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农村初中“绿色证书”教育是农科教结合思想的有效实践模式。它突破城市初中升学预备教育或简单技术培训的办学思路,以适合广大农村特别是贫困地区农民及其子弟生存需要的办学模式和施教方式,引入最有助于贫困人群脱贫的“绿色证书”教育内容。在课程方面,致力构建国家分科课程、区级农科教结合实践课程和校级农科教结合实践课程;在教学方面,致力构建以课堂教学、实验教学、农科教结合实践教学为上位结构和以校园实践、庭园实践、田园实践为下位结构的教学模式;在办学思路方面,致力构建文化教育中心、农技培训推广中心、创业指导培训中心、市场信息服务中心四位一体的农村初中新模式。该模式探索出了课程、教学及办学模式的一系列具体运作方式,从思想引领、工作职责、师资配置、校本课程、督导评估、政策机制等方面入手,搭建了支持平台,推进了制度创新;产生了教育、经济和社会多方面效益,具有课程综合化、教学实践化、办学社会化、资源市场化、服务多元化、效益连锁化等多方面特征。
The education of “green certificate” in junior middle school in rural areas is an effective mode of practice combining ideology with agriculture. It breaks through the idea of running schools for preparatory education or simple technical training for junior high schools in urban areas and introduces a “green certificate” that best helps alleviate poverty for the poor in order to adapt to the mode of running schools and teaching methods suitable for the survival of farmers and their children in poor rural areas, especially in poor areas. Educational content In terms of curriculum, we are devoted to building national sub-programs, combining practical courses at the district level with those of agricultural science and technology at the district level, and combining practical courses with agricultural science and education at the university level. In terms of teaching, we are devoting to building a superb structure combining classroom teaching, experimental teaching, agricultural science and education with practice teaching, Practice, practice in the garden, pastoral practice as the teaching mode of the subordinate structure; in the aspect of running a school, devote itself to building a new model of rural junior high school with a four-in-one model of culture and education center, agricultural technology training and promotion center, entrepreneurial guidance and training center and market information service center. This model explores a series of specific operational modes of curriculum, teaching and school running mode. It sets up a support platform and promotes system innovation from the aspects of thought leadership, job responsibilities, teacher allocation, school - based curriculum, supervision and evaluation, and policy mechanism. It has produced many benefits in education, economy and society. It has many characteristics such as curriculum integration, teaching practice, socialization of running schools, market-oriented resources, diversified services and efficiency chain.