The Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way clearly points out: "Adjust and reform the curriculum system, structure and content, establish a new basic education curriculum system, and try out national curriculum, local curriculum and school curriculum. Changing the curriculum too much emphasis on the subject system, divorced from the times and social development and the actual situation of students. Pay close attention to establishing a mechanism to update teaching content, strengthen the comprehensiveness and practicality of the course, attach importance to experimental teaching and cultivate students' practical ability. This chapter will focus on these basic requirements and put forward some views on the curriculum reform of innovative education, especially the innovation of education and teaching content.
First of all, the course content is facing severe challenges.
After the promulgation of "Compulsory Education Law of People's Republic of China (PRC)" (hereinafter referred to as "Compulsory Education Law") from 65438 to 0986, China established the compulsory education curriculum system for the first time, advocated new educational ideas, disseminated new curriculum ideas and promoted the curriculum reform of basic education. However, the development of curriculum is a historical category and must change with the development of the times. Under the new situation of vigorously carrying forward the innovative spirit and cultivating innovative talents, the current basic education curriculum system has been very unsuitable for the needs of the knowledge economy era and is facing severe challenges, so curriculum reform is imperative.
In the field of educational theory, there are still many controversies about the concept of "what is curriculum", which can even be summarized into six different definitions, including: curriculum is the main body of teaching; Curriculum is a planned teaching activity; The course is the expected learning result; Curriculum is learning experience; Curriculum is the reproduction of social culture; Curriculum is social transformation. As some scholars have pointed out, this "fully shows that the concept of curriculum, like it is still in an uncertain state in foreign academic circles, is also the most used and poorly defined concept in China education."
This chapter has no intention to get involved in the debate about curriculum definition. In any case, as the concentrated embodiment of China's educational objectives and training objectives, teaching content and its system composition are the most basic elements of curriculum research; The most urgent requirement for the current curriculum reform of basic education in the era of knowledge economy is to transform the old curriculum system as soon as possible, and transform the knowledge, skills and moral concepts accumulated for a long time in human society and developed rapidly in contemporary society into curriculum systems, structures and contents acceptable to students of different ages.
The comprehensive educational treatise "Global Outlook on the Development of Educational Content from Now to the Year 2000" compiled by UNESCO defines educational content as: "The concept of educational content refers to a set of knowledge, skills, values and behaviors expressed in the concrete form of teaching plans (courses and courses). They are designed according to the goals and objectives set by each school. " Educational content, or specifically, course teaching content, has always been regarded as knowledge acquired by students in China's educational circles, and the transmission of knowledge must be based on teaching materials. In fact, the "teaching content" refers to the "teaching plan, teaching syllabus and teaching materials" for decades after China widely quoted Pedagogy edited by Kailov of the former Soviet Union in the early 1950s. In the Glossary of Educational Technology Terms compiled by UNESCO, these terms are defined as: teaching plan refers to "determining the professional content to be taught, listing the teaching hours of each professional content, and mastering the knowledge directory." "Outlines usually appear in the form of mandatory words. Curriculum refers to the learning organization of a specific subject or level. The purpose of curriculum design is actually to determine the learning objectives, contents, methods and educational equipment. "
Teaching content is the most basic knowledge, skills and values transmitted by schools to students. The orientation and selection of course teaching content embodies the common knowledge and quality views of educational decision makers, course compilers and teaching executors, which has a decisive influence on students' learning and growth.
Before discussing the innovation of curriculum content, it is instructive to review Mr. Tao Xingzhi's criticism of textbooks, the most important carrier of curriculum content at that time, and make some comparisons with the current curriculum content of primary and secondary schools in China.
Mr. Tao once said many very angry words on the topic of "General Criticism of China Textbooks":
"We try to compare the textbooks published during the Guangxu period with the textbooks published now, and we can see an amazing fact. In fact, in the past 30 years, although China's textbooks have made some progress in details, they have not changed at all. Thirty years ago, China's textbooks were word-centered, and now China's textbooks are still word-centered. "
"The fundamental meaning of textbooks has not changed. Now, as before, textbooks are books that can be read. From agricultural civilization to industrial civilization, the most important knowledge and skills are natural science. Without science that really controls the forces of nature, agricultural civilization will go bankrupt and industrial civilization will not be built. How dangerous! However, if you look at the common knowledge of primary school and the nature of junior high school, you will immediately find that they are just books and essays on scientific literacy. These books make you feel that reading White Beard can't give you the slightest control over the power of nature. "
"These textbooks don't teach you to know nature in the use of nature. They won't teach you to experiment or create. They can only make you a natural science nerd. "
"They teach you the words of civil rights, but they don't teach you to take civil rights; Teach you to read books about democracy, not to do things about democracy. In these books, you can see that the editor led you back to before the Boxer era. They don't teach their children to do small construction and small production at home, at school, in the village and in the city to build the foundation of the country, but they teach their children to rule the country and level the world ... "
After listening to Mr. Tao's teachings again after nearly 70 years, we are equally surprised to find that history is so similar when "from industrial civilization to knowledge civilization".
