1. Take organized subject content as the resource base of curriculum design.

Taking discipline as the main resource base of curriculum design, it emphasizes the logical organization of curriculum content. Therefore, the relationship between several disciplines can be applied to explain and study problems more comprehensively, so as to better complete the curriculum objectives.

Curriculum design mainly includes nine elements:

The first element: the goal

Curriculum objectives provide the direction of learning and the standards to be achieved in each stage of the learning process. They are usually expressed in behavioral terms by connecting with the course content. However, according to the classification theory of educational goals, the goals in the emotional field, such as values, beliefs and attitudes, can be expressed in curriculum design, but they are usually ignored in practice.

The second element: content

In the organization of course content, two points are particularly important, that is, scope and order. The scope should be carefully defined to make the content as meaningful and comprehensive as possible for learners, and it should be arranged within a given time.

The third element: teaching materials

Textbooks should present the content of learning to trainers in an organic way, which is carefully selected or organized. Textbooks are the most commonly used and almost indispensable in subject courses. The selection of teaching materials is mainly rich in content, targeted, practical and operational.

The fourth element: mode

The implementation mode of the course mainly refers to the arrangement of learning activities and the choice of teaching methods, aiming at promoting the cognitive development and behavior change of trainers.

The fifth element: strategy

A common teaching strategy is "judgment-guidance-evaluation". In this strategy, teachers analyze students' learning progress, judge what difficulties they have encountered, and give instructions on the next learning order. When the students finish the instruction, the teacher makes an evaluation to determine whether they have mastered the learning content of the curriculum design.

The sixth element: evaluation

The evaluation of subject courses focuses on quantitative evaluation and measurement of observable behavior. For example, when reporting learners' learning situation, they are usually represented by letter grades, such as A, B, C and D, and it is assumed that these grades can indicate some degree of achievement.

The seventh element: organization

In addition to the collective teaching system, curriculum designers often adopt group teaching, which provides some possibilities for personalized teaching of "teaching students in accordance with their aptitude".

The eighth element: time

Curriculum designers should allocate limited curriculum time skillfully, and teachers should let students actively participate in learning activities during the whole course implementation, and regard classroom time as the most precious.

The ninth element: space

The space here mainly refers to the classroom, and there are some special spaces that can be used. Such as library, laboratory, art room, seminar room, research place, sports ground, etc.

Design procedures of training courses

The basic procedure is: from the demand investigation and analysis, define the curriculum objectives and design the curriculum according to the objectives. Including arranging course content, determining teaching mode, organizing course executors, preparing training materials, selecting course strategies as course evaluation schemes, presetting grouping schemes and allocating time.

After the preliminary design is completed, it is necessary to demonstrate, determine the feasible factors and deny the infeasible parts. If it is a course that is executed many times, the evaluation of the effect of each execution should be fed back to the next design and considered as an environmental demand factor.

After the basic program is determined, there is no certain law on how to realize the design. A good curriculum design must be guided by systematic thinking, which is the essence of our training curriculum design.