First, three forms of comprehensive courses _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Three forms of comprehensive courses _ _ core courses _ _ comprehensive courses _ _ wide-area courses.

ⅱ comprehensive course is also called comprehensive course.

According to the comprehensive curriculum and its development track, it can be divided into the following categories: First, related courses, that is, on the basis of retaining the independence of the original disciplines, seek common ground between two or more disciplines, so that the teaching order of these disciplines can take care of each other, connect with each other and wear * * *. Second, the integrated course, also known as the integrated course, is to integrate and merge some disciplines into a wide range of new disciplines, and choose topics that are meaningful to students or summarize problems for research. The third is the wide-area course, which is a comprehensive course formed by combining the teaching contents of several adjacent disciplines. The fourth is the core curriculum, which organizes teaching content around some major social issues. Social problems, like the core wrapped in teaching content, are also called problem-centered courses.

What are the characteristics of ⅲ comprehensive course?

Comprehensive course is a course that advocates the integration of several related disciplines and becomes a broader common field. According to the comprehensive degree and development track of comprehensive courses, they can be divided into the following categories:

One is related courses, that is, on the basis of retaining the independence of the original disciplines, we can find the common ground between two or more disciplines, so that the teaching order of these disciplines can take care of each other, connect with each other and cross the line.

Second, the Fused course, also known as the comprehensive course, is to integrate and merge some disciplines into a wide range of new disciplines, and choose topics or general problems that are meaningful to students for research.

Thirdly, the generalized curriculum is a comprehensive curriculum that combines the teaching contents of several adjacent disciplines.

The fourth is the core curriculum, which organizes teaching content around some major social issues. Social problems, like the core of the teaching content, are also called problem-centered courses.

The first three courses are all knowledge integration courses based on subject fields, which break the original subject boundaries and are the perfection and expansion of the old subject courses; The core course organizes the teaching content with the logical order of solving practical problems as the main line.

(3) Extended reading of comprehensive curriculum terminology interpretation

Curriculum advantage

1. The comprehensive course breaks the boundaries between disciplines and is conducive to cultivating students' overall understanding of things.

2. Comprehensive courses reduce the categories of courses and help to reduce the burden on students.

3. Based on the reality of life and society, the comprehensive course is practical and conducive to cultivating students' practical ability.

research objects

Degree standard

This course, also known as comprehensive subject course, is characterized by trying to integrate those related subject knowledge to form a new comprehensive subject. For example, botany, zoology, physiology and anatomy are integrated into biology, while geology, physical geography, human geography and historical geography are integrated into geography.

Social standards

STS education focuses on the interaction between science, technology and society. "Environmental Education Course" mainly focuses on the deteriorating living environment of human beings, trying to arouse students' awareness of environmental protection, enhance students' understanding of the relationship between man and environment, and cultivate their skills in solving environmental problems.

"International Understanding Education Course" mainly focuses on how to make students develop their understanding ability of other countries, nationalities and cultures on the basis of respecting differences, so as to promote international exchanges and cooperation.

Facing children

This kind of curriculum is also called "experiential comprehensive curriculum", which is characterized by organizing curriculum activities with children's current life and experience as the core. The "activity course" mentioned above is this type of comprehensive course.

Ⅳ What is a subject course and what is a comprehensive course?

Subject-specific courses refer to courses that select knowledge from different disciplines and impart knowledge to students in the form of subject-specific teaching according to the logical system of knowledge. Subject courses and subject courses are basically the same. Subject courses emphasize the organizational form of course content, and subject courses emphasize the inherent attributes of course content. Also known as "online encyclopedic course", it has a strong logical system, pays attention to the imparting of knowledge and is relatively independent of knowledge. As far as curriculum development is concerned, the subject characteristic curriculum adheres to the foundation of subject knowledge and its development, and emphasizes the priority of subject knowledge; From the perspective of curriculum organization, the subject characteristic curriculum insists on taking the logical system of subject knowledge as the clue and emphasizes the discipline's self-contained system.

Comprehensive course is a course that advocates the integration of several related disciplines and becomes a broader common field. According to the comprehensive degree and development track of comprehensive courses, they can be divided into the following categories:

One is related courses, that is, on the basis of retaining the independence of the original disciplines, we can find the common ground between two or more disciplines, so that the teaching order of these disciplines can take care of each other, connect with each other and cross the line.

Second, the Fused course, also known as the comprehensive course, is to integrate and merge some disciplines into a wide range of new disciplines, and choose topics or general problems that are meaningful to students for research.

Thirdly, the generalized curriculum is a comprehensive curriculum that combines the teaching contents of several adjacent disciplines.

The fourth is the core curriculum, which organizes teaching content around some major social issues. Social problems, like the core of the teaching content, are also called problem-centered courses.

The first three courses are all knowledge integration courses based on subject fields, which break the original subject boundaries and are the perfection and expansion of the old subject courses; The core course organizes the teaching content with the logical order of solving practical problems as the main line.

Ⅳ What is a comprehensive course?

Comprehensive course refers to the integration of several related disciplines to make it a course that spans a wider common field.

For example, physics, geography, geography and other disciplines are merged into science.

