What are the international curriculum systems with China characteristics?

(A) international perspective and China characteristics

This curriculum reform is carried out under the background of the turn of the century, and also under the situation of curriculum reform in various countries in the world. This situation requires that the new curriculum must be planned and designed from an international perspective.

First of all, organize academic forces to fully study the experience of curriculum reform in major developed countries, such as Britain, the United States, Canada, Australia, Japan, France, Germany, South Korea, Russia and other experiences in education and curriculum reform since the 1980s, and learn from them what is worth learning.

Secondly, experts were organized to focus on the educational administrative institutions, educational research and evaluation institutions, primary and secondary schools and kindergartens in the United States, Britain, France, Germany, Australia, Japan and Thailand. To seek the combination of international background and China characteristics.

Third, the experience of reference involves all aspects, such as paying attention to values education and moral education, improving basic academic ability, cultivating information literacy and cultivating creative thinking; Try out the comprehensive curriculum in compulsory education stage, rebuild the new curriculum structure and establish the national curriculum standard; Respect students' experience, advocate independent, cooperative and inquiry learning methods, and realize democratic and equal teacher-student relationship; Explore the developmental curriculum evaluation and emphasize the educational function of evaluation; Build a * * * shared curriculum management mechanism to promote the adaptability of school curriculum, and so on.

Fourth, the new curriculum pays special attention to the localization of international experience. For example, in terms of training objectives, it is proposed that students should have 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. In terms of curriculum structure, it is shown that the curriculum has been set for nine years, the comprehensive curriculum has been set for primary schools, and the sub-disciplinary curriculum and the comprehensive curriculum have been set for junior high schools. In addition, the research foundation of disciplines has been fully considered, some differences have been reserved in the description of curriculum standards, and a three-level curriculum management system in line with China's national conditions has been explored in curriculum management.

(B) the inheritance and innovation of the curriculum

The new curriculum is an attempt to improve the curriculum and a stage in the historical process of curriculum reform. Every curriculum reform plays a connecting role. In the past 50 years, China's basic education has made great achievements, especially after the promulgation of the Compulsory Education Law of People's Republic of China (PRC), China began an epoch-making curriculum reform and formed the current basic education curriculum system. Looking at the curriculum construction after the establishment of the compulsory education system, there is a second point. It has initially changed the pattern of "subject courses" plus "compulsory courses" for many years, and added "activity courses" and "elective courses". Third, the diversification policy of teaching materials was implemented under the premise of unified basic requirements, which initially promoted the diversification of teaching materials; Fourthly, in teaching practice, a number of experiences have been formed that attach importance to students' lively learning and its success and development, advocate new educational concepts and start educational practice reform. These achievements provide the necessary foundation for building a basic education curriculum system oriented to 2 1 century. The new curriculum puts forward new requirements for the curriculum according to the development of society, knowledge and students. This paper attempts to innovate on the basis of the achievements of basic education in China, which is mainly manifested in the following aspects: from the second-level management to the third-level management, the schools where education really takes place have certain curriculum rights and bear corresponding responsibilities; According to the principles of comprehensiveness, balance and selectivity, correctly handle the relationship between subject courses and activity courses, sub-subject courses and comprehensive courses, compulsory courses and elective courses, and offer comprehensive practical activity courses from the third grade of primary school; Replacing "syllabus" with "curriculum standard" further promotes the diversification strategy of teaching materials and makes it possible to truly realize "one standard and many copies". At the same time, it is necessary to improve the examination and approval system of teaching materials and try to establish a teaching material selection system. Promote the quality education experience that has been formed in schools and localities to the core concept of the new curriculum and share it with colleagues who are interested in curriculum reform.

(C) focus on creating a new curriculum culture

The new curriculum transcends the limitation of textbook adaptation as a symbol of curriculum reform, transcends the stage based solely on time, regards curriculum reform as a continuous systematic project, pays attention to the whole process of time and the infinity of space, and creates a curriculum culture of cooperation, dialogue and inquiry through this new curriculum.

