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New curriculum reform for British secondary schools

2019-02-25 来源: 51due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- New curriculum reform for British secondary schools,供大家参考学习,这篇论文讨论了英国中学新课程改革。面对现行学校课程存在的种种问题,为使学校课程更能满足公众期望和社会发展的要求,英国政府加大了对初中阶段课程的改革力度。英国政府提出,国家课程改革的宗旨在于提高教育质量。为此,英国初中阶段的国家新课程不仅调整了课程结构,而且还调整了课程的内容,提出应从提高学生的基本学力出发,特别强调要加强对英语、数学和科学课程的指导。

New curriculum reform,英国中学新课程改革,essay代写,作业代写,代写

Results for children aged 11 and over have stagnated for years, according to research by the national curriculum authority. Many British people believe that the laissez-faire teaching method adopted by many schools at present can not meet the needs of modern society due to the decline in curriculum standards and quality of education. School curriculum is divorced from the real world of children, curriculum setting does not fully consider the impact on children's social development, and less consider the public opinion and requirements, curriculum cohesion is not close, not coordinated. Faced with various problems in the current school curriculum, in order to make the school curriculum more able to meet the public expectations and social development requirements, the British government has increased the reform of junior middle school curriculum, which has attracted widespread attention from the society and become a hot topic in the British media.

The implementation of the new curriculum reform for junior middle schools in the UK will take three years. The 7th grade students who entered in September 2008 are the first batch of students in this curriculum reform. By September 2009, the application scope will be extended to students in grade 7 and grade 8 that year. By September 2010, it will apply to all grades 7, 8 and 9. The new curriculum for senior secondary schools will be implemented in September 2009.

According to the British government, the aim of national curriculum reform is to improve the quality of education. Therefore, the new national curriculum of junior middle school in Britain not only adjusts the curriculum structure, but also adjusts the content of the curriculum, and puts forward that the basic academic ability of children should be improved, with special emphasis on strengthening the guidance of English, mathematics and science curriculum. In terms of curriculum arrangement, junior high school includes art and design, civic education, design and technology, English, geography, history, information exchange technology, mathematics, modern foreign languages, music, physics and science, religion, sex education and vocational education, which are all compulsory courses.

This is a happy time for the development of secondary education, according to the new curriculum for junior high schools. Curriculum is a fortune, our curriculum is really worth our pride. The new curriculum reform should be supported, supported and congratulated by all teachers, students' parents, employers, the media and the public. Students should also be aware that curriculum changes will open up opportunities for their discoveries and achievements. It will take all secondary schools in the UK to a new level and help all secondary students better face the challenges of a changing world.

Specifically, from after the World War II until the 1980s, British teachers had considerable autonomy over the curriculum. However, a new round of curriculum reform in Britain from September 2000 highlights the mandatory national curriculum. This makes teachers feel that they are not taken seriously, some teachers take a resistant attitude, some teachers respond to the curriculum reform in a negative way. They continue to follow traditional practices, bypassing required subjects and teaching what they believe is most important to children. In the eyes of teachers, giving schools and teachers more autonomy in choosing courses not only enables them to independently choose and arrange courses, but also enables schools to better meet the needs of children in terms of curriculum contents. In addition, schools and teachers can develop local courses to cultivate children's creativity.

Therefore, in order to give teachers more autonomy, the new curriculum reform reduces the prescribed scope of teaching content as much as possible in the curriculum standards. Teachers can design courses in a personalized way to meet students' needs and prepare students for their future careers. Teachers should pay more attention to the cross-connection between the knowledge of each subject, these potential links, beyond the boundaries of knowledge to be condensed to teach students. Every school has its own situation and students from different backgrounds, so the school has the right to design its own curriculum.

In order to enable students to better face future needs and challenges as well as meet their interests and aspirations, vocational courses will be added and the content of the courses will be more cross-linked.

The curriculum objectives of each discipline pay close attention to the level of curriculum design, including school-based curriculum, local curriculum and national curriculum, which will enable the school to design curriculum around meeting students' personalized needs and aspirations, contributing to the realization of the goal of "every child is important". To achieve this goal, the new curriculum and puts forward a new illegal qualitative objective, namely to cultivate students ability of good economic mind and finance, it and "personal, social, and health education, sex education, professional education and management skills of enterprise together form the UK's moral education, the purpose is to create qualified citizen image. At the same time, students' individual learning and thinking skills are constructed in the curriculum. Therefore, the British government has proposed six training objectives for middle school students, namely, independent inquirer, creative thinker, team player, self-manager, effective participant and reflective learner.

