武昌(chang)區中山(shan)路小學(xue)(xue)(xue)位于全(quan)國交(jiao)通樞(shu)紐——武昌(chang)站北(bei)側,其(qi)前身是1960年(nian)創(chuang)辦的(de)軍區子弟(di)全(quan)寄(ji)宿學(xue)(xue)(xue)校(xiao),1962年(nian)改(gai)為(wei)原總字151子弟(di)學(xue)(xue)(xue)校(xiao)。1965年(nian)交(jiao)地方管理,并啟(qi)用現名。學(xue)(xue)(xue)校(xiao)以教(jiao)學(xue)(xue)(xue)嚴(yan)謹、教(jiao)學(xue)(xue)(xue)質量高而聞名。1989年(nian)經(jing)過全(quan)面規(gui)化,建(jian)成(cheng)一(yi)座(zuo)飛(fei)機形教(jiao)學(xue)(xue)(xue)大樓和(he)一(yi)座(zuo)現代化的(de)體(ti)育館,擁有多媒體(ti)教(jiao)室(shi)和(he)先進的(de)學(xue)(xue)(xue)校(xiao)閉路電視系統。
現有在職(zhi)教工90多人(ren),學(xue)生1600多人(ren)。40余年來,經過幾代人(ren)的共同努(nu)力,學(xue)校逐步形(xing)成“鑄精神、揚(yang)主體、創特色(se)、重創新”的辦(ban)學(xue)思想,辦(ban)學(xue)水(shui)平不斷(duan)提高。
中(zhong)(zhong)(zhong)山路小學(xue)(xue)(xue)(xue)(xue)(xue)長期堅持(chi)走科研(yan)興校(xiao)(xiao)之路。八十(shi)年(nian)代(dai)進行(xing)的(de)(de)(de)(de)以開(kai)發兒(er)線索組(zu)成(cheng),形(xing)(xing)成(cheng)縱橫聯(lian)系(xi)(xi),相互滲(shen)透的(de)(de)(de)(de)“井”字(zi)形(xing)(xing)網絡(luo)式(shi)(shi)結(jie)構。九十(shi)年(nian)代(dai)中(zhong)(zhong)(zhong)后(hou)期進行(xing)的(de)(de)(de)(de)第(di)二(er)輪整體(ti)(ti)(ti)(ti)改(gai)革實(shi)驗(yan)(yan),以“優化課(ke)(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)活(huo)(huo)動(dong),促(cu)進學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)主(zhu)(zhu)體(ti)(ti)(ti)(ti)性(xing)發展”為題開(kai)展研(yan)究(jiu),以主(zhu)(zhu)體(ti)(ti)(ti)(ti)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)理念為指(zhi)導(dao),以小班(ban)為依托(tuo),以綜合課(ke)(ke)(ke)(ke)探索為突破口(kou)開(kai)展實(shi)驗(yan)(yan)。形(xing)(xing)成(cheng)“主(zhu)(zhu)體(ti)(ti)(ti)(ti)參與(yu)(yu)——合作(zuo)探究(jiu)”的(de)(de)(de)(de)課(ke)(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)式(shi)(shi),其基(ji)(ji)本(ben)流程是(shi)(shi)“創設(she)情境 準備參與(yu)(yu)――揭示目(mu)標(biao) 主(zhu)(zhu)體(ti)(ti)(ti)(ti)參與(yu)(yu)――巡視指(zhi)導(dao)、合作(zuo)探究(jiu)――組(zu)織(zhi)交流 體(ti)(ti)(ti)(ti)驗(yan)(yan)成(cheng)功――評價(jia)激勵(li) 引申創造(zao)”。該模(mo)(mo)式(shi)(shi)是(shi)(shi)在承認學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)是(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)習活(huo)(huo)動(dong)主(zhu)(zhu)體(ti)(ti)(ti)(ti)的(de)(de)(de)(de)前提下,發揮學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)主(zhu)(zhu)體(ti)(ti)(ti)(ti)作(zuo)用,引導(dao)他們(men)積(ji)極參與(yu)(yu)課(ke)(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)全過(guo)(guo)(guo)(guo)程,在主(zhu)(zhu)動(dong)參與(yu)(yu)的(de)(de)(de)(de)過(guo)(guo)(guo)(guo)程中(zhong)(zhong)(zhong)實(shi)現師(shi)(shi)(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)、生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)之間的(de)(de)(de)(de)交往和溝通,進而引導(dao)他們(men)合作(zuo)探究(jiu)認知的(de)(de)(de)(de)形(xing)(xing)成(cheng)過(guo)(guo)(guo)(guo)程,使學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習由外向(xiang)動(dong)機朝內向(xiang)動(dong)機轉化,并啟(qi)發創造(zao)性(xing),以達到優化教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)過(guo)(guo)(guo)(guo)程,提高(gao)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)效的(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)。