● One of the similarities: the teaching content lacks a comprehensive grasp of scientific spirit and humanistic spirit.
Mr. Tao Xingzhi believes that the natural science textbooks at that time only had "scientific literacy books" and "on storytelling", which means that the content of science courses only focused on the listing of scientific knowledge and the acquisition of scientific facts, but did not pay attention to the understanding and exploration of scientific spirit, scientific attitude and scientific methods. Indeed, even now, the content design of science courses in primary and secondary schools has not focused on letting students really understand "what is modern science"; Some teachers who are engaged in the teaching of natural science courses do not really understand and grasp the difference between modern science and ancient science.
Stephen Hawking is regarded as the greatest physicist after Einstein. He thinks that modern science originated from Galileo. Because before Galileo, ancient science only relied on the speculation of philosophers; Since Galileo, scientific research only regards observation evidence as the main method, which is considered as a process from observation and experimental facts to scientific viewpoints and conclusions, or a process of finding observation and experimental evidence for a certain viewpoint or conclusion. In other words, scientific theories can only be produced after observation and experiment, but not before observation and experiment. After the formation of this behavior and thinking mode, modern science came into being and gradually developed into the first productive force of human society in modern times. Therefore, at present, the science curriculum in primary and secondary schools in China avoids some important topics such as "what is modern science" and "how scientists work and innovate", and only requires students to remember some scientific facts, failing to grasp the essential content of science education and deviating from the original intention of setting up science curriculum.
A similar situation also exists in humanities and social courses. The traditional Chinese course, which has been implemented for many years, is a typical example. Dogmatic grammatical dismemberment and far-fetched analysis, even writing and reading as tools of life, are placed in a less important position in the content of Chinese curriculum. Not only did he lose his appreciation of literature and art, his experience of life, his influence on emotion and his mobilization of imagination, but more importantly, he lost his influence and cultivation of humanistic spirit. School education needs to undertake the important mission of socializing children and passing on cultural standards and values to the next generation, but the content of our humanities and social courses has obviously alienated to some extent.
● The second similarity: the content of course learning is limited to the knowledge provided by subject-centered textbooks.
Mr. Tao Xingzhi advocates taking life as the center and opposes text-centered textbooks. He believes: "The text center is too much teaching in words, thinking that there is no education except words." Looking at today's curriculum materials centered on subject knowledge, it has not actually deviated from this text-centered pattern.
First, the curriculum materials centered on subject knowledge instinctively adhere to the tradition of closed disciplines and non-overlapping, and the relationship between disciplines is extremely poor. Teachers can't consciously promote various forms of interdisciplinary teaching from the systematic content of their own subjects, which violates the general trend of comprehensive development of modern science. Second, the pattern of "one school for every thousand people" is formed, and the curriculum lacks diversity and adaptability, and lacks the characteristics and personality to adapt to different places and schools; Thirdly, students can't get the latest knowledge in time, because they can't learn new content from social economy and life. In fact, students' understanding of modern science and technology frontier knowledge and values (including correct or incorrect) has exceeded the current curriculum content of the school. A lot of information comes from mass media and extracurricular reading, as well as informal education channels. As S. Russell pointed out: "The gap and lack of communication between the contents of school education and informal education are becoming more and more serious, which has become a problem in schools. A considerable part of the information obtained outside the school is extremely diverse, lacking internal relations and having different values. They become negative reserves. Another part of useful, modern and suitable information for students' interests is rarely mentioned or used by teachers. It is even more worrying when there is a contradiction between the two kinds of information. "
● The third similarity: the course content ignores the cultivation of students' innovative spirit and practical ability, and lacks understanding of the importance of attitude and skill learning.
