Problems in our teaching are often not solved by limited theory. As Schwab said: the curriculum field is deeply rooted in the wrong dependence on theory without thinking. The problems of teaching and learning are generally unsuitable and unrealistic in theoretical construction. The problem of teaching and learning needs to be dealt with from the perspective of practice rather than theory; Need to be specific. We need to change: theory is no longer ahead of practice, and practice is no longer the servant of theory. What is needed now is new principles, new ideas and new methods suitable for solving problems.

Second, build a new curriculum model

A new era has arrived. In the post-modern era, curriculum can be nonlinear, unified, measurable and determinable. This organic change mode reaches the mode of evolution and development through interaction, mutual influence, imbalance and balance. The system is self-organizing and has the ability to change in turbulent, dissipative and even chaotic environments. Transformation, multiple interpretations and substitution patterns become the basis for understanding and constructing meaning. Openness is the characteristic of this era. The stadium is no longer a runway, but the process of running itself. Learning has become an adventure in the process of meaning creation. "No one has the truth, but everyone has the right to be understood." The process of focusing on learning is fruitless. Dole's new curriculum model is a process-oriented curriculum based on constructivism and empirical epistemology. Take a common history as the background and participate in the form of dialogue. Seeking meaning through transformation and multiple interpretations. Therefore, the curriculum is constructive and nonlinear. It is formed through participation and interaction. It has no starting point and end point, but it has boundaries, intersections and focuses. The richer the courses, the more intersections there are. The more connections, the deeper the meaning.

Characteristics of three new curriculum models

1. Changing curriculum: students and teachers can freely interact to develop their own curriculum, and the guiding ideology is universality, extensiveness and uncertainty. We have created a possible world. 2. How does self-organization work? In the process of opening up, self-organization will occur in chaos. When the system is uncertain, there will be interference, problems and chaos, and this uncertain unbalanced state provides power for further development. But sometimes this kind of chaos will turn into chaos and lead to destruction. 3. How to turn interference into power instead of chaos? What kind of interference can produce self-organization? We should look at looseness and redundancy from a biological point of view: bacteria is a good negative example. This is an inefficient way to create life, and there is no looseness and waste in the interaction with the environment, nor does it create superfluous things. The inefficient form of fish is loose and redundant, so fish gills have many functions. The course is the same: it must be diverse, skeptical and inspiring, and it also needs to reach an agreement to promote the classroom atmosphere of exploration. This kind of classroom is a postmodern classroom, and its environment is rich and open enough to promote various uses, explanations and viewpoints. This interference becomes self-organization. Actually, interference is very important 4. When can interference become active self-organization? When the atmosphere and framework are relaxed enough to avoid the pressure of quick success and instant benefit, we can study unusual details, and when there is enough time to allow the new framework to form, interference can become a positive factor. What should we do in class? We need to spend time in class, discuss seriously from the perspective of students, and cultivate alienation and even mistakes. This is the most successful transformation. 5. How to understand the concept of control in the new curriculum? Assume that authority exists in this case. Automatic or self-controlled interaction under certain circumstances. Teachers are the first equal. The teacher's role is still there. His authority is internalized in the situation, and his procedural methodology comes from life. Their dialogue with students promotes the development of methods, procedures and values from life experience. 6. Understanding of knowledge: Postmodernism holds that facts and knowledge are not explanatory, but explanatory; The conversation that the teacher wants to keep is inaccurate; Dialogue is a necessary condition for the development of this process. Without dialogue, there will be no change. Life is alive, experienced and developed. The way of description is explanation, and a great story can be used to induce and encourage readers to explain and talk. The uncertainty of the story urges the text to communicate with readers. Encourage students to explore together and explore all kinds of impossibilities.

