Subject-centered curriculum design
The similarity of this curriculum design lies in that the content is the basis of the horizontal and vertical structure of the curriculum, while other curriculum components (objectives, goals, learning activities, etc.). ) has little influence on the organization of the course. In this kind of curriculum design, three concrete examples are subject design, subject design and large-scale design. 1. discipline design discipline design emphasizes the organization of courses into many disciplines, and each discipline consciously expounds a specialized and homogeneous knowledge system. Discipline can be the division of labor in research, such as physics, chemistry, history, literature, philosophy, etc. In addition, it also includes some practical fields at present, such as housekeeping, typing, automobile machinery and so on. Those who are in favor of subject design believe that it is the most systematic and effective organizational form to familiarize students with the elements of cultural heritage. By learning an organized theme system, students can establish their own knowledge system effectively and economically. Of course, the basic assumptions of this argument are: the "logic" within the discipline conforms to the psychological process of students learning the discipline; Such an organization makes it easy to store and retrieve topics for future use. Of course, this design has also been criticized. Some people think that the essence of this design tends to split knowledge, thus splitting students' understanding, divorced from the content and time of the real world, failing to properly consider students' needs, interests and experiences, and the curriculum arrangement is invalid for learning and use. 2. The emergence of discipline design and after World War II. Like subject courses, subject design is an internal organizational form based on content. However, there are important differences between them. Discipline design is not obvious for establishing the principle of what a discipline is, such as mathematics, home economics, driving training and other fields can be accepted as "disciplines", while discipline design establishes the knowledge system as a discipline. Advocates of discipline design regard complete familiarity with knowledge disciplines as the basis of education, but they emphasize understanding the elements of disciplines instead of possessing materials and information like discipline design, and encourage students to clarify the basic logic or structure of disciplines, that is, the relationship between key concepts, viewpoints and principles of disciplines, and to understand the unique inquiry methods of disciplines. In addition, the explanation process and memory characteristics of the project design are replaced by the "discovery method" learned in the project design, allowing students to discover conclusions at their own pace. The basic argument in favor of subject design is essentially the argument of subject design, that is, it is the most systematic and effective organizational form to convey cultural heritage and the only organizational form to preserve the integrity of human knowledge. In addition, it provides students with themes in a reasonable way, not a set of facts and principles that need to be remembered and recalled when necessary, but concepts, relationships and rational processes that stem from students' own activities and thinking. This design has also received a lot of criticism. For example, it provides a broken course for students, but it does not provide a means to integrate knowledge; The relationship between school education and life is not discussed, and students' interests and experiences are not fully considered. Although it improves the artificial linear logic in discipline design in many aspects, it insists on the discipline structure as the organizing principle, ignoring the various learning methods that psychological research has shown. 3. Large-scale design It is a variant of theme-centered design, which first appeared in the 1920s. Large-scale design emphasizes merging more than two related disciplines into one large-scale course to overcome the disadvantages of broken form and fixed framework of subject courses. For example, reading, writing, spelling, speaking and writing in primary schools are merged into language arts, while physics, chemistry, biology, astronomy and geology in middle schools are merged into general sciences. Large-scale design also has its shortcomings, because it only provides students with scattered information about various subjects, so it lacks depth and superficial training; To some extent, it is also broken, divorced from reality in essence, unable to cultivate students' experience and interest, and unable to properly explain learners' psychological structure; Large-scale design tends to emphasize content coverage and information acquisition, and rarely provides opportunities to achieve cognitive or emotional process goals, although it is superior to subject courses in these aspects.
Edit this learner-centered curriculum design.
Learner-centered curriculum design is the product of people-oriented concept. This curriculum design emphasizes individual development and emphasizes that the organizational form of the curriculum should come from students' needs, interests and purposes. A typical example of this design is "activity-experience" design, and its main features are as follows. 1. The curriculum structure is determined by learners' needs and interests, which means that learners directly feel their own needs and interests, rather than adults thinking about what students need or what their interests should be. Therefore, the important task for teachers to implement "activity-experience" design is to find out students' interests and help students choose the most important learning interests. In this way, the course is not planned in advance by the way of subject center design. Only when teachers and students * * * set their own goals, stipulate the materials they consult, the activities they plan to implement and the evaluation procedures they arrange to engage in, will the curriculum structure be formed. This cooperation plan is the core of "activity-experience" design. Second, focus on solving problems. In the process of pursuing interest, students will encounter some difficulties and obstacles that must be overcome. These difficulties constitute a realistic problem that students are eager to accept challenges. In the process of overcoming these problems and finding solutions, students realize the main values of this course-authenticity, importance, directness, initiative and the correlation between activities and experiences. However, critics of "activity-experience" design have reservations about its educational effect. They insist that courses based on students' perceived needs and interests cannot guarantee full preparation for life, and the courses lack continuity. The traditional curriculum design order is based on many factors, that is, besides interest, there are maturity, experience background, previous study, effectiveness and difficulty. However, when students' interest is the only basis for curriculum design, it is difficult to ensure the continuity of learning.
Edit the problem-solving course design of this paragraph.
The design of the problem-solving center, like the learner center, is also rooted in the people-oriented concept. The difference between the two is that the design of the problem-solving center emphasizes the collective role and focuses on the survival of individuals and society. This kind of curriculum design generally includes life field design and core design. First, the design of life field The design of life field began in the late 1920s. At that time, American sociological research began to pay attention to people's activities and how these activities were carried out effectively. By emphasizing the social function of * * *, this course design shows an attempt to overcome the inherent weaknesses of subject design, while avoiding the basic shortcomings of "activity-experience" design. But the most prominent feature of this design is to reorganize the traditional theme around the life field, which is also one of its most basic problems. Because this design did not fully show the cultural heritage, it also attracted a lot of criticism. These criticisms come from the advocates of subject courses, who advocate the traditional "logical" arrangement of content. Of course, the position on this issue depends on one's philosophical attitude. However, advocates in the field of life insist that their courses are not only fully revealed according to the current social needs, but also more comprehensive, relevant and effective. Of course, the design of life field, like the "activity-experience" design, has attracted many criticisms from practice. They think that teachers are not ready to implement this design effectively, and textbooks and other teaching materials that need to implement this design are not easy to obtain. Because it is based on the current social life field, this course tends to instill the existing situation in young people, thus fixing the social situation. 2. The concept of core design core originated in the early 20th century. The core design emphasizes a unified research core to achieve the compactness of the whole course, and other disciplines should be related to it and obey it, so as to oppose the broken form and piecemeal learning accumulated from different disciplines. At present, there are at least six fundamentally different types of core courses: different subject cores, related cores, comprehensive cores, "activity-experience" cores, life fields cores and social issues cores. Of all these core designs, only the last two-the core design of life and the core design of social problems-are generally considered as the core designs of "reliable" problem centers.
Combined with the characteristics of audit, we can write "audit" in it. Consider how to practice, why to practice, and what effect it has.