Curriculum definition analysis
Shi
The course is a broad and meaningful term, for different people, in different situations, courses may mean different things. If we will find a simple investigation around the people around, almost all people think that they know what their courses, but the definition of it is really.
According to our opinion, the course definition must have, because this is an essential tool for our communication courses theory and practice. However, now you should seek a specific, accurate course definition and usage, and is not recognized by everyone, which is neither realistic or impossible. The important thing is to make you realize that the definition and use of each course implies a specific ideology and a certain belief in education, and indicates which aspects of its most concerned. In other words, we must first understand what the courses refer to others are implicitly implied by philosophical hypothesis, value orientation, and the meaning of educational practice, and explore the way relatively reasonable courses.
I. Analysis of the word source of the course
In my country, the term "course" is seen during the Tang Song Dynasty. Tang Dynasty Peng Yingda is "the Book of Songs. Xiaoya. Xiaoyu" in the "奕 寝 庙 子 子" sentence: "Maintaining the course, the sake of the monarch, is according to the legal system." But he uses the meaning of this word and us now Usually, what is said, the meaning of the course is far away. Zhu Xi, Zhu Xi, many times in the "Zhu Zi", the atrology, "such as" wide term, tight courses "," Xiaoli curriculum, big work ", etc. Although he is just mentioning the course, it is not clearly defined, but it means it is clear, that is, the homework and its processes. This is basically similar to what many of us now understand the course.
In the English World, a Curriculum, the earliest, what is the most valuable knowledge of H.Spencer? "(1859). It is derived from the word "currere", meaning "Run-Course). According to this source, the most common course definition is "Course ofStudy), also known as a course. This explanation is very common in English, whether it is the British Oxford dictionary, or a US Weber Dictionary, or even some educational professional dictionary (such as the International Education Dictionary ", which is explained in this way. The course can refer to a journal, It can refer to all the jukes provided by the school. This is basically consistent with the interpretation of narrow courses and generalized courses on some educational stories in my country.
However, in the contemporary course literature, this kind of association has received more and more criticism. Amendment, even some people have put forward different views on the Latin pixel of the term. Because "currere" is meaning "runway", the focus is on "Tao", so that different tracks are designed to design different tracks, which will lead to a traditional course system. The "currere" verb form refers to "running", focusing on "running", so that you will be in an individual's understanding of your own experience. Because everyone is looking for their significance from a large number of things, and discovers their causes, imagine and create their future in the future. In other words, the course is a serious understanding of his life. Since only understanding of others and this world, you can better understand yourself, interpersonal interaction is an important part of the course. In this way, a completely different course theory and practices have been obtained.
It can be seen that even which stems of the choice course is also very important, because this will lead two distinct courses and curriculum practices. In fact, an analysis of various curriculum definitions can help us understand the course. Second, several typical courses definitions
Open all kinds of educational monographs, very few do not mention the course. But the definition of the course is the benevolent, and the wise is witnessed. A suitable way to treat these definitions is to examine how these authors use this term, which implies basic hypothesis and orientation, and its meaning of education practice, and reflect on this basis.
Incident, the definition of the course has the following:
(1) Teaching subjects
Take the course with the subjects that have been taught, in history. The ancient Chinese courses are courteous, music, shoot, royal, book, six art; the course in the early Middle Ages has cultural law, rhetoric, dialectics, arithmetic, geometric, music, astronomical seven art. In fact, Western schools are based on this, and gradually establish a curriculum system at all levels. In the earliest English "Course", Spencer, which is also an angle of academic studies in guiding human activities to explore the value of their knowledge and training. At present, my country's "Sea", "China Encyclopedia", and numerous "education" teaching materials, also believes that the course is disciplinary, or all the disciplines of students - a general course, or to a subject - - Narrow course. This definition is deeply rooted in people's minds, as long as several primary and secondary school teachers or principals describe what is said, they can be slightly spared.
However, only paying attention to teaching subjects, ignores students 'mental development, emotional cultivation, creative performance, personality training, and teachers' interaction, etc. These dimensions have significant impact on students. In fact, the school provides students from the student, far exceeds the discipline scope of formally included courses. The essence of this definition is to emphasize the role of school to teach students. Some provinces and cities are now officially included in the course reform, which shows that the course is not surprising to the course.
(2) Curriculum is planned teaching activities
This definition will design the scope, sequences and processes, and even the design of teaching methods and technology, in summary, combining all planned teaching activities, with a more comprehensive view of the course.
However, this definition is doubt. What is "planned"? People will have a big difference in understanding this. For example, some people think that the course refers to the scope and arrangement of the school education program. Such as teaching programs, syllabus (now the trend of integration of curriculum standards), textbooks, teaching reference books, exercises, and even less teaching plan of teachers. But some people think that many teaching activities are based on non-written programs after careful observation of teachers' teaching activities. When people who have a teacher know that the plan is much more wide than a written plan.
