Liaoning Provincial Experimental School: Facing the bottlenecks and achieving "integration", "communication" and "excellence" in the transition from primary school to junior high school
2024-08-13
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■ Promoting the construction of a strong education nation through high-quality education
This issue focuses on: The transition from primary school to junior high school in nine-year schools
The transition between school stages has always been a difficult problem in basic education. Liaoning Experimental School began to implement the nine-year system in 1999. Over the years, the school has taken improving the pertinence, depth, systematization and effectiveness of the transition between school stages as an important means to give full play to the advantages of the nine-year system and promote the high-quality development of education and teaching, so that students can move up the compulsory education stage more smoothly and develop comprehensively and individually.
Focus on problems and advantages to determine the connection ideas
The transition from primary school to junior high school is not a simple upgrade of the academic stage, but a leap in learning and life. Nine-year schools are natural experimental fields for optimizing the connection between academic stages. First, the continuity and breadth of time and space in educating people is conducive to focusing on the full vision of compulsory education and cultivating common educational concepts and values; second, the integrity and continuity of education and teaching are conducive to scientific overall planning of the curriculum and coherent and consistent teaching; third, the stability and continuity of student development are conducive to the adaptive development of students in learning, psychology, and sociality; fourth, the aggregation and sharing of educational resources are conducive to the coordinated sharing of various resources in the two stages of primary and junior high school to better serve the development of students.
Only by giving full play to the advantages of these four aspects and making the compulsory education stage a continuous, systematic and holistic education process can we better achieve the overall improvement of education efficiency. To this end, we have determined the following connection ideas: taking the advantages of the nine-year system as a fulcrum, systematically sorting out the problems existing in the transition from primary to junior high school, focusing on them, facing the bottlenecks, and making systematic plans from the perspectives of concept culture, curriculum teaching, management mechanism, and efficiency evaluation, eliminating the obstacles to the transition from primary to junior high school, and effectively solving the problems of "integration", "communication" and "excellence", so as to achieve the organic connection between the two stages.
Solve the problem of "integration" and promote the integration of culture and team
To achieve the transition from primary school to junior high school scientifically, we must first solve the problem of "integration". Integration means harmony, and harmony means development.
The culture integrates hearts, practices the concept of "respect", and forms a cultural consensus. The concept culture that primary and junior high school teachers have consistently and highly recognized is the driving force for giving full play to the school's advantages and promoting the effective connection of school stages, and it is also the core of improving the effectiveness of educating people. The school takes "respect" as the core school-running concept, and guides values through the joint construction of a spiritual power system by all staff and everyone telling stories of "respect education", so that teachers can fully realize that primary and junior high schools are communities with common educational values and visions, and establish a quality concept and a comprehensive development concept for the entire compulsory education process.
The school implements the core culture of "respect" into all the ecological elements of the nine-year system. For example, after discussions between primary and junior high school teachers, a teacher culture image of "professional, elegant, wise, and happy" was formed; a "learning-based respect" cultural classroom with "student-centered, subject-centered, and school-centered" as the model was constructed, and "starting from the desire to learn, focusing on self-study, focusing on the joy of learning, effectively guiding learning, solving learning problems, and realizing learning" became the common cultural code for the joint teaching and research of primary and secondary school teachers. Teachers used self-examination and evaluation tools to conduct teaching and research dialogues, jointly solve problems, and consistently carry out cultural immersion.
Academic integration, innovative integrated academic management mechanism, and realization of teaching and research collaboration. In order to achieve substantial linkage and integrated development of primary and junior high school teachers, the school has innovated the management mechanism and formed an integrated academic management mechanism. Led by front-line teachers, 11 educational research rooms have been established, including various disciplines as well as moral education, psychology, and information technology applications, focusing on three aspects of connection research: one is the adaptive connection of stages, relying on the primary and junior high school adaptive connection project; the second is the connection of subject curriculum teaching and the effective integration of resources; the third is the connection of teaching style and learning style. We mainly adopt three strategies: first, teachers in the transition stage go into each other's classrooms to fully understand and feel the actual teaching of adjacent stages; second, jointly select and carry out project research; third, set up a joint teaching and research week and a connection teaching and research mechanism to allow the connection to occur naturally, be effectively promoted, and finally be implemented.
The effective operation of the integrated academic management mechanism has promoted the integration of the teaching staff. The primary and junior high school teachers of the school work as a whole in various educational research rooms, and cooperate in teaching, scientific research and training, highlighting the value and significance of holistic education. The inheritance of primary and junior high school classroom culture, the connection of knowledge content, the connection of learning methods, the advancement of ability development, and the smooth connection of evaluation feedback in various subjects have better promoted the adaptive development of students from primary school to junior high school.
Solve the problem of "comprehensiveness" and focus on the continuity and advancement of course content
We focus on the core support of the nine-year education system, take literacy as the orientation, and build a sequence of goals, courses and evaluation systems to promote effective connection.
In response to the national curriculum, the teaching and research section will sort out the necessary knowledge, methods and abilities for subject connection vertically, eliminate blind spots, connect breakpoints, integrate overlapping and repeated points, establish a continuous and progressive connection between the knowledge system and ability indicators, form an optimized integration plan, and implement it in lesson preparation and teaching; horizontally, using thematic learning and interdisciplinary project-based learning as the carrier, systematically construct primary and junior high school thematic and project-based learning sequences, and promote the integrated implementation of the curriculum.
The development and implementation of school-based courses also focus on the continuity and advancement of primary and junior high school curriculum content, and rely on the construction of community echelons. The school focuses on the learning experience, psychological adjustment, parent-child relationship, etc. of students in the transition period, and develops connecting bridge courses to help students complete learning adaptation and social adaptation, such as the senior growth sharing class, study method guidance class and mixed-age learning experience week for sixth grade students, the "school entrance season" series of theme education for seventh graders, and the "family power, growing together" training course for parents.
Solve the problem of "excellence" and improve the overall training efficiency through evaluation
Whether the advantages of the nine-year system have been fully utilized and whether the exploration of connection has improved the overall efficiency of education requires evaluation to test.
The school conducted a national planning project research on "Practical Research on Effectiveness Evaluation and Improvement Strategies of Nine-Year Schools". After repeated demonstrations, it constructed a self-examination tool "Nine-Year School Effectiveness Evaluation System", which enables schools to accurately grasp the essential characteristics of nine-year schools and improve their educational effectiveness on the basis of complying with the "Compulsory Education School Management Standards".
The school used the research results to improve the "Liaoning Experimental School (Group) Development Supervision and Evaluation Program", making the group's quality supervision of each school more scientific and effective, and playing an important role in promoting the effective connection between primary and junior high schools and improving the overall effectiveness of education. The survey of seventh-grade students in 2022 showed that 93% of students adapted to junior high school life, more than 50% of students adapted very quickly, and 100% of students adapted to the teaching methods of teachers.
Education is an art of practice. The school's years of solid exploration have enabled children to grow continuously, and teachers have also achieved a leap in professional development in the process of educational research. Children's growth is a complete process. Letting students enjoy a complete and integrated nine-year school life is an inevitable requirement for providing high-quality compulsory education, and we will make unremitting efforts for it.
(Author: Zhang Liwen is the Party Secretary of Liaoning Experimental School)
