US-China Education Review B, Mar.-Apr. 2021, V ol. 11, No. 2, 61-65
doi: 10.17265/2161-6248/2021.02.003 School-Bad Curriculum Development From the Perspective of
Core Literacy—Take Liangzhu Culture as an Example
Yuning Jiang, Li Zhou, Mingfu Pan
Huzhou Normal University, Zhejiang, China
With the advancement of the new curriculum reform, school-bad curriculum has been practiced in many places.
The lection, development, and implementation of the content of school-bad curriculum have been widely
concerned by the education ctor. In this context, this paper is intent to explore the value of school-bad
curriculum through theoretical rearch and field investigation, taking Liangzhu culture as the starting point, which
also analyzes the principles of school-bad curriculum development, including teacher led, focusing on practical
exploration, and so on, hoping to be committed to the development of school-bad curriculum and promote the
cultivation of students’ core literacy.
Keywords: school-bad curriculum, Liangzhu culture, core literacy
Introduction
National curriculum, local curriculum, and school-bad curriculum, as an important part of curriculum
theory, are the focus of curriculum reform in the new era. National curriculum and local curriculum formulate curriculum standards according to the mainstream culture and the common characteristics of students, which lays the main tone for the education cau in the new era and conforms to the general direction of social development, national curriculum and local curriculum in the process of development also expod many problems, to a certain extent, will hinder the comprehensive development of students, such as difficult to fully consider the impact of local economic level on the teaching foundation, such as disjointed with the needs of local schools, and so on, in this context, school-bad curriculum highlights its great advantages, school-bad curriculum is a form of curriculum that is different from national curriculum and local curriculum through the establishment, construction, practice, and evaluation of relevant curriculum. Its emergence is to enable students to meet the individualized education objectives beyond the national unified teaching objectives. It can make the curriculum more personalized and life-oriented, and then effectively promote the spread of all kinds of uful cultural knowledge, and promote school to create its own school characteristics, exerci the professional quality of teachers, so that students can get all-round development.
The Value of School-Bad Curriculum Development
School-bad curriculum with its unique personality affects the cultivation of students’ core literacy, p
lays
Yuning Jiang, M.A., School of Teacher Education, Huzhou Normal University.
Li Zhou, M.A., School of Teacher Education, Huzhou Normal University.
Mingfu Pan, professor, doctor and master supervisor, School of Teacher Education, Huzhou Normal University.
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whole world aroundSCHOOL-BASED CURRICULUM DEVELOPMENT
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an important role in promoting teaching reform, improving teaching quality and inheriting advanced knowledge
and culture, and has great development value.
The Development of School-Bad Curriculum Helps to Promote the All-Round Development of
Students
As an effective supplement to the national curriculum, teachers should deepen two teaching concepts of “school-bad curriculum is an extension of the national curriculum” and “student-oriented” (Zhu, 2020, p. 2).
In addition, our students are the main learning subjective. If students are not interested in the cour and think
the cour is boring, it is bound to reduce students’ participation in learning and hinder their growth. Therefore,
my favourite sport
in the development of school-bad curriculum, the first thing teachers should do is to actively communicate
with students and choo the cour content that students are interested in, under such conditions, the content of
school-bad curriculum development can complement the national curriculum, and students can also learn
uful cultural knowledge cloly related to real life from school-bad curriculum, so as to truly realize the
all-round development of contemporary students.
School-Bad Curriculum Development Helps to Inherit Local Culture
The school-bad curriculum may as well make full u of the special culture of the school location to develop the curriculum. Each region has different national habits, geographical environment, folk customs, and
traditional culture, which will play a decisive role in the cultural atmosphere of the region (Sheng, 2019, p. 15).
In other words, teachers should guide students to actively perceive the precious cultural resources of their
hometown, which can have a great impact on students’ character and ntiment. At the same time, with the
无忧雅思网
rapid development of society, foreign multi-culture is occupying the vision of contemporary young people. All Rights Rerved.