In addition, the planned teaching activities arranged as the main feature of the course, often focusing on the observational teaching activities, rather than placing in the psychological experience of students. For example, check whether the teacher implements certain teaching activities, it is easy to make these activities itself into the purpose, ignoring the purpose of these activities, that is, activity on student learning process and personal quality.
(3) The course of the course is expected
This definition has a great impact in the North American curriculum theory. Some scholars believe that courses should not be active, but should directly pay attention to the expected learning results or goals, and turn the focus from the means. This requires a set of structures, sequenceful learning results in advance; all teaching activities are to achieve these target services.
However, research shows that there is always a difference between the things that should happen and the actual thing. In the course practice, the expected learning goals are developed by the course decision makers, as the curriculum implemented, and organize classroom teaching activities in accordance with these objectives. Objectively, the development process of the course target is separated from the implementation process, and both cannot be exactly the same. Therefore, some people have proposed that the gap between the target and implementation goals should be the basic focus of course research. In addition, the focus is placed on the expected learned results, and the non-expected learning results will be ignored. Studies have shown that the nature of teachers and students 'interaction, school culture or hidden courses have a great impact on students' growth. Therefore, although all students have shown expected results from the surface, all students have shown the expected results, but this result is very different for different students.
(4) The course of learning is learning
US educator Dewey (J. Dewey), according to the practicalism, opposing "courses are the idea of activities or pre-decisions". In his view, the means and purpose is a continuous body. This derivatives: The means and the purpose are two inseparable parts of the same process. The so-called course, that is, the student's learning experience.
Students are considered to be very potential, unique learners, so students' experience is the most important. Although experience is to pass activities, the activities are not the critical. For example, the American course expert Taylor (R.W.TYLER) has compared learning content, learning activities and learning experience in his famous "basic principles" of curriculum and teaching, and analyzed that learning experience refers to The interaction between students and external conditions in the environment. Students' learning depends on what he has done, not what teachers do. In other words, who has learning experience is the courses that students actually realize or realize. At present, some of the Western humanism and interpretation course will tend to this point of view, although their respective positions are different, they have begun to turn the priority from the textbook to individuals.
Defining the course as learning experience is trying to grasp the students' actual learning. Because experience is formed in the reflection of students 'learning activities, the course refers to the meaning of students' experience, rather than the facts to be reproduced or to demonstrate.
In theory, it seems to be very attractive as an individual's experience, but it is difficult to practice in practice. In actual teaching situations, a teacher is difficult to meet the unique growth requirements of four or fifty students, and it is difficult to develop a curriculum plan for each student. In addition, this course is definitely extensive, including students' personal experiences, so that they have not started research.
(5) Curriculum is a cultural renewable product
Some people seem to have a course in any social culture. In fact, it is true (should also be) reflection of this social culture, the responsibility of school education is to renew the knowledge and value of the next generation. The government's relevant departments require national needs to specify the knowledge, skills, and professional educators' tasks to consider how to convert them into students can be passed.
In thinking that the course should not be criticized to reproduce social culture, in fact, the current situation has reached a full state, that is, the improvement of social and cultural changes is no longer needed. However, the real social culture is far like these people thinking. Some scholars in Britain pointed out a lot of prejudice in their societies. After unfair phenomenon, if educators believe that the course does not need to pay attention to the change of social culture, the exemption will be permanently. Of course, the problem is not in schools in one of social institutions, whether it can have a certain impact on society.
(6) The process of social transformation of the course
Some radical educators believe that the course is not to adapt students or obey the social culture, but to help students get rid of the shackles of social systems. Some people think that the course is a "lazy giant", which is always behind the trend of turning in society. Therefore, some people put forward the slogan of "school dare to build a new social order". They asked the course to focus on contemporary social problems, socially disadvantages, social phenomena of students concerned, as well as transformation of social and social activities. The course should help students have developed in society, helping students learn how to participate in social planning, which requires students to have a critical awareness. In this regard, the most influential representatives of today is P.freir-E, Brazil. He criticized the capitalist school course has become a tool for maintaining social status, which acts as a mediator between the people and the importance of the people, so that the people are willing to be affordable or attributed to their own nature. Therefore, he advocates that the course should make students get rid of blindly imposed the world view from the outside, which requires students to play a major role in planning and implementing courses.
However, in society, the school is not a particularly influential institution, it is not enough to have a strong politicism to promote a major change in society. Therefore, it is believed that the school course can guide the role of social changes, that is not too true. Most importantly, different social systems have essentially different social transformation.
Each of the above courses is defined, and there are some active features, but there is also a significant defect. It can be expected that the debate of the course definition will continue.
Third, the way the course definition
Differences in the course definition are an objective existence. How to construct a definition of these conflicts? In our opinion, it is better to investigate its social background, understanding of the basis and methodology of their social background, understanding, which will help us understand the course.
