New curriculum in rural primary schools the problems and countermeasures _547

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New curriculum in rural primary schools the problems and countermeasures
 
 
2003 年 8 months, we Linqu School the starting year, the initial implementation of the new curriculum reform subjects experienced a liberal training, discipline training, experimental teachers armed with the theory many times, embarked on imparting new ideas, new concepts of the podium. School year is over, how the process of curriculum reform, effective? As a rural primary school teaching and research staff, I witnessed and experienced rural the new curriculum reform in primary schools  feel the whole process of implementing the new curriculum in rural primary schools is still a long way.   a rural primary schools to implement the new curriculum reform the status quo.   after the start of the new semester, the township education office, schools, all teachers will experiment with great enthusiasm towards the new curriculum reform, whether teachers or facilities with the arrangements, all of the implementation of new curriculum for grades the tilt. However, due to conditions, the new curriculum reform in rural primary schools still falter. Mainly in:   1. Experimental teachers older, low quality. There are 10 primary schools in my town, 22 experimental classes (one of the 11 third grade), 31 experimental teachers (one Grade 1 class teacher package, third grade science teacher 10). 31 teachers in this experiment, the age of 50 years of age 5, 40 to 50 years of age, 20, 40 years of age and only 6 people, average age 43.6 years experimental teachers. Experimental teacher education in the No 1 First Department of Normal graduate.   2. The poor condition of experimental class teaching facilities. The implementation of a fee system and allocated funding for education is not in place, a direct result of rural primary public funds, in addition to purchase the necessary office and teaching supplies to maintain the normal teaching order, but has no ability to purchase audio-visual equipment, wall charts and slides and curriculum materials and other supplementary equipment. I hope the town of Fort Worth in addition to primary school classes can do experiments   3. Teaching is not reform. Of class, a talk about the new curriculum, each experimental teacher can speak a few words, . But when these educational philosophy applied to the practice of classroom teaching, curriculum reform will be a new concept, leaving only a shell. First, shallow understanding of curriculum reform: the seating arrangement of students from Second, the content of the new materials, teachers do not dig deep. Now use the experimental materials, the content simple, the difficulty has been reduced, but wide coverage, and requirements for teachers and students is higher. The face of such materials, the key is to grasp the intent of the preparation of each lesson. I once heard a grade math lesson Course intention of this lesson students in-kind through the observation of the cuboid, cube,You are not allowed to view links. Register or Login, etc. have a preliminary understanding of the concept of initial establishment of space for students. But when the teacher taught, the lesson content but because it felt too small, too simple, add a number of high school knowledge of mathematics to enable students to hear a loss. Some teachers go the other extreme. If the third grade science class, and its contents are described in physical contact with our normal curriculum intended for students through observation, experimentation, operation, gathering to understand the text content. However, in a teaching routine inspection, I found a teacher's science classes will be turned into knowledge point of this lesson to fill in the blank, short answer, and then let the students go back. When I asked why so many of the teachers when preparing lessons, the teacher said that the text is too simple, just can not say.

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