Course types, theories, objectives, contents, design and development, implementation evaluation and reform.

1. course: study and progress. As a technical term, it first appeared in the book What Knowledge is Most Valuable by British educator Spencer. 19 18, American scholar bobbitt published "On Curriculum", which marked the birth of curriculum as a special research field and the first monograph on curriculum theory in the history of education.

2. Four types:

1) According to the organizational form of the course content, it is divided into sub-disciplines and comprehensive disciplines. Definition (the former is the curriculum organization mode of a single discipline, and the latter is to break the knowledge field of traditional disciplines and combine two or more disciplines to form a new discipline). Features (the former has three aspects: one is to emphasize knowledge and design courses from different knowledge systems; The second is to write courses with the internal logic system of knowledge as the core; The third is to attach importance to the theoretical knowledge of the subject and emphasize the teaching of basic concepts, basic principles, laws and facts to students. The latter is an improved type of subject curriculum and still has the nature of subject curriculum. The leading value (the former lies in enabling students to acquire logical and organized cultural knowledge. The latter lies in promoting the all-round development of students' understanding and forming a vision and method for comprehensively grasping and solving problems. Advantages (the latter has three aspects: first, it is conducive to promoting the integration of knowledge; Second, it can promote the renewal of curriculum content and close the connection between teaching and social practice; The third is to cultivate students' ability to comprehensively analyze and solve problems. Disadvantages (the former includes: too many subjects, too many branches. The latter has three aspects: first, it is difficult to compile teaching materials; Second, teaching is difficult, and it is difficult for teachers who are only proficient in knowledge to be competent for the teaching of comprehensive courses; Third, it is difficult to provide students with systematic and complete professional theoretical knowledge, which is not conducive to the cultivation of senior professionals. )

2) According to the inherent attributes of the discipline, it is divided into sub-discipline courses and activity courses. Definition (the former is based on cultural knowledge, according to certain value standards, selecting certain contents from different knowledge fields or academic fields, and organizing the selected knowledge into subject courses according to the logical system of knowledge. The latter, also known as children-centered curriculum and experience curriculum, is an activity-centered curriculum that breaks the logical organizational boundaries of disciplines and starts from children's interests and needs. Features (The former is the oldest and most widely used course type. China Ancient Six Arts and Western Seven Arts are the earliest subject courses. The latter has three aspects: one is to design courses according to children's needs, interests and personalities; The second is to compile the curriculum centered on the order of children's psychological development; The third is to encourage children to explore, try and make mistakes and learn methods in activities. Leading value (the former is to inherit human civilization, so that students can master, inherit and develop the knowledge and cultural heritage accumulated by human beings for thousands of years. The latter is to let students get direct experience and real experience about the real world. )

3) According to students' learning requirements, it is divided into compulsory courses and elective courses.

4) According to the subjects of curriculum design, development and management: national curriculum, local curriculum and school-based curriculum.

5) According to the presentation of courses, there are explicit courses and implicit courses. Definition (explicit courses, also known as open courses, are courses presented in a direct and obvious way in the school situation. Courses presented in an indirect and implicit way in the hidden school situation. ) characteristics (planning is the main feature of explicit courses, and it is also the main symbol to distinguish explicit courses from implicit courses. Implicit curriculum comes into being with explicit curriculum, and there is no implicit curriculum without explicit curriculum. Hidden course: One-on-one study: A student can get excellent math scores, but if he learns to hate math for some reason in the process of learning math, it can be predicted that he will probably never take the initiative to delve into math problems again after leaving school. Attached learning: the attitude, interest and emotion that students consciously or unconsciously accept when learning the formal curriculum content. There are three main forms of expression: conceptual hidden curriculum (in-school, style of study, educational concept, teaching style, three views, etc. ), material hidden courses (school buildings, classroom layout, campus environment, etc. ), institutional hidden courses (school management system, school organization, class management mode, class operation mode, etc. ), as well as psychological hidden courses (interpersonal relationship, unique mentality of teachers and students, behavior patterns, etc. ) )