Whether it is centered on words or subject knowledge, the biggest drawback is that "you are not taught to understand nature in the use of nature" and "you are not taught to experiment and create". The cultivation of students' innovative spirit must be closely integrated with social life, especially the learning link that links students' life with social reality. The learning objectives of the course include not only knowledge and skills, but also thinking ability and habits, thinking methods, consciousness, concepts, attitudes, emotions and values. In this sense, Xiaozhuang school, which combines teaching with doing, may have better learning quality than some key middle schools now.
At present, there are some new changes in the orientation of priority selection of curriculum objectives in international education circles, which is the basis for determining the teaching content. According to the traditional practice, there are three different levels to determine the goal of teaching content, namely: (1) knowledge; (2) practical technology; (3) Attitude and skills-three levels give priority to acquiring knowledge. Today, under the premise that the amount of information continues to increase rapidly and the spread of social life has an increasingly strong influence on educational content, UNESCO's Global Outlook on the Development of Educational Content from Now to 2000 points out: "If we simplify the very complicated and diverse process, we can present a new trend of outstanding behavior training according to the inverted form of school education goal level." The three levels of this new goal are: (1) attitude and skills; (2) practical technology; (3) Knowledge-attitude and skills are preferred. Although the new three-level goal level has never ignored the increasing information dissemination in social life, it must be coordinated with the development of science itself and its role in social and personal life, but the value orientation and priority of the goal have indeed changed, because "now people know that people with solid behavioral literacy (people who care about change and innovation, have critical spirit and unity, are responsible and think independently) are more suitable for learning and updating their professional and cultural knowledge. When they need it, they know how to get new information through libraries and computers. Behavior and ability are also formed in the process of mastering and practicing knowledge. "
Recently, Lu Yongxiang, president of China Academy of Sciences, made an analysis and evaluation of the current situation of science education in China in view of the problems existing in the above-mentioned curriculum and teaching content. We believe that his views are in line with the reality of other courses besides science education in principle. Professor Lu Yongxiang said that the weakness of science education in China is that it pays too much attention to knowledge instillation and ignores the cultivation of scientific spirit and scientific method; Too unified educational management model inhibits the independent innovation and competition of schools, and limits the diversity, creativity and flexibility of the contents, methods and objectives of science education; The long-term planned economy environment makes our country lack the strong social competition demand power of constantly updating the content of science education; After the reform and opening up and the implementation of the socialist market economy, it has not yet been possible to establish and improve an effective social evaluation and public opinion feedback mechanism for the reform and development of science education; There is still a lack of broader and deeper international exchanges and cooperation in science education; The scientific literacy, pedagogy and psychological literacy of principals and teachers need to be further improved; There are artificial divisions and deviations in natural science, engineering technology, social science and humanities and arts.
Therefore, it is necessary for us to understand the inevitable trend of curriculum content renewal from the height of the process of human civilization in today's era, and focus on several problems in curriculum content reform and innovation.
Second, the process of human civilization and the updating of teaching content
An era has its own curriculum and teaching materials, and the teaching content will change with the development of the times. As an important part of social culture, school curriculum is not only restricted by scientific and technological progress and socio-economic environment, but also has a great influence on scientific and technological and social development because of its inheritance and innovation functions. As Bloom said, if there is no social background, "the significance of curriculum debate will be eclipsed ... Psychologists and educators who discuss educational theory regardless of the political, economic and social environment of the educational process are self-indulgent and will be despised in society and classroom." Regrettably, the choice and choice of curriculum in the field of basic education in China, especially the teaching content, basically follows the discipline system established in the early stage of industrialization and always focuses on the knowledge created by human beings before the beginning of the 20th century. The latest scientific and technological achievements are difficult to be included in the teaching content because they can't find their proper position in this "systematic" system, and have not changed fundamentally until they enter the era of knowledge economy. In this regard, it is necessary for us to take natural science as an example, and reveal the outdated phenomenon of basic education curriculum content in China according to the relevant background of human civilization process and social development.
Usually, the course content of natural science summarizes the accumulated scientific and technological knowledge in history, and the modern scientific and technological knowledge system itself has undergone many major changes in recent decades, at least in the following aspects:
1, the core knowledge of science is changing rapidly and updating rapidly.
The study of the history of natural science points out that there have been three scientific revolutions in human history since the Renaissance.