(1) Social background
Each course definition is like every course of course, is in a specific historical period, and there is a specific political and economic background. For example, Australian courses, Smith (T., Smith) and Lowt (t.j.lovat) were found in some influential curriculum reforms in the past 100 years, and found that every time the economy is strong, job hunting opportunities. Few people pay attention to the school courses; when there will be many people, there will be many people accuse the school course. The business owner and the public often find young people to blame them in the relevant knowledge skills, and the state will pay attention to the specificity of the course goals. Therefore, when the Western economic boom is booming in the early 1970s, the curriculum experts put a focus on individual experience, and set a variety of courses planning; and in the 1980s, the economy is free to freely The known UK began to establish a "national course", which is not a chance. In addition, it is said that it is used as a structural course used as a tool for military competition with the former Soviet Union, and now it has become a tool that competes with Japan. No wonder Smith and Lowt will conclude that each course definition may reflect its historic, social, economic, political background.
(2) Foundation of Acceptance
Any course definition involves the nature of knowledge, pay attention to some assumptions implicitly imposed by each course definition. Some curriculum definitions seem to show that "knowledge is the same in any place", and some curriculum definitions implies "knowledge is something that is personal active." To a certain extent, a certain knowledge of knowledge determines what kind of course definition will be adopted.
If knowledge is fixed, it is impossible to change it in any way, then it will tend to treat the course as a knowledge system that must be delivered to the students in accordance with the provisions. Teachers play an authoritative role to ensure that the real knowledge system is faithfully delivered. The control of the course should be in the hand of the discipline, because they know more about the knowledge system of the disciplines than others. The definition of the course will pay attention to the specific objectives, content systems, and complimentary tests. Conversely, if knowledge is the ability to move, changing things, it is important that the individual's active construction will tend to treat courses as promoting and helping students to explore, and experience the means around them. Teachers should teach as much as possible, let students master the skills of independent learning to ensure that the new generation is ready for changing world. This inferred that the course is not a few experts, but to make teachers. Students, parents and related human soils participate in the greatest participation. The goal of the course should be flexible, to take into account the needs of different students. The curriculum should be placed on programs that can lead to independent learning, not subject content.
Of course, this is only two extremely extreme views, and the knowledge that people usually hold is much more complicated than this, so the curriculum is more difficult. This shows that we must also explore the influence of various collaborative theory to definition, and then on the construction and practice of curriculum.
(3) Results and processes
Another problem worth noting when examining the course definition is that it focuses on the process, or placed on the results or products, or the integration of both.
For example, the course is defined as a teaching subject or a teaching outline and a course literature, often will not include things happening in the classroom when teaching these disciplines, such as what strategy or organization, what kind of experience will have, etc. But some people believe that the knowledge about the education process is only a very small number, and many educational theories are likely to be inappropriate. Therefore, according to these educational theories, there is a matter of specific provisions, it is likely to be harmful to students, and the focus is conducive to the flexibility of teachers and students, and thereby proposes the process of curricula.
Obviously, the above two curriculum definitions are separated from the results, which in theory seem to be easy to see, but in practice, we tend to stand at some point between the two ends. How to reasonably integrate these two, is a topic in front of us.
(4) Levels defined by the course
Different courses are defined, sometimes referring to courses on different hierarchies. American scholar Gudled (J.I.Goodlad) has made this better instructions. In his view, people often refer to the same meaning when talking about the course. He believes that there are five different courses. The first is an ideal course that refers to the courses that should be opened by some research institutions, academic groups and courses. If someone proposes a course in an open education or health education in secondary school, it is an ideal course to demonstrate its necessity. The impact of this course depends on whether it is officially adopted and implemented. The second is a formal course that refers to the curriculum plan and teaching materials set by the Education Administration. Many people understand the course refers to such courses. The third is a comprehensible course, that is, a course that the class teacher is appreciated. Since teachers have a variety of explanations for formal courses, teachers have a certain distance between the course actually or what should be, there will be certain distances between formal courses, thereby weakening some of the impact of the formal course. The fourth is the implementation of the course, that is, the course actually implemented in the classroom. Observing and research have shown that there will be a difference between the course of teachers' meeting and the courses they actually implement. The fifth is an experienced course, that is, the student actually experiences. This is made of student getting things obtained from the implementation of the courses and the views of these things. The way to identify this course includes: student questionnaire, conversation, and inference according to the observation of students.
It can be seen that the course has experienced several conversions from the plan, prepared to implement, from course decision makers, compilation to teachers and students. In fact, some curriculum definition is concerned about a level of courses, and some put the focus at another level. Of course, pay attention to the courses of different levels, it also reflects the basic views and orientations of the definition author. This article is not concerned with a precise course definition, but is concerned about the nature of the course. Nowadays, there are many courses, each has its specific social background, and all of the author's basic assumptions and value orientations are hidden. In fact, each course definition has a text or incomplete course theoretical basis, and there will be another special discussion on this. For educators, it is important to choose some or another definition, but to be aware of the issues raised by various curriculum definitions to make effective decisions based on the requirements of course practice.