3. Three schools of curriculum theory:

1) Subject-centered curriculum theory: also known as knowledge-centered curriculum theory, represented by Spencer, Herbart and Bruner. There are three main points: first, the purpose of school education is to pass on the cultural and scientific knowledge accumulated by human beings for thousands of years to the next generation, and the essence of these cultural and scientific knowledge is included in various disciplines set up by the school. Second, the teacher's task is to teach students all kinds of knowledge, and the students' task is to master all kinds of knowledge prepared for them in advance. Third, the school curriculum should be based on the classification of disciplines, with discipline teaching as the core, with the goal of enabling students to master the basic knowledge, basic laws and corresponding skills of disciplines. Advantages (first, it is conducive to imparting systematic subject knowledge and inheriting human cultural heritage; Second, pay attention to students' systematic study of knowledge, so as to facilitate students' mastery and application of knowledge; Third, influenced by a long tradition, most teachers are used to it; Fourth, the composition of the course is relatively simple and easy to evaluate. Disadvantages (first, it is easy to separate the knowledge of various disciplines, and students cannot learn in the connection between the whole and knowledge; Second, the curriculum is completely based on the needs of adults, ignoring or even ignoring children's interests and needs, which is not conducive to teaching students in accordance with their aptitude, and easily leads to the disconnection between theory and practice, which leads to students applying what they have learned; Third, all subjects are prone to unnecessary repetition, which increases the learning burden of students. )

2) Activity-centered curriculum theory: also known as children-centered curriculum theory and experience curriculum theory, represented by Dewey and Ke Qubo. Main viewpoints (advocate that the educational content should be closely related to children's social life experience, and design the content and structure of the curriculum with children's activities as the center from children's interests and needs, so that the curriculum can meet children's current interests and needs. Advantages: (1) Attach importance to students' psychological preparation for learning activities, satisfy students' interest in curriculum design and arrangement, and have great flexibility, which is conducive to mobilizing students' initiative and enthusiasm for learning; Second, it emphasizes practical activities, attaches importance to students' direct experience through personal experience, and requires students to actively explore, which is conducive to cultivating students' ability to solve practical problems; Thirdly, it is emphasized that carefully designing and organizing courses around various fields of real social life is beneficial for students to gain a complete understanding of the world. Disadvantages (first, exaggerating children's personal experience, ignoring the logical order of knowledge itself, affecting systematic knowledge learning, only allowing students to learn some fragmentary knowledge, and ultimately leading to a decline in teaching quality. Second, there are no specific and clear curriculum standards and teaching materials, and the teaching materials for activities depend on children's interests and needs, so the activity courses are often random and narrow. )

3) Social centralism curriculum theory: also known as social reformism curriculum theory, represented by Brameld. Key points (1) The focus of the course should be the problems of contemporary society, the main functions of society, social phenomena that students care about, social transformation and social activity plans. The second core view is that courses should not help students adapt to society, but should establish a new social order and social culture. Features (first, advocate students to participate in society as much as possible; Second, it advocates that the curriculum should focus on a wide range of social issues for course center. Advantages (first, attach importance to the relationship between education and society, curriculum and society, and design courses according to social needs, which is conducive to serving social needs; Second, paying attention to the comprehensive study of various subjects is conducive to students mastering problem-solving methods. Disadvantages (1) one-sided emphasis on social needs, ignoring other factors that restrict the curriculum, such as students' own needs. Second, ignoring the systematicness of each subject is not conducive to students mastering the systematic knowledge of each subject; Third, the role of education has been exaggerated, and many social problems cannot be solved by education alone. )

4. Course objectives: the specific objectives and intentions to be achieved by the course itself. It is the most critical standard to guide the whole lesson preparation process.

1) The basis for the establishment of curriculum objectives: research on students, research on society and research on disciplines.

2) Three-dimensional curriculum objectives: knowledge and skills objectives (two foundations: basic knowledge and skills), process and method objectives (to enable students to learn to learn), and emotional attitude and values objectives (to stimulate students' emotional * * * in the teaching process, to trigger their positive attitude experience and form correct values).

5. Curriculum content: it is the core element of the curriculum, and it is a knowledge system and experience system selected from the human experience system according to the curriculum objectives and organized according to a certain logical order of disciplines and the needs of children's psychological development.