The first time was the birth of the modern scientific and technological revolution in16 ~18th century, which triggered the Enlightenment and the first industrial revolution. The second time was the all-round development of modern science and the great invention of technology in the19th century, which were the knowledge sources of the second industrial revolution. Under the influence of the first and second scientific revolutions, science has shown unprecedented prosperity, and the core knowledge of various disciplines has made revolutionary breakthroughs.
In the field of astronomy, Copernicus published the famous theory of celestial movement in 1543, which laid the foundation of the theory of celestial movement. Bruno inherited and developed this theory, while Galileo proved Copernicus' theory through telescope observation. In the field of physics, Galileo discovered the law of free fall and the principle of motion superposition, and put forward physical concepts such as speed, acceleration and inertia. Newton discovered the law of universal gravitation and systematically summarized three laws of motion. 1687 published Mathematical Principles of Natural Philosophy, which summarized the great scientific achievements including mechanics, mathematics and astronomy. In the field of chemistry, since Boyle put forward the concept of chemical elements in 166 1, lavoisier discovered the law of the immortality of matter, and 1789 published the chemistry textbook "Chemical Outline", making chemistry a real science; Later, Dalton put forward atomism, and Mendeleev published the first periodic table of elements in 1869, which promoted the rise of the chemical revolution in19th century. In the field of biology,/kloc-At the beginning of the 7th century, Harvey discovered blood circulation, Hooke discovered plant cells, and Levin Hooke discovered protozoa and bacteria. Pasteur's work laid the foundation of microbiology. Later, Linnai put forward a biological classification system in 1735, and Darwin's Origin of Species was published in 1859, which formally established the theory of biological evolution and made a major breakthrough in biological science. On this basis, Mendel further revealed the genetic law of organisms by using pea hybridization in 1866. In addition, as an important tool to promote scientific progress, mathematics has also made great progress. /kloc-In the mid-7th century, Descartes and Fermat founded analytic geometry, while Newton and Leibniz independently invented calculus. /kloc-In the 8th century, mathematicians Bernoulli, Euler, Lagrange and others developed a series of branches of mathematics. /kloc-mathematicians in the 0/9th century not only revived geometry and reconstructed calculus, but also made great progress in algebra. Their achievements in the field of science have been sorted out, perfected and systematically sorted out by later generations according to the subject knowledge system, which constitutes the core knowledge and main course learning content of mathematics, physics, chemistry, biology and even geography in primary and secondary schools today.
People have now seen that the third scientific revolution, that is, the modern scientific revolution and the high-tech revolution, which began at the beginning of the 20th century, not only laid the foundation for the third industrial revolution and the information revolution, but also paved the way for the arrival of the knowledge economy era. This revolution is more profound than the previous two. The first is the physical revolution, followed by the revolutions in astronomy, geography and biology. Along with it are nuclear energy technology, aerospace technology, computer and Internet technology, biotechnology and materials technology, which together constitute an unprecedented knowledge revolution.
At the beginning of the 20th century, the physical revolution began. First, Einstein put forward special relativity and general relativity, which denied the basic concept of absolute space-time in Newtonian mechanics. Secondly, Planck put forward quantum theory, and the work of Bohr, Schrodinger and other scientists completed the construction of quantum mechanics, which made people's understanding of the material world change qualitatively from macro to micro. Relativity and quantum mechanics became the two pillars of physics in the 20th century, and also laid the scientific foundation of modern astronomy and atomic physics. From a macro point of view, in the field of astronomy, Hubble put forward Hubble's law on the red shift of galaxies in 1929; 1948, Gamov proposed the Big Bang model of the origin of the universe, and 1964, penzias and others observed the background radiation left by the Big Bang. In the field of geography, since Wei Gena put forward the theory of continental drift in his book The Origin of Land and Sea in 19 15, Hess has constantly improved and enriched this theory with the theory of submarine expansion and Leipzig plate, thus deepening people's understanding of the earth on which they depend. Microscopically, Rutherford discovered nuclei and protons in the early 20th century, and successfully transformed one element into another. After 1930s, scientists such as Pauli and chadwick discovered such basic particles as neutrons, positrons, mesons, photons and neutrinos. 1964, gherman formally put forward the quark model of the basic particle structure, which was constantly revised and improved by later generations. Biological sciences are also changing with each passing day, constantly revealing the essence of life phenomena, especially in molecular biology and genetics. At the beginning of the 20th century, Morgan initially established the theoretical system of gene inheritance. 1953, Watson and Crick put forward the double helix structure model of DNA molecules, and molecular biology was born. 1969 cracked 64 genetic codes and established the transmission mode of life genetic information. After the 1990s, the far-reaching Human Genome Project was interpreting all human genetic information, and the sketch was completed in 2000. Overcoming diseases, delaying aging and changing genetic traits will no longer be the scenes described in science fiction. 1997, Wilmut bred Dolly the cloned sheep from somatic cells for the first time. Genetic engineering has also been widely used in practice, and life phenomena are no longer mysterious.