通過(guo)(guo)(guo)(guo)實(shi)驗(yan)(yan),學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)知識、能力和個性(xing)得到了(le)全面的(de)(de)(de)(de)發展,師(shi)(shi)(shi)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)關系(xi)(xi)和感情更(geng)加融(rong)洽,學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)主(zhu)(zhu)體(ti)(ti)(ti)(ti)意識得到了(le)培養。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)上(shang)課(ke)(ke)(ke)(ke)興趣(qu)濃(nong)厚,思維活(huo)(huo)躍(yue),敢于辯(bian)論,課(ke)(ke)(ke)(ke)堂生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)動(dong)活(huo)(huo)潑,高(gao)潮疊(die)起(qi),充(chong)滿激情與(yu)(yu)睿智,充(chong)滿探索與(yu)(yu)實(shi)踐,煥發出生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)命的(de)(de)(de)(de)活(huo)(huo)力。華中(zhong)(zhong)(zhong)師(shi)(shi)(shi)大教(jiao)(jiao)(jiao)(jiao)授楊再隋、著(zhu)名(ming)(ming)特級教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)劉中(zhong)(zhong)(zhong)和看過(guo)(guo)(guo)(guo)“主(zhu)(zhu)體(ti)(ti)(ti)(ti)參與(yu)(yu)——合作(zuo)探究(jiu)”教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)觀摩課(ke)(ke)(ke)(ke)后(hou),情不自(zi)禁(jin)連聲贊嘆(tan):“走向(xiang)闖北,見過(guo)(guo)(guo)(guo)很多(duo)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng),給我留(liu)下最(zui)深印(yin)象的(de)(de)(de)(de)還是(shi)(shi)中(zhong)(zhong)(zhong)山路小學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)”。對這種(zhong)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)式(shi)(shi)和該校(xiao)(xiao)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)素質給予了(le)充(chong)分肯定。著(zhu)名(ming)(ming)特級教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)于永正為學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)上(shang)課(ke)(ke)(ke)(ke)時給他們(men)取了(le)“小鐵嘴”、“小黃鶯”等(deng)雅稱(cheng)。教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)在實(shi)踐中(zhong)(zhong)(zhong)還摸索了(le)多(duo)種(zhong)課(ke)(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)方法(fa)(fa),如活(huo)(huo)用資(zi)源教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)、分組(zu)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)、綜合教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)、彈性(xing)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)、體(ti)(ti)(ti)(ti)驗(yan)(yan)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)、交融(rong)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)法(fa)(fa)等(deng)等(deng),學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)率先成(cheng)為中(zhong)(zhong)(zhong)南地(di)區第(di)一個“中(zhong)(zhong)(zhong)國教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)學(xue)(xue)(xue)(xue)(xue)(xue)會教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)實(shi)驗(yan)(yan)基(ji)(ji)地(di)學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)”,并先后(hou)被命名(ming)(ming)為“湖北省(sheng)教(jiao)(jiao)(jiao)(jiao)改(gai)名(ming)(ming)校(xiao)(xiao)”、“湖北省(sheng)教(jiao)(jiao)(jiao)(jiao)改(gai)實(shi)驗(yan)(yan)學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)”、“武漢市教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)科學(xue)(xue)(xue)(xue)(xue)(xue)研(yan)究(jiu)實(shi)驗(yan)(yan)基(ji)(ji)地(di)學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)”、“武昌(chang)區科研(yan)強校(xiao)(xiao)”。2004年(nian)被評為武漢市辦學(xue)(xue)(xue)(xue)(xue)(xue)水(shui)平示范學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)。
