联合国教科文组织部分资料.docx

联合国教科文组织部分资料.docx

《联合国教科文组织部分资料.docx》由会员分享，可在线阅读，更多相关《联合国教科文组织部分资料.docx（15页珍藏版）》请在冰点文库上搜索。

联合国教科文组织部分资料

ScienceEducationIn-serviceTeachersTrainingCaseStudy:

ScienceEducationTeachers’TrainingProgram（STTP）

Workshopmembers

Coordinators:

MengWanjin,Ph.D.andProfessorinEducationalPsychology.ChinaNationalInstituteforEducationalResearch.

Bicheng,Ph.D.andProfessorinEducation,DirectorofTeachersEducationStudyCenter,ChinaNationalInstituteforEducationalResearch.

Expertsoftheresearchteam:

Qiuling,Bachelor,DeanofTeachingAffairsofChinaNationalCollegeforHeadmasters’ProfessionalDevelopment.

FengYonghua,CoordinatoroftheProgramofNationalScientific-ResearchBackboneTeacher（Headmaster）Education

GuoYong,CoordinatoroftheProgramofScienceTeachers’TrainingProgram

LiHaiying,Master,CoordinatoroftheProgramofApplyingMultipleIntelligenceinEnglishTeaching,TeacherofEnglishintheSeniorHighSchoolattachedtoQinghuaUniversity.

1.Introduction

EducationinChinahasbeenexperiencingagreatreformandachievedabreak-throughtheseyears.ThiscomprehensivereportoninnovationcasestudyinsecondaryeducationinChina,basedoncarefulchoicefromlargeamountofinnovations,considerablyrepresentsthetrendsofdevelopmentinbasiceducation.InordertoreflectanoverallpictureofbasiceducationdevelopmentinChinatoday,wechoosecasesofinnovationsthatcanrepresentnationalandlocalcharacteristics,differentschoolswithdifferentfeaturesindifferentareas,differentin-serviceteachertrainingmodels,includingin-serviceheadmasterstraining.Wehopeallofthesecasescanprovidea“window”fortheworldtoknowthelatestinnovationsinbasiceducationinChinathroughit.

2.Background:

ChinaNationalNewCurriculumReform

2.1.Originofthenationalcurriculuminnovation

2.1.1Socialandpoliticalbackground:

nationalrelativepoliciesandmeasures

Since1985,Chinaeconomysystemhastransitedtomarketeconomyfromplaneconomy,andpoliticalsystemhasinitiatedaprogresstodemocracy.Thecultureisbreakingthe“UnitaryTradition”andmovingforwardtodiversification.Curriculumhasbeeninfluencedtostartareformforadaptingtothesocialdevelopment.

Firstly,asfarasthewholeeducationisconcerned,ononehand,theQualityEducationisorallywidespread,ontheotherhand,educationforexaminationsispracticallyconductedefficiently.Studentslearningloadhasbecomeaserioussocialproblem.Secondly,knowledgeeconomyisapproachingrapidly,whetherornoteducationcantaketheresponsibilitytotraintalentsofinnovationforthestatehasbecomethevitalimpactonstate’sprosperityordecline.Thirdly,thespringupofcomputerandnetworkineducationwillcertainlychangethetraditionalconceptsofeducation,teachingmodelandteachingforms,evenschoolsystem.

Basedonthesemacrounderstanding,“TheDecisionontheReformandDevelopmentofBasicEducation”issuedbytheStateCouncilandtheThirdConferenceofNationalEducationin1999,aswellasEducationalMinistry’s“TheEducationalVitalizationPlanFacingthe21Century”approvedanddistributedbyStateCouncil,theyallreleasedthetasktoreformtheexistingbasiceducationalcurriculumsystem,developandbuildbasiceducationalcurriculumandteachingmaterialsystem.Hereby,basiceducationalcurriculumsystemreforminitiatedformally.

2.1.2Educationalpracticebackground:

mainproblemsexistingineducationitself

●Theconfigurationofcurriculumisstilltakingontheformoftraditionalsubjects

Incontentandstructure,subjectcoursesattachimportancetolearningofclassicalmatters,ignoretrainingstudentslearninghabitsandattitudetolife,ignorestudents’practiceandexperience.Intheapplicationoftraditionalcurriculum,subjectcoursesrelyonteacher-centered,classroom-centeredandtextbook-centeredinstructiveforms,whileignorethewaysofcommunication,cooperation,activeinvolvement,andexploration.

●Thenotionofcurriculumisoutdated

Takethefollowingasanexample,ononehand,thecarrierofcurriculumwasnarrowedtothe“teachingmaterial”andlackofmodernconceptthatshouldbecontainedinthecurriculum,ontheotherhand,theessentialmatterofcurriculumwasunderstoodparochiallyas“teachingcontents”andthustheteachingcontentisisolatedfromteachingaims,methodologyandevaluation.

●Educationalaimsareunclearandobjectivesareconfused

Asfaraseducationalaimsareconcerned,therearenoclearstateddefinitions,suchas“tocultivatelaborers”,“tocultivatesuccessorsandbuilders”,“tocultivatefreshcitizensofideality,morality,culture,anddiscipline”.Theunclearandvariabledefinitionofeducationalaimscausestheconfusionofobjectives.Sowhatkindofpeopleandwhatqualityofstudentstheeducationshouldleadtostillhangsover,thusknowledgeimparting,intelligencecultivating,emotionaleducation,mentaleducation,creativitytraining,andcivicseducationhavealwaysbeenvexedfocusesinthefieldofeducation.

