The setting concept of subject-centered curriculum theory

1.4. What are the subject-centered curriculum and children-centered curriculum?

1. Subject-based curriculum refers to a teaching s

The setting concept of subject-centered curriculum theory

1.4. What are the subject-centered curriculum and children-centered curriculum?

1. Subject-based curriculum refers to a teaching subject composed of knowledge suitable for students' age characteristics and development level selected from various disciplines according to the training objectives and scientific development of the school. Also known as subject courses.

2. Child-centered curriculum theory is a curriculum theory established and developed on the basis of criticizing and surpassing herbalism curriculum theory. It completely negates all kinds of traditional views centered on the subject theme, and advocates taking students' interests, hobbies, motives and needs as the value orientation and children's social activities as the center to develop the curriculum. Its representative figure, the most famous is Dewey.

2. What are the four basic concepts of the new curriculum?

The four basic concepts of the new curriculum are:

1, focusing on students' development:

The classroom teaching evaluation of the new curriculum should embody the basic idea of promoting students' development. This concept is first embodied in the teaching objectives, that is, orderly teaching according to the scientific system of curriculum standards and teaching contents, realizing basic goals such as knowledge and skills, and paying attention to the formation of students' developmental goals.

Secondly, reflected in the teaching process, teachers should seriously study classroom teaching strategies, stimulate students' enthusiasm for learning, reflect students' subjectivity, encourage students to explore and achieve their goals efficiently.

2, strong * * * teacher growth:

According to the requirements of new curriculum evaluation objectives, classroom teaching evaluation should develop in the direction of promoting teachers' growth. Its focus is not to identify the results of teachers' classroom teaching, but to diagnose the problems raised by students in teachers' classroom teaching, formulate teachers' personal development goals and meet teachers' personal development needs.

3. Pay attention to teaching by learning;

In order to truly embody the student-centered and student-centered classroom teaching of the new curriculum, it is necessary to reform the traditional classroom teaching evaluation, embody the evaluation concept of evaluating teachers' teaching with students' learning, and emphasize the evaluation of classroom teaching quality with reference to students' current situation.

4. The teaching goal of the new curriculum is three-dimensional goal: knowledge and skills, process and method, emotional attitude and values.

(2) The setting concept of subject-centered curriculum theory is extended reading:

The fundamental task of curriculum reform is to fully implement the Party's educational policy, adjust and reform the curriculum system, structure and content of basic education, and build a new basic education curriculum system that meets the requirements of quality education.

The worship of "efficiency" in industrial economy determines that school education must impart knowledge in a simple and standardized way. Therefore, the subject curriculum based on knowledge classification has become the most important feature of curriculum structure.

In addition, the pursuit of the integrity, systematicness, logicality and authority of the knowledge system of various disciplines not only creates strict barriers between disciplines, but also gives textbooks supreme dignity.

In the process of curriculum implementation, knowledge based on textbooks is at the core and becomes the basis for restricting teachers and students' activities. In other words, knowledge becomes the purpose of the school curriculum system.

3. The representative of the subject curriculum theory

Representative figures of subject-centered curriculum theory: Spencer: Herbart; Bruna

First, Spencer's practical curriculum theory

The purpose and task of education is to teach everyone how to live a "perfect" life. He divided people's activities into five categories, and determined the teaching content according to the types of activities:

1, directly protect your activities. It requires an understanding of anatomy, physiology and hygiene.

2. Get the means of subsistence and indirectly protect your activities. Besides mastering basic skills such as reading, writing and calculation, you should also master knowledge of logic, arithmetic, geometry, mechanics, physics, chemistry, astronomy, geology, biology, sociology and foreign languages.

3. National preservation (i.e. nurturing) activities. It requires the study of physiology, psychology and pedagogy, so as to correctly carry out physical education, intelligence and moral education for children.

4. Fulfill social obligations. It is necessary to study history and "natural social history", that is, the phenomenon of social development.

5. Leisure activities to meet hobbies and emotional needs.

People need "the fun of nature, literature and art". "Without painting, sculpture, music and poetry, … life would lose half its essence". Although Spencer's educational content thought is based on bourgeois utilitarianism, it contains a wide range of subject contents and plays a great role in the struggle of the bourgeoisie.

