A Case Study of School-based Curriculum Development with Quanzhou Cultural Characteristics —— An Attempt to Develop School-based Curriculum Resources of Moral Education

With the deepening of the curriculum reform of basic education in China, school-based curriculum development has been tried and explored to varying degrees in various places. Developing school-based curriculum is an important measure of curriculum reform and innovative education. School-based curriculum can enable students to actively explore and shape healthy personality in lively interests and achieve comprehensive and harmonious development. Our school is located in Yongchun, Quanzhou, and has rich curriculum resources, which provides valuable and rich educational resources for the development of school-based moral education courses. Based on the teaching practice, this paper talks about "Quanzhou culture as an attempt to develop school-based curriculum resources of moral education" in order to get the correction from colleagues.

First, Quanzhou culture as the overall goal of moral education school-based curriculum

1. In the process of Quanzhou cultural study, cultivate the thoughts and feelings of loving hometown and motherland, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.

2. Through personal experience and appreciation of Quanzhou culture, we can deepen our love for Quanzhou culture, understand its rich and long history, absorb its nutrition, cultivate our temperament and improve our moral cultivation. Learn to care about contemporary cultural life and respect multiculturalism.

3. Learn to communicate, form the habit of learning from each other, learn in cooperation, and show your learning results. Pay attention to the observation of Quanzhou cultural phenomena, cultivate the spirit of active inquiry and the sensitivity of finding problems, pursue innovation in thinking and expression, learn to be confident, and cultivate self-identity and perseverance in Quanzhou cultural identity.

4. Learn to understand the value of Quanzhou traditional culture from the perspective of historical development, examine Quanzhou culture with modern concepts, and evaluate its positive significance and limitations.

Secondly, the content structure and time arrangement of Quanzhou culture as a school-based curriculum of moral education.

Quanzhou culture school-based curriculum is a high school curriculum. In the course arrangement, we should adhere to the order of gradual progress, from perceptual to rational, and gradually improve. Different grades have their own emphasis, but they are all arranged around the curriculum objectives. (as shown in the following table)

Description: ① The contents in the table are the contents of school-based cultural and moral education courses in Quanzhou and the arrangement of class hours.

(2) The implementation time is Grade One and Grade Two, which lasts for two years.

③ Quanzhou culture is divided into six series, namely, history of the Party, historical sites, celebrities, customs, folk art and proverbs, and each series is arranged in the order from easy to difficult, from shallow to deep, and gradually improved.

Three, Quanzhou culture as a school-based curriculum of moral education implementation plan

Before the implementation of the school-based curriculum of moral education, the implementation plan and detailed "curriculum outline" of the curriculum should be worked out in strict accordance with the format. Generally speaking, the school-based curriculum scheme at the teacher's operation level should include two basic parts: one is the general project, which lists the starting teachers, teaching materials, nature and types of courses, learning time limit, participants, etc. The second is the specific plan, including the course objectives, course content and activity arrangement, course implementation instructions, assessment instructions, etc.

The following is the school-based curriculum plan (brief case) or curriculum outline of Quanzhou cultural and moral education (only some chapters are listed)

General items:

Course Name: Feeling Quanzhou Culture

Target audience: senior one and senior two students.

Course type: ideological and moral, optional course.

Textbook: Self-compiled Outline

Teaching time: lecture every Monday, with 0/5 classes per semester/kloc-lasting for two years.

Specific plan:

(A) curriculum objectives

1. Feel Quanzhou culture (folk art, places of interest, people, etc. ) and improve the humanistic quality.

2. Experience the research steps of Quanzhou culture (collecting, sorting, visiting, visiting and participating in the production of folk art), and complete the understanding and appreciation.

3. Select a specific problem of Quanzhou culture to actively explore.

(2) Course content and activity arrangement (from two classes)

The third topic: Zheng Chenggong's research study (5)

Teaching goal: to fully understand Zheng Chenggong's life, deeds, historical position and contribution in the Ming Dynasty.

Teaching methods: students collect data and information, discuss and give speeches, and teachers guide and explain.

Organizational form:

Discuss freely and organize speeches under the guidance of teachers.

Teaching essentials

1. Students collect information about Zheng Chenggong's life and major deeds.

2. Quanzhou social and cultural environment where Zheng Chenggong lived.

3. The influence of Quanzhou culture on Zheng Chenggong

4. Zheng Chenggong's Quanzhou cultural temperament

Study on Quanzhou Proverbs

Teaching objectives

1. Understand Quanzhou proverbs, especially philosophy.

2. Understand several influential collectors of Quanzhou proverbs.

3. In real life, be able to use the proverbs you have learned flexibly.

Teaching methods: Students collect Quanzhou proverbs and communicate in groups.

Organization form: students discuss in groups.

Teaching essentials

1. Students collect proverbs and communicate in groups.

2. The classification of Quanzhou proverbs

3. The development of Quanzhou proverbs

4. The application of Quanzhou proverbs

Fourthly, the evaluation of Quanzhou culture as a school-based curriculum of moral education.

1. Evaluation principle

(1) Pay attention to the performance of students in each stage of feeling, understanding, appreciation and thinking during the implementation of cultural cognitive activities, and give corresponding weight scores to each stage.

(2) We should not only pay attention to students' research results on each cultural topic, but also describe students' various gains and experiences, abilities and qualities in the process of research and appreciation. Pay attention to students' comprehensive analytical ability and innovative spirit in the process of solving problems.

(3) Pay attention to evaluating the relationship between students' moral education and literature and history knowledge of other disciplines.

2. Implementation of evaluation

The school-based curriculum of Quanzhou cultural and moral education is based on students' participation, lecture performance, agility, depth, expression level (oral expression ability of speeches and speeches, written expression ability of homework), data collection and the quality of small papers.

(1) grading, used for cultural theme activity classes and group discussion classes. Instruct the teacher to fill in the evaluation form of the theme activity class (see attached table 1).

(2) Score evaluation is used to evaluate the overall accuracy of students' written achievements, such as small papers, appreciation articles, impression compositions and data collection. It can be divided into teacher evaluation, student mutual evaluation and student self-evaluation.

(3) Average grade evaluation and score evaluation are recorded in the students' grade files twice at the middle and end of each semester.

In short, the development of school-based curriculum resources is a dynamic process. Quanzhou culture, as the development of school-based curriculum resources for moral education, needs to be explored constantly in practice, develop courses with obvious differences that meet the needs of students in our school, broaden the ways of moral education, improve the pertinence and effectiveness of moral education, thus improving students' comprehensive quality and strengthening school-running characteristics.