●Educationalcontentsbulgemoreandmore

Educationalcontentsarenaturallylikeanencyclopediabasedonsubjectcourses.Itisanoutdatedandisolatedsystemofsubjects.Ifthesystemhasnotbeenchanged,theoldcontentscannotbedeleted,thusmoreandmorenewcontentscomeintothesystem,andeducationalcontentswillhavetobulgemoreandmoreasaresult.Thiscausesthattheloadofbothstudentsandteachersisbecomingheavierandheavier.Educationisdistractedfrompracticalrequirements,thuswhatlearnedinschoolisbecomingfarawayfromwhatreallyneededinreality.

●Methodologyhasbeencatabolized

Essentially,methodologyisjustameanstoservetheaimsandcontentsimparting.Butinthecurriculum,methodologyiscatabolizedasaims,contentsarecatabolizedascarriertorealizemethodology.So“input”stilldominatesinallkindsofeducation,suchasinmoraleducation,intelligenceeducation.Total“Input”tothewholeclass,strategyof“exercisesea”,frequenttests,punishments,andvariousremediationclassescausestudentstiredoflearning,teacherstiredofteaching.Asaresult,playtruantandcheatintestsbecomeworseandworse.

●Theevaluationofcurriculumisdistorted

Incurriculumevaluation,thereexistseriousdeflections,forinstance,highlightingtheinstrumentalnatureofevaluationwhileignoringitsreality,highlightingtheachievementevaluationwhileignoringdiagnosisevaluation,highlightingtheoutcomeevaluationwhileignoringdevelopmentalevaluation,highlightingtheconclusiveevaluationwhileignoringformativeevaluation,highlightingthequantitativeevaluationwhileignoringqualitativeevaluation,highlightingsubjectevaluationwhileignoringhumanityevaluation.

2.2.Developmentofthecurriculuminnovation

Thenew-roundofnationalcurriculumreformexperiencedthreestages:

stageofgestationorpreparation,stageofexperimentsandstageoffullpopularization.Duringthefirststage,inJune,2001,ChinaEducationalMinistryissued“ProgramofBasicEducationalCurriculumReform（tryoutdocument）”andcoursecriteriaof18subjectsincompulsoryeducationstage.Thenewnationalcurriculumreform（seventhfromthefoundationofP.R.China）inChinaenteredanexperimentalperiod.38countiesfrom27provinces（municipalities,citiesdirectlyunderthejurisdictionofcentralgovernment）wereappointedasexperimentalbasesofcompulsoryeducationcurriculumreform.Variousexperimentalsubjecttextbookswerecompiledand49experimentaltextbooksfrom20subjects（7forelementaryand13forsecondaryeducation）havebeenimplementedintheexperimentalareasuptonow.ThisexperimentalstagelastedthreeyearsasChinaEducationalMinistryrequired.

In2003,criteriaofcourseswasemendedonthebasisofpriorexperimentsandfeedback,aswellassurveysandstudies.From2004totheFallof2005,thenewcurriculumwillbefullyimplementedincompulsoryeducationandseniorhighschooleducation.BytheFallof2005,everystartinggradesinelementaryandsecondaryeducationstagewilladoptthenewcurriculumsystem.Hereby,thenewcurriculumsystemadaptivetobasiceducationrequirementin21centuryhasbecomeintobeing.

2.3.Implementationofnationalcurriculuminnovation

2.3.1Principlesofimplementationofnewcurriculum

——Nationalcurriculumcriteriashouldbeafundamentalstandardsthatmostofthestudentscanreach.

——Curriculumcontentsandrequirementincompulsoryeducationshouldbefundamentalanddevelopmental.

——Newcurriculumshouldleavestudentsenoughtimeandspacefortheirowndiversifiedandsustaineddevelopment.

2.3.2Measuresofimplementationofnewcurriculum

——Changethetendencyofoveremphasisonknowledge,stressactivelearningattitude,turnthecourseofacquiringknowledgeandskillsintothecourseoflearningtolearnandformingthecorrectvalueviews.

——Makecurriculumstructurediversifiedfromunificationandcomprehensivefromisolatedsubjects.Keepthekindsofsubjectsandperiodproportionreasonablesoastoshowtheequilibrium,comprehensiveness,andselectiveness.Cutthenumberofsubjects.Reducetheproportionoflanguageandliteracyto20%--22%from24%,andmathematicsto13%--15%from16%soastosavetimeforcomprehensivepracticalactivitiesandlocalcourses，thuscomprehensivepracticalactivitycoursecovers6%-8%ofallperiods,localandschoolbasedcurriculumcovers10%—12%ofallperiods.Theproportionofscienceandcomprehensivepracticalactivitiesascends.

——Dividethesettingandmanagementofcurriculumintothreelevels:

national,localandschoolcollaterallevels.

——Handpickbasicknowledgeandskillsnecessaryforlifelearning,suchasEnglishandinformationconsciousnessandabili