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一、困境第一,教育理念滞后。一是认识不足。无论是当地教育行政部门还是学校,无论是家长还是教师,长期以来都对思想政治课重要性认识不足,重视不够,只关注语、数、外成绩的高低,而忽视了学生良好的思想态度、健康的审美情趣和积极人生观、价值观的培养,变“德育为首,五育并举”为智育独行;二是创新意识不强。贫困学校的校长和教师思想守旧、观念落后、改革创新精神不强,缺乏实施新课程的主动性和积极性;三是目标不明确。大多数领导仍然以学生的学习成绩和升学率的高低作为评价学校办学质量和教师教学质量的标准;四是积极性不高。认为实施新课程是发达地区、先进学校的事,是以后的事,等待观望,实施新课程的信心不足、积极性不高。
First, the dilemma is the first and the education concept is lagging. One is the lack of understanding. Whether it is the local education administrative department or the school, whether it is parents or teachers, they have long been unaware of the importance of ideological and political lessons and have paid insufficient attention to it. They only pay attention to the level of language, number, and achievement, but they neglect the students’ good attitude and ideology. The cultivation of a healthy aesthetic taste and positive outlook on life and values will change the “headed by moral education and the simultaneous development of the five educations” to be the sole act of intellectual education. Second, the awareness of innovation is not strong. The headmasters and teachers of impoverished schools are conservative in mind, backward in concept, lacking in the spirit of reform and innovation, and lack the initiative and enthusiasm to implement new courses. Third, the goals are not clear. Most leaders still regard the student’s academic performance and the rate of entering a higher school as a criterion for evaluating the quality of school education and the quality of teachers’ teaching. Fourth, the enthusiasm is not high. It is believed that the implementation of the new curriculum is a matter of developed regions and advanced schools. It is a matter of the future. Waiting to see and wait, and lack of confidence and enthusiasm for implementing the new curriculum are not enough.