First, the current understanding of the relationship between curriculum and teaching

Some scholars classify the understanding of the relationship between curriculum and teaching into three types.

1, independent mode

Independent mode means that curriculum and teaching are relatively independent, each holding its own end and not crossing each other. This view has many supporters in the educational theory circle. As Bruner pointed out, "curriculum and teaching are regarded as independent entities." Chase insists on the separation of curriculum and teaching. His view is that curriculum is regarded as a broad concept, while teaching is a special phenomenon or subsystem. To some extent, teaching is the continuation of curriculum. Tanner and his wife advocated: "among contemporary curriculum theorists, curriculum and teaching are two independent fields, and this argument has been widely recognized." In other words, changing yourself has no significant influence on each other.

2. Inclusion mode

There are two situations in this mode:

(1) big teaching and small courses, that is to say, teaching is an upper concept, and courses are included in it. Scholars and practitioners in China have long held this view. This view implies that curriculum is equivalent to teaching content, such as defining curriculum as "referring to school education subjects and teaching materials, that is, teaching content". In this way, curriculum becomes a basic element in teaching theory. (2) Small teaching in big courses means understanding the course as a superordinate concept and expanding the connotation and extension of the course relatively. This view has a great influence in North America. Taylor, the founder of American modern curriculum theory, believes that teaching is an integral part of curriculum theory.

1/5 pages

This has been reflected in his masterpiece "Basic Principles of Curriculum and Teaching".

3. Cycle mode

Circular mode means that although the two systems are relatively independent, there is a continuous mutual feedback relationship, and the curriculum constantly affects teaching, and vice versa. This mode refers to making a teaching decision after the course decision, and revising the course decision according to the effect after the teaching decision is implemented and evaluated. This process is continuous and endless. Independent mode separates curriculum from teaching, which easily leads to misleading. Teaching research and curriculum research are independent and divorced from each other, and teaching practice and curriculum practice are independent and divorced from each other, which finally brings serious negative influence to the healthy development of curriculum theory and teaching theory, curriculum cause and teaching cause. Both inclusive mode and circular mode fully explain the close relationship between curriculum and teaching, telling us that curriculum and teaching cannot be independent and separated, and their theoretical research cannot be carried out separately. Even if the course is planned at the level of "planning documents", the teaching forms, approaches, means and methods that are suitable for the specific "course content" must be planned at the same time. After the course is planned, it must be put into practice, which is teaching. Therefore, teaching is an integral part of the curriculum as a "process".

Second, China's views on the relationship between curriculum and teaching

1, teaching theory includes curriculum theory.

After 1949, China introduced the pedagogy of the Soviet Union. Soviet pedagogy only studied teaching content, not curriculum, only teaching theory, not curriculum theory. Since the reform and opening up, the discipline of curriculum theory in China has gradually recovered, which has led to the relationship between curriculum and teaching, curriculum theory and teaching theory. According to historical tradition, some people are very complacent.

2/5 pages

Curriculum theory naturally belongs to teaching theory.

2. Independent theories

Another scholar pointed out that curriculum research is an independent field, and curriculum theory is a subordinate branch of pedagogy independent of teaching theory. In the field of applied knowledge of pedagogy, teaching theory and curriculum theory belong to its subordinate parallelism theory.

3. Theory of curriculum and teaching integration.

The idea that curriculum and teaching, curriculum theory and teaching theory are independent of each other, while effectively promoting the development of curriculum and teaching research, encourages and intensifies the tendency of separation between curriculum and teaching research in the practice of curriculum and teaching research. Therefore, in the analysis and discussion of the general representative, people gradually conceived the idea of integration of curriculum and teaching, curriculum theory and teaching theory, and expounded the concepts of "research on integration of curriculum and teaching" and "theory of integration of curriculum and teaching" respectively.

Third, the relationship between curriculum and teaching.

Difference:

When we understand the curriculum from a static perspective, we can say that the curriculum is a goal, a subject or a teaching material, and a plan. At this time, there are both essential differences and practical connections between curriculum and teaching. As a goal, a subject (teaching material) and a plan, curriculum embodies the requirements of educational purposes, reflects the achievements of human civilization, represents the interests and needs of all social strata, and will eventually be embodied as material documents and materials; As an effective way of curriculum implementation, teaching is a dynamic activity process. Therefore, they are different from this perspective.

Contact person:

3/5 pages

1. Mutual agreement

Once teaching activities are carried out, they are related to the curriculum. The determination of teaching objectives stems from curriculum objectives; The design of teaching methods will inevitably be different according to different teaching contents, and the contents and methods of different education stages and different disciplines are different. Teaching evaluation must also refer to the educational goals and objectives in the curriculum. The regularity and operability of teaching practice must also be considered when choosing, determining goals and arranging contents in course practice, so the course preparation process is also a planning process for teaching; The evaluation of courses must focus on the courses actually operated in teaching practice and is closely related to teaching evaluation.

Integrate with each other

First of all, teaching is a course development process.

The traditional connotation of teaching is that teaching is based on the principles of educational psychology and is a process of faithfully implementing the established curriculum plan; The focus of teaching is to effectively deliver content, not to change it, so teaching research has become ergonomics about content delivery. In fact, because the course is not the same universal content for everyone, in a specific educational situation, every teacher and student has his own understanding of the given content, his own interpretation of the meaning of the given content, and his own set of theories about the specific content. In this way, teaching becomes a process for teachers to create content and construct meaning in a specific educational situation, and teaching becomes a process for curriculum creation and development.

Second, the curriculum as a teaching event.

When "experience curriculum" replaces "systematic curriculum" as the core of education, the classroom

4/5 pages

Cheng is no longer just a written document (textbook, teaching guide, etc.). ), but a kind of life experience that teachers and students constantly generate in the educational situation. In the classroom teaching situation, teachers and students constantly create and explain classroom events, change the content and produce meaning. Curriculum is a series of classroom teaching events, and the content changes and meaning generation realized by it. In this sense, the curriculum is a dynamic process and a constantly changing classroom teaching event. As a basic component of "institutional curriculum", various curriculum documents are only materials for teachers and students to choose. Only when these materials help teachers and students create courses together, and only when these materials are transformed and interpreted as the continuous development experience of teachers and students, can courses be meaningful. Teachers' values, knowledge and skills will affect the choices they make every time. Teachers will consider the objectives, contents and organization of the course and imagine a series of possible teaching plans to implement the course plan. These possible teaching schemes should be "screened" at different levels, that is, to see whether they meet local values and educational expectations; Whether it can be accepted by specific students; And whether it has the corresponding conditions. These choices are related to the quality and experience of teachers. It can be inferred that some parts of the curriculum plan have never actually been implemented.

It can be seen that the two concepts of curriculum and teaching are closely related, but they are separated and different. It is unscientific for us to simply attribute one of the two concepts in different conceptual frameworks to the subsystem of the other, or to completely separate them. Only under the premise of clarifying the basic concepts of curriculum and teaching, it is feasible and practical to discuss the relationship between them from a common perspective.

5/5 pages