1. The primary school curriculum is mainly comprehensive. However, with the promotion of disciplines, especially the involvement of professional teachers, the courses originally intended for integration actually show more and more obvious disciplinary tendency. The performance is that there is no contact between subject teachers, and there are still a few comprehensive books on Chinese and mathematics. If Chinese teachers insist on math posts, although they feel reluctant, they can often produce unexpected results. However, English, music, art, physical education, science and other disciplines seem to have obvious disciplinary boundaries, and it is difficult to achieve integration at the teacher level. Not only that,? Taking the weekly class hours as the division standard, it is obvious that the main subjects with more class hours per week are Chinese and mathematics, and the minor subjects with relatively few class hours are English, physical education, art, music, science, thinking and so on. Therefore, it is difficult for teachers to really cross the natural boundary between the main subject and the minor subject. In this way, the full implementation of the discipline has a long way to go.
In this sense, it is difficult to make a big breakthrough in subject integration at the time switching level, that is, at the class hour level. Therefore, the subject resource classroom is essentially an effective carrier to implement the characteristics and principles of comprehensive curriculum in primary schools from a spatial perspective.
2. Traditionally, school resources in the compulsory education stage are allocated by schools, but it is difficult to open the resources allocated by schools to every child normally. There are two forms of resource allocation in traditional schools. One kind, such as book resources and teaching resources of sports, music and beauty, is usually stored and managed in a special space. One is characteristic classrooms, such as maker teachers, paper-cutting studios and calligraphy studios. With the size of the school itself, the first type of configuration is difficult to open to all students. A school with 30 classes usually has only one library. According to the ideal design of spending a class in the library, this library can't have a rest every day of the week, which is actually inconsistent with the management and carrying capacity of the library. In addition, many schools have no professional managers in their libraries because of personnel problems. Therefore, such resource allocation can only make the library's book resources gradually dusty. The equipment of the second kind of characteristic classroom is more reliable. However, due to the young age of primary school students, the slow organization speed of ten-minute teaching between classes, and the laziness of subject teachers themselves, it has gradually evolved into a place to receive leaders' inspections.
On the one hand, the school allocates a lot of resources, on the other hand, the service resources with classes as the basic service unit are seriously insufficient. In this sense, the subject resource classroom itself is actually an innovative attempt to complete the transformation from school-based resource allocation to class resource allocation.
3. In the traditional compulsory education stage, the development of time has reached the extreme. With the reflection on the necessary character and key ability of future people represented by the release of the Core Literacy of Chinese Students, calligraphy, science and other courses have gradually joined the original full-week class system at the national level. On the one hand, it is extreme development, on the other hand, it is advanced addition. The school itself has little room for development, and time plays the role of education. On the other hand, with the further standardization of school-running behavior and the people's expectation and concern for better education, the number of large classes is rapidly decreasing. The space of the class itself has not changed. However, as people are leaving this empty building, which used to accommodate 60 or 70 people, and the number of students is less than 45, the available space in the classroom is increasing.
On the one hand, it is beyond the reach of school-based resource allocation, on the other hand, it is the non-explicit operation of class (classroom) space; On the one hand, there is no room for schools to develop time resources, on the other hand, there is more and more room for classes. In this sense, the subject resource classroom is an effective way for schools to adapt to the changes of the new era and realize educational value-added at the spatial level.
Second, who is the main body of the subject resource classroom?
1. There is no doubt that the school itself is the main body of education planning and implementation, and it has corresponding planning obligations and responsibilities for the positioning and construction goals of subject resource classrooms.
The school has two responsibilities for the construction of subject resource classrooms: one is to design and plan the construction direction of subject resource classrooms; The second is to undertake the responsibility of management evaluation to promote the construction of subject resource classrooms.
The construction of subject resource classroom itself is not an isolated management innovation. On the one hand, it represents the trend of space reconstruction represented by classroom in the new era, that is to say, classroom, the basic space of students' daily classroom activities, is becoming an increasingly empty place. The innovation and development of this place itself actually represents the optimization of the learning environment itself. On the other hand, the ultimate development trend of new life education is our school, which is composed of "our classroom" at first, and the subject resource classroom itself is the background color of "our classroom", which makes the basic space for "letting more people enter the school, let more people enjoy learning and let more people help to grow". Thirdly, cultivate primary schools to analyze and weigh the advantages and disadvantages of development, and finally unanimously choose classroom as the future brand development direction and core competitiveness of the school. The classroom itself represents the main space of the classroom, and the classroom construction of subject resources itself actually realizes the integration between classroom and extracurricular, and between disciplines. It provides space for quality classes.