Many people have little perception of the precious hometown culture, and their cognition of hometown is
gradually weakening. Local culture is slowly disappearing, which needs our attention. The emergence of
school-bad curriculum, however, can make the precious local culture be effectively inherited in the young
generation, recultivate students’ love for their hometown, cultivate students’ strong feelings of home and
country. Liangzhu Street, Yuhang District, Hangzhou, where the author is located, is the birthplace of Liangzhu
culture. Liangzhu culture is derived from 5,250 years ago, becau of its unique jade culture, the mature water
sat培训
conrvancy system and other cultural relics have attracted worldwide attention. After more than half a century动词的现在分词
of archaeological excavation, it has proved to be the dawn of civilization, and successfully applied for the
world heritage in 2019. This reprents the international community’s recognition of China’s 5,000 year of
history and civilization, which is conducive to enhancing the soft power of Chine culture, making the
lf-confidence of the Chine people stronger, and is bound to enhance the important influence of Chine
culture, such as an important cultural heritage is naturally the primary consideration of school-bad curriculum
development in Liangzhu area. Through my own experience and field investigation of primary and condary
school campus in Liangzhu area, the author finds that the school-bad curriculum in this area has indeed
developed a large number of contents about Liangzhu culture. At the same time, through the study of
school-bad curriculum of Liangzhu culture, the author finds that the school-bad curriculum in Liangzhu
area has developed rich connotation about Liangzhu culture, most of the students in this area are not only full of
the spirit of exploring the archaeological process of Liangzhu culture, but also realize the cultural superiority
brought by the hometown culture when they study the local culture, establish a good cultural lf-confidence,
cultivate a strong n of home and country, and effectively cultivate the core literacy of the students.
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School-Bad Curriculum Development Helps to Enrich Life Knowledge
School-bad curriculum originates from life, so it should be dynamic, not limited to the static past. If the content of school-bad curriculum is always unchanged, even if it makes students curious for a moment, it will
kill students’ interest as time goes on. Therefore, teachers should not only excavate local resources when
developing school-bad curriculum, what’s more, we should focus on the new, significant, and meaningful
events that are happening around us. Starting from the dynamic reality of life, we should let students feel the
flexibility of the knowledge they have learned and deepen their understanding of knowledge. Through the
vivid life phenomena, we can understand the knowledge information behind the phenomena, and the
school-bad curriculum will become a life curriculum, which is easier for students to acquire information of
large capacity and knowledge more easily (Wang, 2020, pp. 94-96), and arous students’ enthusiasm for
learning, is also easily. According to Covid-19, which is now being resisted by all mankind, schools can t up
新视野大学英语3a ries of health cours when designing school-bad cours, such as learning simple caus of new crowns,
scientifically washing hands. Through the study of this knowledge, students can have effective prevention and
control habits in real life. In addition, school-bad curriculum can now develop some mental health cours to
guide students to face the virus with a normal attitude, which should be cautious and not over protected. In a
word, teaching students the knowledge in life and establishing a clo relationship with the students’ existing
knowledge can lay a solid foundation for the cultivation of students’ core literacy.
Principles of School-Bad Curriculum Development
In the process of school-bad curriculum development, we should pay attention to whether the school-bad curriculum is in line with the physical and mental development of students, whether it can arou All Rights Rerved.
students’ interest in learning, whether it is in line with the development goals of the school, whether it can
adapt to the teaching goals, and so on, promote the all-round development of students.
Teacher Led, Professional Guidance to Promote Improvement
英语熟语Teachers are the main body of school-bad development and the leading role of school-bad curriculum.