How to understand the meaning of four R's in the new curriculum system

1. richness. Only enough interference can produce self-organizing initiative and appropriate uncertainty, abnormality, fuzziness, imbalance, dissipation and vivid experience. Our teacher should keep dialogue and communication with students and coordinate to generate appropriate energy. However, there must be interference factors in order to have doubts and possible existence and rich courses. The main subjects taught by the school have their lifelong historical background, basic vocabulary and final vocabulary, so each subject will explain the richness in its own way. For example, language will combine language and culture through metaphor, myth and narrative interpretation to develop richness. This rich performance has created cooperation and dialogue exploration in various fields, which embodies an open feature.

2. Cyclic regression. It is a way for a person to form self-awareness through reflective interaction with the environment, others and culture. This is the core of the transformation. By reflecting on their own ideas, learners distinguish themselves from what they know in some way. In this way, the course has no fixed starting point and ending point, and the course is a combination of arbitrary fragments and parts. Not isolated. When we finish part of our study, we should have the opportunity to reflect, question, explore, discuss and explore. Reflection must include dialogue, investigation and criticism. This feature is very important, because a rich and complicated course often needs to be reconsidered, providing various opportunities to master. Circulation is very different from repetition under the concept of modernism. Repetition is to improve the performance of fixation and rigidity, its framework is closed, while recyclability is to develop ability, and its framework is open.

3. Relevance. Relevance is of great significance to a course that plays a transformative role in the post-modern era, mainly in two aspects: one is education, which is called educational relevance. It emphasizes that a whole set of relationships should be considered when constructing the curriculum, and the relationship between them should also be emphasized in the curriculum structure. The second is cultural relations. Although the relationship between culture and world outlook is outside the curriculum, it will form a larger network, and the curriculum is formed in this network. Whitehead said: You don't have to teach too many subjects. You should teach everything you teach completely, so that the main ideas can be combined as much as possible. Based on this, new combination materials and chapters can be redesigned, and primary schools can be drama. The text can be modified, but it does not have to be observed. The materials in our class can be related to those in the class, and the same related content can be read, and articles can be rewritten and reorganized, and imagination and reality can be combined to produce transformation.

4. rigidity. Stiffness is the most important of the "4Rs". Its function is to prevent the changed curriculum from slipping into the strange circle of "uncontrollable relativism" and emotional solipsism. Stiffness is different from what we usually understand, in fact, it refers to the redefinition of concepts. Stiffness here refers to consciously trying to find assumptions that we or others value, and coordinating and discussing relevant details in these assumptions, so that the dialogue will be meaningful and have the value of transformation. In conversation, the generation of various sounds is not arbitrary. Although there is a combination of certainty and uncertainty, uncertainty means possibility, which not only recognizes the scope of reality, but also recognizes the possibility of realizing reality. This is an interactive process. So it is also a combination of uncertainty and interpretation. In this rigorous framework, uncertainty and certainty, complexity and explanation, criticism and support are combined. Only in this way can there be proper surplus and dissipation, proper interference and chaos, proper transformation and self-organization, and proper opening and process.

? As we all know, rigor is the most difficult. It prevents the curriculum of change from spreading to relativism or solipsism. It is easy to regard transformation as something non-standard. Transformation is often a variant, not something that really replaces it. Stiffness is actually a redefinition of the concept. Keep discussing the details of the possibility and make it return. It is uncertain and explanatory.

Five Enlightenments to Our Curriculum

1 Our curriculum objectives are generally closed and preset, lacking of research on students themselves, unable to open exploration well, and unable to consider students' needs from the aspects of richness and regression. 2. Taylor's courses are integrated in a continuous sequence, and knowledge is on the side, from shallow to deep. Dole's curriculum can be reorganized and adjusted, complicated and explained, certain and uncertain, focusing on developing richness through metaphor, myth and narrative. Reselect data and organize data. 3. Taylor's curriculum evaluation pays more attention to the results and ignores the process. Dole's course pays attention to dialogue and communication, in which he understands the richness and diversity of text implication and image. Teachers can't monopolize the classroom, but they are the main participants. They should use good articles to touch students' hearts and change the process of original experience. Frequent reflection and dialogue to achieve continuous return. Students should be encouraged to constantly reflect on dialogue, discuss and explore cooperation, inspire each other and seek new combinations, explanations or models.