In teaching methods, Spencer opposed the scholasticism popular in schools at that time, advocated that teaching should be based on students' automaticity, emphasized the role of interest in the teaching process, and pointed out that "children should be guided to explore and infer themselves" and told them as little as possible, and guided them to discover as much as possible. "

In the aspect of moral education, Spencer put forward that individual self-preservation is the most important moral principle, and thought that egoism and altruism must be coordinated with each other. And invented the moral evolution formula: egoism (concentration); Altruism (differentiation); The highest stage of morality-the harmony and balance between self-interest and altruism. In discipline, he opposed punishment and advocated the principle of natural consequences. [4]

Spencer's educational core thoughts mainly include the following aspects:

-Advocating science education and opposing classicism education;

-advocate independent education and oppose indoctrination education;

-Advocating education of happiness and interest, and opposing educational methods that ignore the laws of students' physical and mental development.

Second, Herbart's subjectivism curriculum theory

It advocates putting moral education first, but explains it from the perspective of subjectivism. It believes that people with noble morality are people with moral knowledge, moral thoughts and moral judgments, and advocates that school courses should adapt to people's various interests.

Herbart is a pioneer in making pedagogy an independent science, an advocate of "education and teaching" and an inventor of the teaching form stage, which occupies an important position in the history of modern western education.

Herbart clearly put forward the scientific problem of pedagogy. In his view, "pedagogy, as a science, is based on practical philosophy and psychology. The former explains the purpose of education; The latter explains the ways, means and obstacles of education. " He established the teleology of education on the basis of philosophy, the teaching theory on the basis of psychology and the moral education theory on the basis of ethics, thus laying the foundation of scientific pedagogy.

Herbart clearly put forward the idea of "education and teaching" for the first time in the history of western education. Before Herbart, educators usually studied and expounded moral education and teaching respectively, and education and teaching were usually given different purposes and tasks. Herbart's pioneering contribution lies in clarifying the connection between education and teaching. He clearly pointed out that "there is no concept of" teaching without teaching ",just as on the other hand, I don't admit that there is any" teaching without teaching ",and pointed out that" moral education cannot be separated from the whole education, but is inevitably, extensively and profoundly linked with other educational issues ". Therefore, moral education is implemented on the solid foundation of subject teaching, which has the task of moral education, which has become the basic principle of education and promoted the development of educational theory.

Herbart also put forward the stage theory of formal teaching according to the theory of apperception. He divided the teaching process into four stages: clarity, association, system and method. Among them, "clarity" means clearly perceiving new textbooks; "Association" means that students apply systematic knowledge to practice through certain forms of exercises and homework to check whether they correctly understand and master the new knowledge they have learned. Later, Balter's impressive students Ziller and Ryan developed into five stages: preparation, prompting, association, generalization and application, which provided the front-line teachers with a teaching model that was easier to understand, master and apply. Kailov, a Soviet educator, evolved it into five steps, namely, review, introduction, explanation, summary and practice.

Third, Bruner's theory of subject structure curriculum.

The essence of learning is to connect similar things and organize them into structures that give them meaning. Learning is the organization and reorganization of cognitive structure. The study of knowledge is to form the knowledge structure of various subjects in students' minds. In short, according to Bruner's point of view, knowledge learning is to form a certain knowledge structure in students' minds. This knowledge structure is composed of basic concepts, basic ideas or principles in subject knowledge. The structural form of knowledge structure is formed by the coding mode of human coding system, which can be expressed by three reproduction modes. The value of knowledge structure depends on simplifying data, generating new propositions and improving the ability to use knowledge.

Bruner believes that knowledge learning includes three almost simultaneous processes, namely, acquiring new knowledge, transforming old knowledge and checking whether knowledge is appropriate.

The acquisition of new knowledge is an active cognitive process. This cognitive process is based on the existing cognitive structure composed of relevant knowledge and experience, either accepting more refined knowledge than before or accepting knowledge contrary to previous knowledge. The learning process of new knowledge is the conceptualization and typology of cognitive activities.

The way to understand and master new knowledge depends on the way one classifies and connects the information in his world. The sum of these ways constitutes a coding system for a person to understand and master knowledge. Bruner interprets the coding system as "a set of incidental, non-specific categories", which constitute a person's three replication modes.

Therefore, a person's coding system constitutes a person's knowledge structure. A person's coding system determines how people will form a knowledge structure. Coding system is a hypothetical structure that cannot be directly observed, but it can be inferred from the nature of the observed events. The coding system is not static, it can be changed and reorganized frequently. The change and reorganization of coding system marks the change or development of a person's way of understanding and mastering knowledge.