"Adapt school curriculum to the needs of society" is the guiding principle of the curriculum reform in the UK. The new curriculum stresses that the focus should be on developing students' life skills and future job skills, while employers are also urging schools to develop "candidates" for the knowledge economy. Citizenship courses, for example, have been expanded to include immigration and equal opportunities; Music and art courses place more emphasis on children's multicultural education and national cultural identity education, requiring each child to understand the cultural traditions of different countries. Meanwhile, cooking classes will be offered at the secondary level.

In conclusion, it is essential that the objectives of the programme are reflected in helping to ensure that young people leave school with the knowledge, skills and attitudes necessary for life and work in the 21st century. In particular, they will meet the needs of employers, and should have good practical skills, a sense of teamwork, the ability to quickly solve problems independently, draw conclusions.

To ensure that evaluation supports teaching, the new curriculum for secondary schools in the UK encourages the use of a variety of methods to evaluate students' knowledge, skills and understanding. Increase teachers' autonomy in curriculum design, bring more opportunities to teachers, and pay attention to the evaluation of students' learning strategies. The national curriculum standards for all subjects have been revised, and the academic evaluation standards for students in national core courses will continue to be the basis for teachers to judge students' performance.

In order to enable all students to better demonstrate their achievements, the school will also provide a series of new modern qualification examinations, which will be an integral part of the curriculum and closely linked with teaching. Teachers will also have more freedom to use their professional evaluation standards to evaluate students, and they will also use personalized evaluation methods to support students' learning and promote students to make greater progress. They will also teach students how to deal with their progress and broaden their criteria for success.

In a word, the biggest change in the personalized evaluation method in the new curriculum reform plan is to increase the vocational experience of learners, so that they can show what they can do. Students may find more things that can stimulate their interest, study harder, move towards higher progress and receive better education. The idea of Working Towards Diplomas will bring students more relevant experiences in future study, life and work.

Different cultural traditions and values have given rise to different educational systems, concepts and methods in China and the UK. However, some of the ideas and practices of the new curriculum reform in British middle schools do have reference and inspiration for the new curriculum reform in China.

Greater autonomy means less interference with teachers' rights in curriculum design, because teachers have the best say in students' personality and learning patterns. For example, British teachers have a great deal of autonomy in the selection of teaching materials. However, due to the long-term use of unified textbooks in Chinese schools, limited by teaching content, college entrance examination and other factors, it is difficult for British schools to make teaching content more in line with students' actual needs and broaden students' horizon.

Therefore, teachers in our country should improve their own quality, constantly study, update their knowledge and ideas. Our curriculum managers should really cultivate teachers' autonomy, give play to their initiative, stimulate their passion for work, and truly implement curriculum development.

Another important idea of the new curriculum reform of British secondary schools is that teachers should pay attention to the interdisciplinary and interdisciplinary interconnection when teaching courses. The UK government has strengthened the unified guidance for the compilation and development of the curriculum standards groups for all disciplines, which has significantly strengthened the existing links between the national curriculum standards for all disciplines in the UK. In terms of the structure of the new curriculum reform in China, we must change the current situation that too much emphasis has been placed on the discipline standard, too many subjects and lack of integration, and more emphasis should be placed on the balance, comprehensiveness and selectivity.

The new curriculum reform of British secondary schools emphasizes that the cultivation of various skills should be integrated into the curriculum content, emphasizing the practicality and operability of the curriculum content, and emphasizing the close connection between the curriculum content and students' life as well as the development of modern society and science and technology. This is also consistent with the concept of the new curriculum reform in our country. At the same time, the British government places special emphasis on improving the links between the school curriculum and vocational skills, so as to meet the needs of the scientific and technological society and equal educational opportunities, and improve the status of vocational courses in schools.

The new middle school curriculum reform in the UK will continue to adhere to the individualized evaluation of students' academic performance and progress in all aspects, and teachers will have more autonomy to evaluate students. In particular, the vocational course certificate examination added in the new curriculum reform makes the vocational certificate become the preferred qualification certificate for schools and employers to measure students' abilities. The evaluation of students by this system will also be more comprehensive and specific, which will be of great significance to the improvement of students' vocational skills and their future career choices. At the same time, it also explains one of the basic ideas of the curriculum reform, that is, the curriculum should make all young people in Britain responsible and contribute to the country. It has positive implications for the evaluation of Chinese students' schoolwork.

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