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从学校走向学区 在大教育观指导下,区域内丰富的教育资源,鲜活的社会实践活动为学生提供了展示才华、服务社会的舞台,开辟了认识社会、贴近生活的窗口,这类活动的教育效果是单纯学校教育所不能替代的。 各校在多年教育的实践中逐渐在学区内建立了教育实践基地,与驻区单位、机关、社区有密切联系。东城区作为历史文化名区,驻区单位众多,社区密集,交通便利,学校广泛开展学区内的社会实践活动可以拓展、整合、共享所在学区的教育资源,拓宽社会实践渠道,丰富社会实践活动内容,满足不同个性学生的需求,同时也为社区内各单位组织开展活动提供支持和帮助。 学区管理还能在开发课程资源方面发挥独特作用,通过学区协调共享,有利于学区内各类资源的流通和利用,提高资源的利用效益。 从过去的联系单位相对固定,到今天网状交叉、多点互动的社区联系方式,学区模式为学校提供了丰富的动态教育资源宝库。 学生们在学区内的社会实践活动中进一步体验了劳动的意义,感受着劳动的社会价值,为正确的世界观、人生观、价值观的确立奠定了基础。以下几所学校师生的感悟,为我们进一步完善学区管理模式、深层次开发和共享学区教育资源提供了很好的实例。
From school to school district Under the guidance of the big education concept, rich educational resources in the region, fresh social practice activities provide students with a stage to display their talents and serve the society, and open up a window to recognize society and get close to life. The effect of education is no substitute for school education alone. In the practice of many years of education, schools have gradually established educational practice bases in the school district and are closely linked with the district units, agencies, and communities. Dongcheng District is a historical and cultural area with many resident units, dense communities, and convenient transportation. The school’s extensive social activities in the school district can expand, integrate, and share educational resources in the school district, broaden social practice channels, and enrich social practice activities. To meet the needs of students with different personalities, but also to provide support and assistance for organizations in the community to organize activities. School district management can also play a unique role in the development of curriculum resources. Through the coordination and sharing of school districts, it is conducive to the circulation and utilization of various types of resources in the school district and improve the efficiency of resource utilization. From the relatively fixed connection units in the past to the networked, multi-point interactive community contact methods today, the school district model provides schools with a wealth of dynamic educational resources. The students further experienced the meaning of labor in the social practice activities in the school district, felt the social value of labor, and laid the foundation for the establishment of a correct world outlook, outlook on life, and values. The sentiments of teachers and students in the following schools provide a good example of how we can further improve the school district management model, in-depth development and sharing of educational resources in the school district.