1) Course content: indirect experience+direct experience. The former is theoretical and systematic book knowledge and the main source of course content; The latter is the perceptual knowledge that students need to learn book knowledge, and it is the supplement and perfection of the course content.

2) The organizational form of the course content: linear and spiral (difference: whether there is repetition before and after the content. The former has no repetition before and after, while the latter has repetition before and after the same course content, which is continuously expanded and deepened, step by step); Vertical organization and horizontal organization (the former: according to the logical order of knowledge, from simple to complex, from easy to difficult, from concrete to abstract, from existing to unknown, etc. ); The latter: breaking the knowledge boundary between the subject and the traditional knowledge system, organizing the course content according to the development stage of students and the problems that society and individuals need to discuss in the development stage of students, and forming a relatively independent topic. ); Logical order and psychological order (the former organizes course content according to the internal relationship between subject system and knowledge; The latter organizes course content according to the characteristics of students' psychological development. )

3) Cultural organization form of curriculum content: curriculum plan, curriculum standards and teaching materials are also three levels of curriculum design. Definition (curriculum plan: a guiding document on school education and teaching formulated by the education administrative department according to certain educational objectives and training objectives. Curriculum standard: under the guidance of certain curriculum theory, according to the training objectives and curriculum plan, a guiding document on the content of teaching subjects, teaching implementation suggestions and curriculum resources development is compiled in the form of an outline. Teaching materials: materials for teachers and students to carry out teaching activities. ) content (course plan: subject setting, subject order, class time allocation, school year preparation, school year week arrangement; Among them, the curriculum, that is, which subjects to offer, is its central and primary issue. Curriculum standards: the nature and position of the curriculum, the basic concept of the curriculum, the thinking of curriculum standard design, curriculum objectives, curriculum content, teaching implementation suggestions, the development and utilization of curriculum resources, etc. Teaching materials: textbooks, handouts, lecture outlines, reference books, activity guides, and various audio-visual materials. Function (curriculum plan: the basic program of running schools at all levels and types, the important basis for organizing education and teaching, the basic basis for arranging the whole curriculum inspection and measuring the work and quality of schools. Curriculum standards: the direct basis for teachers to carry out teaching, an important standard to measure the teaching quality of various subjects, the basis for compiling, evaluating and testing teaching materials, and the basis for national management and evaluation of courses. Textbook: The main materials for students to acquire systematic knowledge and learn in school are the main basis for teachers to teach. Mastering the content of teaching materials is an important condition for teachers to successfully complete their teaching tasks. The basic principles and requirements for compiling textbooks (1) are scientific and ideological according to the characteristics of different disciplines; Second, emphasize the basic content; Third, on the premise of ensuring scientific nature, pay attention to the applicability to most students and schools; Fourthly, in the arrangement of teaching materials, we should unify the internal logic of knowledge and the requirements of teaching methods; Fifth, the compilation form of teaching materials should be conducive to students' learning and meet the requirements of hygiene, pedagogy, psychology and aesthetics; The compilation of teaching materials should take into account the relationship between the contents of different disciplines in the same grade and the financial relationship between teaching materials in different grades in the same discipline. )

6. Curriculum design: under the guidance of certain curriculum concepts, formulate curriculum standards, select and organize curriculum content, and preset learning activities and processes.

7. Curriculum development: through analyzing the needs of society and learning, determine the curriculum objectives, then select the teaching content and related teaching activities of a certain subject according to this objective, plan, organize, implement, evaluate and revise, and finally realize the whole working process of the curriculum objectives.

1) Curriculum development mode: goal mode (basic principles of curriculum and teaching, Taylor principle: four-paragraph theory, determining educational goals, selecting educational experiences, organizing educational experiences, and evaluating educational plans); Process Model (Introduction to Curriculum Research and Development) Stenhouse emphasized that curriculum development should focus on the process, not the purpose. Don't specify a goal in advance. ); Situational model (theoretical basis: Lawton's cultural analysis theory, the integrated curriculum development model of the former two. Five steps: situation analysis, goal expression, lesson plan formulation, clarification and implementation, inspection, feedback, evaluation and improvement)

8. Curriculum implementation: The process of putting the curriculum plan into practice is the basic way to achieve the expected curriculum goals. There are three orientations (loyalty orientation: faithfully implementing the curriculum plan; Orientation of mutual adaptation: mutual adjustment, change and adaptation; Creative orientation: the curriculum plan is just a tool to choose and experience the creative life process)

9. Curriculum evaluation: based on certain evaluation criteria, through systematic collection of relevant information, various qualitative and quantitative methods are adopted to make value judgments on curriculum planning, implementation, results and other related issues, and seek ways for improvement.