The so-called cooperative culture emphasizes the openness of the curriculum. Every child is a complete life, and promoting its development requires the cooperation of many people. At the same time, every child is different, and their development depends on different courses. Without cooperation, it is impossible to offer different courses. Due to the establishment of school system and the tradition of curriculum differentiation, teachers tend to be "personal professionalism", and the particularity of education requires cooperation on the basis of division of labor in order to achieve complete integration. The new curriculum emphasizes a curriculum culture of * * * architecture * *. Experts, teachers, students, their parents and the public are all members of the same cooperative body. We should try our best to ensure that there are opportunities for cooperation between them and establish a cooperation mechanism. It is worth mentioning that the new curriculum advocates cooperation with students' parents, requiring parents to first understand their roles and realize that they are also a part of curriculum reform or school education. Secondly, it is necessary to understand that the new curriculum advocates parents' right to know, evaluate and suggest school curriculum, and schools or media have the obligation to tell parents what their children have learned at school and how to evaluate it, so that parents can make decisions or provide suggestions; Third, evaluate the quality of school courses by observing or understanding children's learning needs, attitudes towards school or learning and quality report cards, and keep in constant contact with schools or teachers in order to take corresponding and appropriate educational actions to make up for the lack of school education; Fourth, we should have a correct understanding of school education: as a social organization, the school is a place for educating young people, and the school undertakes social responsibility, not personal responsibility. Therefore, parents should fully realize the advantages and disadvantages of school education for a child, and should not impose a parent's wishes on the school, asking the school to assume the parental responsibilities that it should not bear, and put itself in the shoes of the school or teachers.

The so-called dialogue culture emphasizes the democracy of the curriculum. The course itself is a dialogue between all people or departments related to the interests of the course. Because children are the hope of the country, the future of the nation and the development of children are the focus of the whole society. Therefore, what kind of courses to give children, or what kind of courses children need, is not decided by an expert or a group of people, but requires dialogue and consultation from people from all walks of life. Especially in the formulation of national curriculum standards. At present, what students learn in school depends on what teachers teach, and what they teach depends on what textbooks compiled by experts say or what experts test. Students don't know why they study, and teachers don't know why they teach. Teachers have no chance to communicate or talk with experts, and they don't know or understand the innovative elements in the teaching materials. When formulating national standards, the new curriculum attaches great importance to dialogue and consultation, and creates as many opportunities as possible. Let curriculum experts and subject experts, experts and teachers, experts and public representatives participate in the dialogue separately, or let them participate in the dialogue together. At the same time, experts, teachers, students and other relevant people are invited to constantly interpret and "talk" with them.

The so-called inquiry culture emphasizes the scientific nature of the curriculum. From the history of curriculum, what kind of curriculum is suitable for children is an eternal topic, which needs unremitting exploration from generation to generation. As far as a course is concerned, from the determination of course objectives, the selection and organization of content, implementation to course evaluation, it also needs continuous exploration to make scientific decisions; As far as a link of curriculum implementation is concerned, the working object of teachers is living and healthy people, not relatively static things. This professional feature determines that teachers' professional life style must face the uncertainty in the educational situation. The scenes that teachers face all the time are immediate and have different aspects, which need teachers to solve and explore. For example, in theory, preparing lessons or planning before class is essential. However, this does not mean that the implementation is the implementation of the plan, but the adjustment according to the classroom situation. Research shows that teachers who plan too well before class are insensitive to students in class, which leads to less encouragement for students to talk about their opinions and discuss. In addition, students taught by teachers with detailed plans before class scored lower in learning attitude than those taught by teachers with simple plans. This shows that if teachers don't improvise (explore) in class, pre-class planning may have side effects. After all, pre-class planning is a subjective design blueprint, and flexibility in implementation is very important. This is often the difference between a new teacher and a skilled teacher. Therefore, it can be said that teaching is inquiry and teachers are researchers. The new curriculum advocates inquiry culture and emphasizes curriculum innovation at different levels. At the national level, we should try to innovate the curriculum management system and formulate national curriculum plans and standards. At the local and school levels, ensure the seriousness of the national curriculum plan and curriculum standards, and at the same time encourage different levels of curriculum innovation according to local conditions and formulate corresponding plans or programs; At the classroom or implementation level, teachers are required to teach creatively according to the curriculum standards, oppose empiricism and bookishness, and ensure the adaptability of the curriculum to students, schools and places.