构建研究

对学生计算思维的培养已成为数字时代的核心议题,科学、精准的评价则是培养学生计算思维能力的基础。然而,针对义务教育阶段学生的计算思维测评,目前国内尚无依托相关课程标准制定的本土化的、权威的量表。为此,研究首次依托《义务教育信息科技课程标准(2022年版)》(以下简称“新课标”)中的计算思维定义及培养要求,共以12920名(N1=1029,N2=1458,N3=10433)小学生和初中生为研究样本,运用收敛混合方法构建一个面向我国教育实际的、经严格论证的中小学生计算思维量表。结果显示:经过两轮的收敛混合分析,修改后的计算思维量表共包含5个因子及15个题项,具有良好的内容效度;经过大样本实证检验分析,量表具有良好的信效度,且具有跨性别、年级和地区测量等值性,可以用来测量中小学生的计算思维水平。

新课标中核心素养对“双基”“三维目标”的继承与超越

继承与超越是把握核心素养与“双基”“三维目标”关系的两个关键词。素养导向的新课标承认知识在教育中的基础性地位,各学科着重培育的核心素养普遍以中国学生发展核心素养为统率,以各学科知识和技能为基础。“三维目标”在拓展教育目标的全面性等方面超越“双基”,核心素养在将知识、技能、方法、情感等课程教学目标看作有机整体等方面进一步超越“双基”和“三维目标”,核心素养语境中的知识观和技能观在强调基于真实情境的应用与生成等方面较以往有了很大进步。聚焦核心素养,新时代课程教学改革应该在继承基础上超越,构建兼容“双基”与“三维目标”的核心素养结构模型,直观呈现三者的内在统一关系;合理定位聚焦核心素养的单元和课时教学目标,抓准教学设计的“牛鼻子”;基于多种教学方式的相辅相成培育核心素养,丰富课堂教学组织形式。

“破”与“立”--关于2022版义务教育艺术课程标准修订的解读与思考

《义务教育课程方案(2022版)》的正式颁布为国民教育发展带来了各种新的变化,当中最为显著的修订内容便是对艺术课程设置进行了优化:一至七年级以音乐、美术为主线,融入舞蹈、戏剧、影视等内容,八至九年级分项选择开设。《义务教育课程方案(2022版)》基于原先艺术课程,不断打破更新传统模式,从局限于单科知识素养扩充到综合核心素养,从将艺术学科作为专业技能工具的教学思维转变为关注各科艺术在教育中最为核心的文化情感价值,从受艺术教育界限的“割裂式”输出到五育并举的多元化理念共通,修订工作中的每一步都是在动态的“破”与“立”之中进行变换,从而确定更加符合国民教育需求的艺术课程标准。

新时代全面深化体育课程改革的价值、重点任务与推进策略

新时代全面深化体育课程改革是落实党的二十大精神的重要举措,是形成中国学校体育话语体系的关键方式、是培养学生核心素养的内在需求。全面深化体育课程改革的重点任务为结合新形势持续推进体育课程标准修订,制定地方和学校体育课程实施方案,做好系统性的体育课程教学设计,以体育课程实施落实核心素养培育,完善体育课程实施效果质量监测,推进体育课程改革的数字化转型。未来应进一步提升对体育课程改革的认知水平,建立开放型的体育课程改革制度,强化教研对体育课程改革的支撑引领,塑造体育课程改革的特色文化,提升体育教师落实课程改革的素养。

试论数学教育中模式与模型构建的思维方式

在大数据时代背景下,模式与模型成为数学教育讨论的热点问题之一。对于模式与模型的概念、二者间的关联以及如何构建模式与模型的思维范式等问题的探讨对推进数学建模研究至关重要。模式是构建数学模型的本原,模型是用数学的语言讲述现实世界的故事。数学概念经历了现实的和逻辑的两次抽象,命题模式构建需要经历“三阶段”,数学模型的构建需要“三化”的思维范式。简约和想象是数学模型构建的核心思维特征。简约是基于现实与逻辑的抽象;想象是实践经验与思维经验的复合。

关于“新课标”专项运动技能教学基本问题的探讨

《义务教育体育与健康课程标准(2022年版)》第一次明确提出专项运动技能内容。通过对专项运动技能概念的由来、运动技能与运动技术的关系、“新课标”专项运动技能的蕴含的分析,研究认为,基于核心素养的专项运动技能教学策略包括:提高对专项运动技能教学内容的价值认知;强化正规体育运动项目的课程化;实施基于理解的运动学习;根据不同运动特点进行科学合理教学;激发学生学习专项运动技能的内在动机。

义务教育英语课程语言能力目标落实之路径

本文基于《义务教育英语课程标准(2022年版)》对语言能力的界定及其提出的语言能力目标要求,结合英语教学的现状及未来发展趋势,就如何落实课程标准规定的语言能力目标提出以下建议:加强和优化显性语言知识的教学;在课堂教学中开展语言实践活动;将语言能力与其他核心素养的培养紧密融合;优化英语语言能力的评价方式。

音乐课程标准“以美育人”的价值取向及实现路径

“以美育人”是《义务教育艺术课程标准(2022年版)》开宗明义强调的课程理念。音乐课程将美育贯穿育人的全过程,体现在音乐课程标准的价值内涵、价值特征及价值功能等维度。音乐课程育人价值呈现由学科本位到素养本位、由学科价值到育人价值的两个转向。审美教育是音乐课程实现“以美育人”任务的重要途径,全面理解和掌握音乐课程标准的核心要义需从艺术体验、学科综合与跨学科主题学习等方面探寻课程标准落实的有效实现路径,进而发挥音乐课程应有的育人价值以实现音乐课程“以美育人”的目标追求。