In addition, the construction of subject resource classroom itself is a construction project that needs to be continuously promoted and optimized by schools in the new era for a long time. Therefore, a specific project leader is needed to systematically plan and continue to advance. The specific strategies are as follows: (teaching by training, landing by examination, deepening by war, and proving by action)
2. From the perspective of learning field, based on core literacy, the concept of subject group is increasingly prominent. Basic education generally includes language discipline group, mathematical science group, humanities and arts discipline group and interdisciplinary field. This division gives us the necessary enlightenment. Although it is difficult for us to really understand the precise meaning of this classification standard and category, we can follow this idea and build the classroom on the basis of subject resources.
The subject resource classroom itself in primary schools should be constructed by subject group or "subject+". In this way, teachers of a certain subject as the leading factor and teachers of related subjects in the subject group are equivalent to the construction of the same subject resource classroom. If necessary, subject experts, parents' volunteers, student representatives and social caring people can be introduced to form a more open partner in the construction of subject resource classrooms, so as to further implement the vision of "Our School" of "Let more people help to grow".
Third, the construction standard system of subject resource classrooms.
The predecessor of subject resource classroom is ordinary classroom, in other words, subject resource classroom is evolved from ordinary classroom. The construction of subject resource classrooms is neither overnight nor static. With the development of the connotation and extension of subject integration, with the continuous improvement of the quality and quantity of resources that schools can mobilize, the subject resource classroom itself will be continuously optimized. In addition, any classroom itself is just a space. If this space is not in contact with people living in this space, this space itself is very large and useless. Therefore, in the process of constructing the subject resource classroom, we should consider the relationship between resources and people-students in our lives as much as possible.
To sum up, the construction standards of subject resource classrooms are generally supported by the following dimensions.
1, resources and their operation and management
Three-dimensional ecological classroom emphasizes the continuous improvement of teachers, the ecological development of students and the green generation of resources. At the beginning of the classroom, the basic resources of the school-books, instruments and teaching AIDS, learning tools, etc. It is integrated in the form of theme groups. These resources are valuable in themselves, and balancing their actual market value and application value is the key to resources and their operation and management. How to make the best use of everything without causing unnecessary losses and losses is the first problem to be solved in resource operation management. The measurement of the solution to this problem is actually the measurement of the resource management ability of the classroom managers of subject resources.
2. Culture and its emergence and development.
Students' age characteristics are different, and their preferences and forms of expression are also different. How to combine the age characteristics of students and choose an appropriate way to introduce children into the world of subject resources is the focus of the investigation on the formation and development of classroom culture of subject resources. Subject resource classrooms can be arranged by subject teachers, volunteers, parents' representatives and students. The construction principle is whether it can better reflect the characteristics of the subject resource classroom, quickly introduce children into the learning world of the subject group, and show the learning effect of the subject group for children for a long time.
3, homework and its mobilization and evaluation
The subject resource classroom itself realizes the function of connecting the inside and outside of the classroom. On the one hand, it is an extension of the subject classroom, on the other hand, it is also the starting point of the subject classroom. When children grow up freely in the classroom of subject resources and have doubts and interests in the subject itself, the seeds of subject group research are the original intention of the classroom construction of subject resources. 1-2 school month, staying in the same subject resource classroom, must be driven by a task package, in order to promote the deep link between children and subject resources. Therefore, the implementation and mobilization of job pre-evaluation depends on whether this link occurs effectively and efficiently.
4. Discipline and its association and integration.
The subject resource classroom itself is an attempt of subject integration based on the concept of subject group or from the perspective of core literacy. Therefore, core literacy is the basis of the construction of subject resource classrooms. The classroom of subject resources must point to specific and clear core literacy and start around it.
5, the project and its opening and appreciation
The subject resource classroom itself ultimately points to "our school". Let more people enter the school, let more people help to grow and let more people enjoy learning, which should be its guiding principle. Therefore, the principles of crowdfunding, public construction, * * governance and * * enjoying the classroom of subject resources determine the openness and continuous appreciation of the project itself. Therefore, the project and its openness to value-added should be regarded as one of the evaluation indexes for the construction of subject resource classrooms.