1) Curriculum evaluation model: objective evaluation model (Taylor: the father of contemporary curriculum evaluation, he believes that the purpose of education is to change students' behavior, and evaluation is to measure the actual change degree of students' behavior. ); Objective To deviate from the evaluation model (Screvane) and shift the focus of evaluation from the expected results of the curriculum plan to the actual results of the curriculum plan. ); CIPP evaluation model (background evaluation, input evaluation, process evaluation and result evaluation)

10. Curriculum reform of basic education: the core of education reform is curriculum reform, and the core concept of curriculum reform is that education is people-oriented and everything is for the development of every student, that is, paying attention to every student, their emotional life and experience, and their moral life and personality cultivation.

1) What is the specific goal of the basic education curriculum reform? Curriculum function (imparting knowledge VS teaching), curriculum structure (subject-oriented, many subjects, lack of integration VS balance, comprehensiveness and selectivity), curriculum content (miscellaneous VS obsolete, strengthening the connection with students' life and times), learning methods (rote learning VS autonomous learning, inquiry learning, cooperative learning), and curriculum evaluation (screening and selecting VS to promote students' development, teachers' improvement and curriculum development).

2) Curriculum structure reform: 1 Set up nine-year compulsory education curriculum as a whole: give priority to comprehensive courses in primary school; Junior high school has set up a course that combines sub-disciplines with integration. 2. Main subjects in high school. Offering comprehensive practical activities as a compulsory course from primary school to high school. The curriculum of rural middle schools should serve the local social and economic development. Characteristics of curriculum structure/Three principles of curriculum structure adjustment/Different from traditional curriculum structure: balance, comprehensiveness and selectivity.

3) Comprehensive practical activities: 1 is a compulsory course stipulated by the national compulsory education and ordinary senior high school curriculum plan, which is set side by side with subject courses and is an important part of the curriculum system. It is managed and guided by the local government, and the specific content is mainly formulated by the school. 3 from the first grade of primary school to the third grade of high school. Content: information technology education, labor technology education, community service and social practice, research-based learning.

4) Educational ideas under the new curriculum reform: teaching ideas (promoting individuality, creating perfection+learning excellence), students' ideas (formula: two independent students+two perfect students) and teachers' ideas (role: promoting research; Behavior: Respect leads to contradiction)

Teaching view under the new curriculum reform: 1 quality education is an education with the fundamental purpose of improving the quality of the people; Second, education to promote students' personality development; 3. Pay attention to the education of cultivating students' innovative spirit and practical ability; 4. Education for all students; 5. Education to promote students' all-round development. 6. From educator-centered to learner-centered; 7 From imparting knowledge to teaching students to learn; 8. The process from emphasizing the conclusion to emphasizing the conclusion; 9 from paying attention to disciplines to paying attention to people

People-oriented view of students: 1 thinks that students are independent people, an objective existence independent of teachers' will, the subject of learning and the subject of responsibilities and obligations; 2 think that students are unique people, and each student has his own uniqueness; 3 think that students are developing people, people with great development potential and people in the process of development; 4. Education should be fair and open to all students, and every student has the right to education; 5 think that education should promote the all-round development of students.

Teachers' view under the new curriculum reform: 1 From the perspective of the relationship between teaching and curriculum, teachers should be the developers and builders of the curriculum; From the relationship between teaching and research, teachers should be researchers of education and teaching; From the relationship between school and community, teachers should be open teachers facing the community; From the perspective of teacher-student relationship, teachers should be the promoters of students' learning; ⑤ Emphasize respect and appreciation when dealing with the relationship between teachers and students; 6. Emphasize help and guidance when dealing with the teaching relationship; 7. Emphasize self-reflection; 8 emphasize cooperation with other educators.