Curriculum Mode of Elective Courses

Types and Proportions of Elective Courses in Senior Secondary Schools In terms of curriculum content, elective courses can be divided into academic elective courses and vocational (or technical) elective courses. The former focuses on basic cultural knowledge and basic skills, including advanced, broadening and fun academic electives. These electives help enrich students' spiritual life, expand their horizons, give full play to their specialties, cultivate their personalities, and are of particular significance to their academic direction. The latter includes agricultural, industrial and commercial electives, which are designed to enable secondary school students to understand the history and current situation of industrial, agricultural and commercial development, and to acquire knowledge and skills that will prepare them for future employment. From the way of offering, elective courses can be divided into limited elective courses and arbitrary elective courses. Limited elective courses, that is, in accordance with the different directions of student development, the elective courses will be set up in groups, composed of directional elective subject groups, so that students can take electives (in fact, elective group). It can be adapted to the needs of social development and the ability of students. Arbitrary elective courses that do not carry out fixed grouping, the opening of a sufficient number of elective subjects suitable for both further education and employment, so that students are free to choose under the guidance of the teacher, it can avoid the narrowness of the development of premature professional differentiation.

How to determine the ratio between electives and compulsory subjects? Although the relationship between compulsory courses and electives is not primary or secondary or master-slave, the proportion of each of them is different. Too few electives will lead to a rigid and closed education, making it difficult to accommodate students' individual differences and develop their interests and specialties. Of course, too many elective courses will affect the cultivation of students' basic cultural and scientific qualities. In the 1960s and 1970s, the United States elective course expansion, secondary school elective courses had as many as one or two hundred kinds, some states even more than 50% of the proportion of elective courses, the curriculum into a "buffet", students "mistakenly pastry as the main meal! The curriculum has become a "buffet" and students "mistake pastries for regular meals", leading to a serious decline in the quality of education. In view of the positive and negative experiences and lessons learned, we believe that.... With the improvement of grade, senior, sophomore, senior should be increased year by year the proportion of elective courses, three years of elective courses and the ratio of compulsory courses set at 3:7 is more reasonable. As for the relationship within the elective courses, since the main goal of the limited elective courses is to promote students' orientation, the limited elective courses should be the main part of the elective courses in senior high school, which can account for about 70%. And arbitrary elective courses for students' interests, specialties and personality development is very necessary, can be controlled within 30%, so as to avoid the blindness and arbitrariness of elective, but also to give students a certain degree of freedom, so that students have personality development.