In a word, the quark model of the basic structure of matter, the plate model of the geological composition of the earth, the big bang model of the origin of the universe and the double helix structure model of biological genetic material DNA represent the highest achievements and core knowledge in the scientific field in the middle and late 20th century, which is a great leap for human beings to understand nature and life. At the same time, a series of achievements have been made in the field of mathematics, including core mathematics and applied mathematics, such as operational research, mathematical statistics, fuzzy mathematics, computational mathematics and mathematical logic. New mathematical principles and methods emerge one after another. The third wave of scientific revolution continued to advance, which almost completely changed people's traditional concepts of physics, chemistry, biology, astronomy, geoscience and mathematics. For example, although Newtonian mechanics looks very accurate in our course, in Einstein's view, the interaction between two objects does not directly produce gravity as described by Newton, but each object has an impact on the surrounding space-time, and gravity is the result of this affected space-time interaction. In this way, Newton's explanation of gravity must be completely rewritten. In this situation, the content of natural science courses in primary and secondary schools in China has remained unchanged for many years. Because these new scientific principles can't be transmitted to students in time, the problem of outdated knowledge has already attracted great attention of many scientists and people of insight.
2. The high-tech revolution is one of the remarkable features of the third scientific revolution.
Compared with the previous two scientific revolutions, another notable feature of the third scientific revolution is the accompanying high-tech revolution. The cycle of transforming modern science into technology and technology into commodities has been shortened, and the pattern of integration of technology and production has contributed to the rapid development of high-tech industries around the world. High-tech is a knowledge-intensive frontier technology with high diffusion and high added value based on modern scientific theory or the latest scientific breakthrough. At present, it mainly focuses on information technology, biotechnology, automation technology, laser technology, material technology, energy technology, environmental technology, advanced manufacturing technology, aerospace technology and other key fields. Among them, the influence of information technology on people's production and life is particularly important. The information technology revolution "exploded" as quickly as the chain reaction of atomic nuclear fission, which penetrated into almost all fields and had an immeasurable impact on the process of human civilization.
We already know that the material premise of the knowledge economy era is information technology. The information technology revolution refers to the great changes in the world economy, society, production and lifestyle brought about by a series of major advances in information technology, information dissemination, information acquisition and information application. Some people think that the information technology revolution has happened twice so far: the first time, represented by personal computers, microprocessors and software, it solved the problems of massive storage and high-speed processing of information; The second information technology revolution, represented by network technology, communication technology, multimedia technology and virtual reality technology, solved the holographic integration problem of information dissemination and processing, and expanded the living space of human beings from physical space to computer network virtual space, that is, "cyberspace". In the near future, there will be a third information technology revolution, which will solve the problems of automatic information docking, information exchange and interaction between human brain and machine, lay a technical foundation for the real learning revolution, and make human society enter the mature stage of the era of knowledge civilization.
In any case, the high-tech revolution will make "technology" itself gain an unprecedented position in the coming 2 1 century, and technical education is more important than any time. As early as 1985, the United States launched the famous "206 1 plan" for basic education curriculum reform. From a strategic point of view, it puts forward a series of major reform measures for technical education from kindergarten to high school, which represents the trend of curriculum reform in American basic education.
