Why was the "education reform experiment" stopped?
Wang Ying. The curriculum reform carried out by a primary school in Hubei stipulates that mathematics classes are not taught in the first and second grades, and only in the third grade. Subsequently, the school received a rectification notice issued by the local education bureau, requiring the school to open all courses and class hours. The curriculum reform of "math classes only in the third grade" was stopped by the competent authorities.
Judging from the content of the report, the suspension of the education reform project is mainly based on the "Opinions on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education" promulgated by the Communist Party of China, which clearly requires: "Open the national curriculum in full swing, and shall not arbitrarily increase or decrease the class time, change the difficulty, or adjust the progress", "It is strictly forbidden to replace the national curriculum with local curricula and school-based curriculum, and it is strictly forbidden to use unapproved teaching materials."
On the surface, the first and second grades do not take mathematics classes, and it seems that they arbitrarily reduce the class time, adjust the teaching pace privately, and do not open the mathematics curriculum prescribed by the state. But the fact is that the school.
Although there are no math classes in the first and second grades, they are completed in the first semester of the third year.
Mathematics textbooks for grades 1, 2 and 3. Although the class time has been reduced and the pace has been adjusted, the knowledge that students should learn is not less at all, and the overall Xi learning effect is higher than that of the comparison class. It can be seen that this reform is not suspected of violating the regulations.
In addition, the school used its own third-grade mathematics textbook, which appears to have violated the rule that "it is strictly forbidden to replace the national curriculum with local and school-based curricula". In this regard, it is also necessary to look at it in two parts. In 2001, the Ministry of Education promulgated the Outline for the Reform of the Basic Education Curriculum (for Trial Implementation), which clearly pointed out: "While implementing the national curriculum and the local curriculum, schools should develop or select courses suitable for the school according to the specific conditions of local social and economic development, combined with the traditions and advantages of the school, and the interests and needs of students." ”
School-based and teacher-oriented national curriculum is the requirement of curriculum reform for schools and teachers. In order to achieve the best teaching results, teachers often have to add, delete, revise and edit the content of teaching materials when preparing lessons and teaching and research. This reform is only based on the curriculum standards of the school, right.
The school-based adaptation of the teaching content of mathematics in grades 1 and 2 has not changed the nature of the primary mathematics curriculum and has not replaced the national curriculum with a school-based curriculum.
In addition, judging from the actual effect of the reform, the average mathematics of the third-grade final examination of students in the experimental class of curriculum reform was 901 point, 11 higher than the regular class5 points;The average score of Chinese is 90, which is 15 higher than that of the ordinary class3 points. In other words, the reform has achieved remarkable results.
Why have reforms been so effective?It is not difficult to see from the analysis of the reasons that this reform is in line with the reality of students' learning Xi mathematics, and can achieve the purpose of reducing the burden and increasing efficiency and improving students' learning and Xi ability. Students in the first and second grades have limited literacy and poor comprehension skills, and doing math problems requires teachers to read and explain the problems, especially the application problems, and some students cannot understand Xi the problems at all, so it is not good to let students learn abstract mathematical knowledge too early. Because.
In the first and second grades, courses such as speaking, reading, singing, and art are added, and students' reading and literacy are increased, their horizons are broadened, and their comprehension skills are enhanced Xi. On this point, the foreign education circles have made a conclusion.
It can be seen from this that for a reform experiment that has been persisted for four years and has achieved obvious results, the practice of the education administrative department is debatable. Prior to the decision, the local education bureau did not really understand the spirit of the "Opinions", nor did it make a comprehensive judgment in line with the objective reality based on the country's experience in curriculum reform in recent years, but only stopped the reform based on the opinions of a few parents who did not know what was going on.
It is undeniable that this kind of large-scale reform of education will certainly set off quite a stir in society, and some people will affirm it and some people will deny it. In fact, any reform in the field of education and teaching is a rejection and improvement of people's Xi practices, which may cause discomfort to some teachers, students or parents, which requires someone to dare to "eat the first bite of crab" and try first. As long as the reform conforms to the laws of education and can promote the all-round development of students, the competent departments should encourage schools and teachers to boldly break through and try boldly, so as to truly promote the cause of education to blossom and a hundred schools of thought to contend, so as to create an educational theory rich in localized characteristics.