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新的课程计划分别将语文所占的比重由原来的24％(1992年)降至20％-22％,将数学由原来的16％(1992年)降至13％-15％,并对其他传统优势科目所占的比重进行了适当的下调,同时将下调后积累起来的课时量分配给综合实践活动和地方与校本课程。其中,综合实践活动因此而拥有了6％-8％的课时量,地方和校本课程拥有了10％-12％的课时量。由此可见新课程背景下,很多一线教师都会面临兼教学科的教学任务,对教师的业务素质提出了更高的要求。教师只掌握一门学科相关的教育知识和技能的状况已不能适应课改的要求,必须建立起教师素质一专多能化的培养机制。
The new curriculum plans reduce the proportion of Chinese language from 24% (1992) to 20% -22% respectively and from 16% (1992) to 13% -15% for mathematics, The proportion of subjects of traditional superiority has been appropriately lowered, while the amount of lesson accumulated after the downward adjustment is allocated to comprehensive practice activities and local and school-based curricula. Among them, the comprehensive practice activities thus have a 6% -8% of the class hours, local and school-based courses have 10% -12% of the class hours. This shows that under the background of the new curriculum, many front-line teachers face the task of teaching concurrently teaching subjects and put forward higher requirements on the professional qualities of teachers. Teachers can not meet the requirements of curricular reform only by grasping the educational knowledge and skills related to a discipline. Teachers must establish a multi-skill training mechanism.