中(zhong)(zhong)(zhong)山(shan)路(lu)小(xiao)學(xue)(xue)(xue)(xue)作(zuo)為武(wu)(wu)漢市體(ti)(ti)(ti)(ti)(ti)(ti)(ti)育(yu)傳統(tong)學(xue)(xue)(xue)(xue)校(xiao),體(ti)(ti)(ti)(ti)(ti)(ti)(ti)育(yu)一(yi)(yi)直是該校(xiao)引(yin)(yin)以為榮的(de)(de)工作(zuo),這主(zhu)要(yao)歸功于該校(xiao)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)育(yu)組的(de)(de)四(si)(si)位教(jiao)師(shi),這四(si)(si)位教(jiao)師(shi)中(zhong)(zhong)(zhong)有特級教(jiao)師(shi)、中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)高級教(jiao)師(shi)、市學(xue)(xue)(xue)(xue)科(ke)帶(dai)頭人(ren)一(yi)(yi)名(ming),區(qu)(qu)學(xue)(xue)(xue)(xue)科(ke)帶(dai)頭人(ren)二(er)名(ming),市、區(qu)(qu)優秀青年教(jiao)師(shi)一(yi)(yi)名(ming)。在(zai)(zai)中(zhong)(zhong)(zhong)山(shan)校(xiao)園(yuan)里(li),隨時(shi)可(ke)以看見學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)田(tian)(tian)徑(jing)訓(xun)練、乒乓球訓(xun)練、足球訓(xun)練等熱火朝天(tian)的(de)(de)場(chang)景。在(zai)(zai)訓(xun)練中(zhong)(zhong)(zhong)注(zhu)(zhu)重培養(yang)隊員的(de)(de)觀注(zhu)(zhu)能力(li)、分析(xi)(xi)能力(li),讓其(qi)“帶(dai)腦”運(yun)(yun)動(dong),“鉆”進運(yun)(yun)動(dong)這個學(xue)(xue)(xue)(xue)問里(li)。在(zai)(zai)理(li)解(jie)動(dong)作(zuo)要(yao)領中(zhong)(zhong)(zhong),完成(cheng)動(dong)作(zuo)技術(shu)(shu)(shu)(shu)要(yao)求,注(zhu)(zhu)重引(yin)(yin)導學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)邊實踐(jian)、邊分析(xi)(xi)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)會用力(li)方式和要(yao)領。通過淺顯、形象(xiang)地比喻與演示,結(jie)合(he)人(ren)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)的(de)(de)基(ji)(ji)本構造,讓他們領悟簡要(yao)的(de)(de)用力(li)原理(li);通過自我體(ti)(ti)(ti)(ti)(ti)(ti)(ti)驗(yan)、相(xiang)互觀察、評說、攝像輔助(zhu)(zhu)反饋等手段(duan),幫助(zhu)(zhu)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)“體(ti)(ti)(ti)(ti)(ti)(ti)(ti)會——觀注(zhu)(zhu)——分析(xi)(xi)——再(zai)實踐(jian)”,讓孩子們理(li)解(jie)、運(yun)(yun)用技術(shu)(shu)(shu)(shu),體(ti)(ti)(ti)(ti)(ti)(ti)(ti)驗(yan)成(cheng)功。在(zai)(zai)訓(xun)練中(zhong)(zhong)(zhong)學(xue)(xue)(xue)(xue)校(xiao)堅持全(quan)面打(da)基(ji)(ji)礎,夯實各(ge)項(xiang)(xiang)身體(ti)(ti)(ti)(ti)(ti)(ti)(ti)素質,落實運(yun)(yun)動(dong)技術(shu)(shu)(shu)(shu)合(he)理(li)化(hua)、細膩化(hua)的(de)(de)訓(xun)練原則(ze)。因(yin)此(ci),該校(xiao)隊員不僅在(zai)(zai)小(xiao)學(xue)(xue)(xue)(xue)階段(duan)成(cheng)績優異(yi),而且由于素質全(quan)面,技術(shu)(shu)(shu)(shu)細膩,運(yun)(yun)動(dong)路(lu)程均很長遠,可(ke)挖掘潛力(li)及(ji)擇項(xiang)(xiang)面較寬(kuan)。從98至今(jin),該校(xiao)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)育(yu)健兒破(po)區(qu)(qu)、市紀錄(lu)達(da)14項(xiang)(xiang),在(zai)(zai)各(ge)級各(ge)類比賽(sai)(sai)中(zhong)(zhong)(zhong)獲獎人(ren)數達(da)133人(ren)次。連(lian)續四(si)(si)年獲武(wu)(wu)昌(chang)區(qu)(qu)小(xiao)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)田(tian)(tian)徑(jing)運(yun)(yun)動(dong)會團(tuan)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)總分第(di)一(yi)(yi)名(ming),99年以來連(lian)續三(san)年獲武(wu)(wu)昌(chang)區(qu)(qu)冬季長跑比賽(sai)(sai)團(tuan)體(ti)(ti)(ti)(ti)(ti)(ti)(ti)總分第(di)一(yi)(yi)名(ming)。95屆畢業生(sheng)(sheng)(sheng)胡瑤瑤已多次獲全(quan)國少(shao)年組七項(xiang)(xiang)全(quan)能冠軍,積分排名(ming)全(quan)國第(di)四(si)(si),現作(zuo)為國選(xuan)隊員就(jiu)讀濟(ji)南大學(xue)(xue)(xue)(xue)。