Therefore, whether school-bad curriculum can be carried out smoothly needs teachers’ professional guidance
as support (Lu, 2020, pp. 161-162). The development of school-bad curriculum is not only an important老友记第一季第一集
opportunity for teachers to show their professional skills, but also makes the responsibility of teachers more
important. In the implementation process of national curriculum, teachers usually only need to assume one role,
that is, the implementer of curriculum. But in the school-bad curriculum, teachers are not only the
implementer of curriculum, but also the developer of curriculum. School-bad curriculum has high
requirements for teachers’ ability of curriculum development and innovation, while most teachers have not
received relatively complete and systematic training of curriculum development when they receive normal
education. Therefore, it is difficult for current teachers to develop school-bad curriculum. Schools can first
guide teachers to establish the awareness of curriculum development. Then, through a ries of professional
skills training to improve teachers’ curriculum development ability, in addition, the school can also reduce the
burden for teachers, meet teachers’ n of achievement in school-bad curriculum development to stimulate
teachers’ enthusiasm in school-bad curriculum development, so as to improve the quality of college-bad
curriculum and lay a solid foundation for students’ all-round development. In the process of school-bad
curriculum development, in addition to teachers’ strong participation, it also needs the participation of all
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ctors of society, including experts, parents, and so on. After all, in some highly professional curriculum
content, expert “teachers” can teach students more scientific, systematic, and comprehensive knowledge, such
as in the school-bad curriculum of Liangzhu culture, becau a lot of professional knowledge about
archaeology is inevitably involved, the teachers in the school may not be able to understand the knowledge
thoroughly becau of their limited ability, so the school needs to cooperate with the institute of archaeology or
the muum and other professional departments, and employ professionals to act as the role of knowledge
involvement
dismination, so that students can get “clor to the truth” education, promote students’ all-round development
and improve their comprehensive quality.
训练大脑的方法Go Out of School and Promote Development Through Practice and Inquiry
“Attaching importance to students’ practice” is the overall trend of all curriculum contents, and also the highlight of school-bad curriculum (Pan, 2020). The traditional teaching method is mainly teaching method,
but it is easy to cau the result of “full room filling”, which makes students simply become spectators rather
than participants in the classroom. This kind of teaching method is bound to suppress students’ nature, wear out
students’ creativity, and is very unfavorable to students’ all-round development, paying attention to students’
practice in teaching has become the focus of education. Therefore, in the development of school-bad
curriculum, we should design diversified practical activities, guide students to think actively in real problem
situations, apply what they have learned to the actual social environment, and truly apply what they have
learned to become the master of learning. The connotation of the cour should be deeply internalized as a part
of the students themlves. In addition, in the process of school-bad curriculum implementation, the
curriculum should not be limited to the campus. Teachers should lead students out of the campus and u social All Rights Rerved.
resources to make the school-bad curriculum more vivid. Through the internship, the authors found that the
teachers of Liangzhu central primary school would lead students to visit the local Liangzhu Muum and
Liangzhu Heritage Park, combined with history, we can explain the knowledge of Liangzhu culture to the
students, and through the field investigation of Liangzhu Muum, Liangzhu Heritage Park, and other places,
the students have a deeper perception of Liangzhu culture, a more reverent psychology of Liangzhu culture, and
a more strong n of home and country.
Conclusion
In a word, the development and construction of school-bad curriculum should aim at improving the
core literacy of students, and give the right of curriculum development to teachers. At the same time, with other
professional talents as the supplement, the precious cultural resources and resources of the region should be
integrated current affairs and other curriculum resources related to students’ life are transmitted to students in
various practical activities or other beneficial ways in line with students’ psychological development. We
should try our best to create a multi-directional and multi-level school-bad curriculum and practice mode,
mobilize students’ learning enthusiasm, and lay a solid foundation for the cultivation of students’ personality,
so as to truly build a school-bad curriculum that conforms to students’ growth and development help students
get all aspects of improvement, with local characteristics or campus characteristics of school-bad curriculum.
References
Lu, J. E. (2020). Evaluation of primary school teachers’ school-bad curriculum execution. Science Consulting (Science and Technology Management), 21(11), 161-162.
SCHOOL-BASED CURRICULUM DEVELOPMENT 65 Pan, S. J. (2020). Ca study on the development and implementation of school-bad curriculum in primary and condary schools in Changping District, Beijing. New Curriculum Rearch, 17(36), 95-96 & 99.
Wang, H. (2020). Four dimensions of school-bad curriculum development. Rearch on Curriculum Teaching, 9(12), 94-96.
Sheng, H. X. (2019). The development principles of school-bad curriculum of local culture. Middle School Curriculum Guidance (Teacher’s Bulletin), 8(15), 15.
Zhu, H. (2020). Discussion on the development and application of school-bad curriculum and the development of school characteristics in primary and condary schools. New Curriculum Guidance,
10(29), 2.
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