What is a course? What elements does a course generally contain?

Curriculum refers to the total number of subjects that school students should study and its process and arrangement. Curriculum is the planning and design of educational objectives, teaching contents and teaching activities, and the sum of the implementation processes of teaching plans, teaching outlines and many other aspects.

In a broad sense, curriculum refers to the sum of educational contents and processes selected by schools to achieve their training goals, including various disciplines taught by school teachers and purposeful and planned educational activities. A course in a narrow sense refers to a certain subject.

The main contents of the course are: course objectives, course contents, course structure and course evaluation.

When the course is recognized as knowledge and put into practice, the general characteristics are:

A, the curriculum system is organized according to scientific logic;

B, curriculum is the embodiment of social choice and social will;

C, the course is established, detached and static;

D, the course is outside the learner and above the learner.

Extended data:

Traditionally, the course content has always been regarded as the knowledge that students want to acquire, emphasizing the transfer of knowledge to students, and the transfer of knowledge is based on teaching materials. Therefore, the course content naturally becomes the teaching material used in the classroom. This is the embodiment of a discipline-centered view of educational purpose.

The orientation of teaching materials is based on the knowledge system, which holds that the course content is what students want to learn, and the carrier of knowledge is teaching materials, represented by Comenius.

The main representative of this course is Dewey. Dewey believes that "the biggest drawback of curriculum is that it does not communicate with children's lives, and the center of interaction between disciplines is not science, but children's own social activities." By studying adult activities, we can identify various social needs and turn them into curriculum goals, and then further turn these goals into students' learning activities.

This orientation focuses on what students do, not the subject system embodied in the textbook. Activity-oriented curriculum pays attention to the connection between curriculum and social life, and emphasizes students' initiative in learning.

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