"206 1 Plan" is a curriculum reform project for primary and secondary schools facing 2 1 century, which is formulated by the American Association for the Advancement of Science, the American Academy of Sciences and the Federal Ministry of Education. Since Comet Halley will approach the earth again in 20061year, the goal of this reform is to adapt today's children to the rapid changes in science and technology and social life during that period, so it is named "206 1 plan". In the report of the technical expert group in the first phase of the plan, a series of important views on technical education were put forward. Here, we might as well extract a few incisive expositions:
"The significance of the suggestions made in this report goes far beyond adding a little technology to the existing school curriculum, but lies in the fact that these suggestions will become the content basis of a major reform in American education. Through the whole learning process, it is reflected that technology has penetrated into our lives, and methods from simple experimental experience to research on social and economic benefits are widely used. "
"Technology is different from science. The role of science lies in understanding, and the role of technology lies in doing, manufacturing and implementing. Scientific principles, whether discovered or not, are the basis of technology. Although the foundation of technology is science, technology often leads and even breeds scientific discoveries. "
"Technology is to use knowledge, tools and skills to solve practical problems and expand people's abilities. The most appropriate description of technology is a process, but what is more common is its products and its social benefits. Technology develops through scientific discovery and takes shape through engineering design. It is conceived by inventors and designers, transformed into results through the work of entrepreneurs, and promoted and utilized by society, but it sometimes enters the social system imperceptibly and often brings many changes in an unpredictable way. "
"The introduction of technology should start with description, and then adopt the methods of experiment and personal experience, and all these should increase its depth and students' participation in activities from kindergarten to 12 grade. "
"When young people finish high school, they should be fully aware that they will encounter ever-changing technical problems in their lives. However, long-term accumulation of knowledge is not enough. They should also know the meaning of technology, what technology is and how to use it. In the end, every such person will become a technician to a certain extent, preparing for investing in a highly technical world. "
According to the analysis of basic education in China, primary and middle school students in China mainly learn some simple labor skills in production and life by offering "labor technology course", but there is a "two skins" relationship with other courses, and technical education has not been paid due attention to in science courses. In this regard, Professor Sang Xinmin recently wrote that labor technology education should be the integration of "morality, intelligence, physique and beauty". "Science education cultivates cognitive ability, while technology education cultivates creative and practical ability. The latter is obviously based on the former, but it is a comprehensive and creative application of the former, so the latter is much more complicated than the former. " Labor technology education must be combined with other courses (natural science and humanities courses), and the strategic position of labor technology education needs to be strengthened. Therefore, "it is of great strategic significance to the reform and development of educational practice and theory in the 1990s, and will have a far-reaching impact on the national quality of China in the 2 1 century". Combining theory with practice, this paper probes into the essence, internal structure and position of labor and technology education in the Five Education, and accordingly adjusts the target mode, curriculum standards, teaching plan and corresponding assessment system of basic education in China.
3. Integration is the general trend of science and technology development.
The formation of science discipline is about two or three hundred years ago, which is the inevitable result of social division of labor in science field. Natural science is usually divided into six disciplines: mathematics, physics, chemistry, astronomy, geography and biology, thus forming a pattern that basic education has always achieved the goal of science education by means of physics, chemistry, biology and geography.
However, due to the development and change of science itself, there is no pure chemical change or physical change now. When water changes from gas to liquid, it will produce many hydrogen bonds, both physical and chemical. In molecular problems, chemistry and physics almost all work together. Molecules were originally the smallest unit that philosophers imagined to be decomposed by mechanical methods. This concept is out of date now, and molecules should be expressed as "a material system that can be treated by quantum mechanics". Starting from this new definition, the original physics, chemistry, biology, astronomy and earth science can be merged into a new basic science-jujube molecular science. People in the scientific community have suggested that the reclassification of disciplines is beneficial to the cultivation of talents. They think: "China's teaching plan can no longer be the same. Physics, chemistry and biology should be separated and integrated under the banner of molecular science. All students should have a certain mathematical foundation and have some training in experiments and theoretical calculations, but they can choose with emphasis. In other words, students must have a broad foundation and a correct understanding of scientific development in order to adapt to the new and rapid development of the subject. Standing high and looking far will have the foundation for development. "
Another important feature of modern science is that it is increasingly exposed to the trend of integration and integration. Some marginal disciplines, interdisciplinary disciplines, interdisciplinary disciplines, and a series of comprehensive disciplines with universal integrity as the research object have developed rapidly. Such as information theory, system theory, cybernetics, dissipative structure theory, synergetics, hypercycle theory, catastrophe theory, chaos theory and so on. In recent decades, economics alone has spawned dozens of interdisciplinary subjects, such as industrial economics, agricultural economics, business economics, transportation economics, construction economics, tourism economics and so on. Traditional pedagogy has also spawned many interdisciplinary subjects, such as educational sociology, educational economics, educational technology, educational communication, educational ecology and so on. In addition, the trend of differentiation from traditional science to application is increasingly obvious. For example, philosophy actively combines with other disciplines to form philosophy of science, technology, history, life, education, information and market.
The change of science reveals the universal connection between things, breaks down the clear barriers between disciplines, and creates conditions for a closer alliance between social science and natural science.