The setting concept of subject-centered curriculum

The representative of the core curriculum theory of a subject.

Representative figures of subject-centered curriculum theory: Spencer: Her

The setting concept of subject-centered curriculum

The representative of the core curriculum theory of a subject.

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.

The main viewpoints of the theory of two disciplines

(1) The school curriculum should be based on subject classification.

(2) The core of school teaching is subject teaching.

(3) The goal is to master basic knowledge, basic principles and basic skills.

(4) Knowledge is the core of the curriculum.

(5) Subject experts play an important role in curriculum development.

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.

What are the advantages and disadvantages of the four courses?

Advantages of subject courses

1. Collect the achievements and indirect experiences of human exploration in various basic disciplines in a centralized way.

Its large capacity is conducive to the systematic inheritance of human cultural heritage.

2. It is convenient to organize teaching materials according to the logical order of knowledge, so that knowledge can be systematized, which is conducive to imparting systematic scientific and cultural knowledge to students.

3. It is helpful to organize teaching and evaluation and improve teaching efficiency.

Shortcomings of subject courses

1. A lot of knowledge of many subjects in modern schools is irrelevant to daily life, students' experience and needs, which easily leads to rote memorization.

2. Emphasizing the relatively independent and stable logic system of each subject course will easily lead to ignoring the needs of contemporary social life.

3. Subject courses tend to lead to monotonous teaching organization and stereotyped teaching methods.

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A brief introduction to the theory of subject-centered curriculum

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.

6.4. What are the subject-centered curriculum and the child-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.

What is a subject course?

Subject courses are also called "subject courses". The general name of traditional curriculum forms organized on the basis of cultural heritage. It consists of a certain number of different disciplines.

The characteristics of subject courses are: according to the category of knowledge; It is the result of abstracting, summarizing and sorting out human activity experience; Often relatively independent, self-contained; It is usually organized according to the internal logic system of a specific knowledge field. Logic, systematicness and conciseness are the biggest characteristics of subject courses.

(7) The main disadvantages of the concept of subject-centered curriculum extension reading are as follows:

1. Multi-disciplinary courses lead to a bloated overall curriculum system, which will also increase students' academic burden.

2. Subject courses are organized by classification, but students' real life is complete. This artificial curriculum division leads to the fragmentation of students' cognitive structure, which is not conducive to the cultivation and development of students' comprehensive ability.

3. Because of the fine division of disciplines, the knowledge is too narrow and the content is too deep and difficult.

4. The subjects are separated from each other and isolated from each other, resulting in the separation or even disconnection of learning content.

Is there Herbart in the representative task of curriculum theory in the eight discipline centers?

Herbart is the representative of the subject-centered curriculum theory.

"Subject-based" curriculum theory, also known as "discipline-based", is a curriculum theory centered on "subject-based" by Zhang. It advocates setting courses in different disciplines, selecting knowledge from corresponding scientific fields and arranging courses in different disciplines according to the needs of education and teaching. The main representatives are Comenius, Herbart and Spencer.