4. Briefly describe the subject-centered curriculum theory.

Disciplinary characteristics of management:

(1) Management is a discipline that integrates theory and application;

(2) Management is qualitative.

The science of the unity of quantity and quantity;

(3) Management is a soft subject; Management has distinct characteristics of the times;

(4) Management is a discipline that combines natural attributes and social attributes.

5. What is the subject-centered curriculum theory?

It refers to the teaching theory of selecting knowledge suitable for students' age characteristics and development level from various disciplines according to the training objectives and scientific development of the school.

6. What are the theoretical schools of the curriculum and their basic viewpoints?

1. knowledge center curriculum theory

Knowledge-centered curriculum theory, also known as discipline-centered curriculum theory, is represented by Spencer in Britain, Herbart in Germany and Bruner in the United States. This theory holds that school curriculum should be based on subject classification, with subject teaching as the core and the goal of mastering basic knowledge, basic laws and corresponding skills of subjects. Since World War II, this curriculum theory mainly comes from "essentialism" and "eternity".

Essentialism, represented by Baglai, emphasizes that the content of curriculum should be the "same element" of human culture, and puts forward that the interests of the country and the nation should be considered first in the principle of curriculum setting. The most effective and efficient way for school curriculum to provide students with differentiated and organized experience, that is, knowledge, is subject curriculum. The important feature of this course is that it consists of several disciplines, each of which has its own specific organization. In other words, Elements focuses on the teaching of traditional subjects and systematic knowledge.

Eternism further elaborated the superiority of famous books and textbooks, and thought that learning famous books can challenge a person's intelligence more than learning ordinary textbooks, and can promote the development of students' wisdom. In other words, eternalism emphasizes that the value of traditional eternal subjects trained rationally is higher than that of practical subjects and should be the core content of the curriculum.

2. Social-centered curriculum theory

It can also be called the curriculum theory of social reformism, represented by Brameld and freire. He believes that the course should pay attention to the problems of contemporary society, the main functions of society, the social phenomena that students care about, and the social transformation and social activity plan. This theory pays little attention to the knowledge system of the subject, and holds that courses should be organized around major issues in contemporary society to help students develop in society.

3. Learner-centered curriculum theory

It mainly includes empirical curriculum theory and existential curriculum theory.

The empirical curriculum theory is represented by Dewey. He believes that the traditional curriculum centered on discipline is not desirable and should be replaced by the curriculum centered on children's activities. Dewey believes that curriculum must be related to children's social life and should take children as the starting point, center and purpose. In addition, the organization of the curriculum should be psychological, the order of children's psychological development should be considered, and children's existing experience and ability should be fully concerned.

The curriculum theory of existentialism is represented by Naylor. He believes that the curriculum should ultimately be determined by the needs of students. In the view of existentialism, it is not appropriate to prescribe a fixed curriculum for students. Textbooks should be regarded as a means of self-development and self-realization, and students should not be dominated by textbooks, but should become the masters of textbooks. Knowledge and effective learning must have personal significance and be related to people's real purpose and life. In addition, existentialism believes that humanities should be the focus of the curriculum.

7. What is the concept of curriculum reform?

1, focusing on quality education for all students.

Improving students' basic quality and skills in an all-round way is the central task of the new curriculum reform. Only by conscientiously implementing the spirit of the new curriculum reform can we truly embody the essence of quality education, which is unprecedented.

2. Constructivism is the guidance.

According to students' intellectual structure, knowledge structure and teachers' professional ability structure, the basic principles and concepts of the subject and their internal knowledge structure are taught to students by means of optimized combination, so as to cultivate students' innovative consciousness and inquiry ability and really give play to students' initiative in learning activities. This theory embodies the characteristics of real teaching: high thinking, deep knowledge, integration with practice, extensive communication and social support for students' progress.

3. Inquiry learning.

It is "the most effective, active and stimulating students' imagination and creativity". Based on developing people's potential and strengthening students' interest. It is an important and effective measure to solve the current exam-oriented education problems.

4. Open mode.

With the opening of the curriculum, teachers should go out of the monotonous classroom and see the outside world through the media. Construct students' knowledge and emotion through an open educational resource environment.

5. Creative courses.

Under the standard of curriculum, the curriculum is jointly created and constructed by teachers and students. Education must go beyond textbooks, and the generalized media teaching resource environment plays an irreplaceable role in this respect. Teachers should not be slaves of textbooks, but developers and researchers of courses.