Comprehensive courses can be divided into four categories according to their comprehensive degree and development track: related courses, integrated courses, wide-area courses and core courses.

(5) Extended reading of comprehensive curriculum noun explanation:

First, the advantages of comprehensive courses

1. The comprehensive course breaks the boundaries between disciplines and is conducive to cultivating students' overall understanding of things.

2. Comprehensive courses reduce the categories of courses and help to reduce the burden on students.

3. Based on the reality of life and society, the comprehensive course is practical and conducive to cultivating students' practical ability.

Second, the research object

1, subject standard

This course, also known as comprehensive subject course, is characterized by trying to integrate those related subject knowledge to form a new comprehensive subject. For example, botany, zoology, physiology and anatomy are integrated into biology, while geology, physical geography, human geography and historical geography are integrated into geography.

2. Social standards

Taking important social issues as the core, organize and arrange the knowledge content of different disciplines. Since 1970s, the internationally popular comprehensive social-oriented courses mainly include "Science-Technology-Society Course" (STS Course for short), "Environmental Education Course" and "International Understanding Education Course".

Step 3 be child-oriented

This kind of curriculum is also called "experiential comprehensive curriculum", which is characterized by organizing curriculum activities with children's current life and experience as the core. The "activity course" mentioned above is this type of comprehensive course.

Network comprehensive course

ⅵ Briefly describe the main types of comprehensive courses.

Comprehensive courses mainly have the following types:

One is related courses, that is, on the basis of retaining the independence of the original disciplines, we can find the common ground between two or more disciplines, so that the teaching order of these disciplines can take care of each other, connect with each other and cross the line.

Second, the Fused course, also known as the comprehensive course, is to integrate and merge some disciplines into a wide range of new disciplines, and choose topics or general problems that are meaningful to students for research.

Thirdly, the generalized curriculum is a comprehensive curriculum that combines the teaching contents of several adjacent disciplines.

The fourth is the core curriculum, which organizes teaching content around some major social issues. Social problems, like the core of the teaching content, are also called problem-centered courses.

Comprehensive curriculum is widely adopted by primary and secondary schools in various countries because of its important characteristics. These characteristics are mainly integration, wholeness, openness, flexibility and adaptability.

1. integration. Integration has two characteristics: one is the process of integrating parts and elements according to the system or core; Second, this kind of integration had some unity and cohesion before it was formed. Comprehensive curriculum is a new curriculum system. Although there is a "combination" in a comprehensive sense, no matter what kind of comprehensive meaning, it pursues the perfect combination of its content and structure, so that it can be integrated.

The essence of comprehensive curriculum is the integration of several elements of curriculum structure. The success of comprehensive courses depends on the degree of integration of disciplines, society and students, so the ultimate goal of comprehensive courses is always to pursue the perfect integration of these elements. The integration of comprehensive curriculum embodies the integration of related disciplines or knowledge, curriculum theory, students, teachers and teaching materials. ,

2. Integrity. The theoretical basis of comprehensive curriculum is Herbaz's apperception theory. According to the theory of apperception, children's cognition and understanding are not absolutely isolated, but develop understanding in the mutual connection of things. Therefore, starting from the whole, it conforms to children's cognitive characteristics and is more conducive to children's cognitive development. This integrity is reflected in both comprehensive courses and structured courses.

The integrity of structured curriculum can be understood from two aspects: first, the structured curriculum system is a curriculum system that integrates discipline development, society and learners' requirements, and its formation process is also a process of increasing its own integrity; Second, for learners, receiving the training of structured knowledge system will eventually make their own quality structure integrated. This wholeness is the unity of curriculum structure elements and children's understanding, as well as the unity of teachers, students and teaching materials, and the unity of learning subjects and situations.

3. openness. Openness refers to the integration of the information of the course itself and the external information. And the information between the components of the tutorial can be communicated smoothly. Openness is one of the important characteristics of comprehensive courses. It has changed the defect of closed subject curriculum and strengthened the interaction between subjects, between subjects and society, between subjects and learners, between teachers and students, and between textbooks.

Openness enables the comprehensive curriculum to absorb mature scientific and technological knowledge, new problems of social development, and knowledge and problems that children are interested in, so that the comprehensive curriculum can maintain distinctive characteristics and vitality of the times and be close to life and society. Teachers and students can independently develop the curriculum, which gives the curriculum new meaning.

4. Flexibility. Flexibility comes from openness, that is, comprehensive courses have self-regulation mechanism and respond to external changes in time. Flexibility is first reflected in the connection of structured courses. "Because the key to the structured curriculum system is connection, although various independent knowledge elements or courses are relatively static, the connection is alive and changes with different ways, dimensions and levels.

5. adaptability. The adaptability of comprehensive curriculum refers to the ability of structured curriculum system to actively change its own characteristics and existence mode according to the requirements of disciplines and society to adapt to the changes of external conditions. Comprehensive curriculum adapts to children's cognitive characteristics. Pupils and junior high school students tend to think directly in images and are used to overall observation and understanding.

Comprehensive courses are conducive to students' understanding of the world as a whole, to cultivating students' habit and ability to look at problems from all angles, and to the transfer of students' knowledge and skills.