The focus of curriculum design is to design curriculum objectives, that is to say, what specific behavior changes students should have after the end of the course, and curriculum development is the process of making courseware according to the curriculum design instructions and requirements!
The process of curriculum design is the process of designing and constructing blueprints.
Curriculum design pays attention to the influence of the outside world on students' attention level and arranges the teaching order. Curriculum development focuses on the process of brain processing and receiving information, and emphasizes how to construct knowledge.
The output of curriculum design is curriculum effect diagram+curriculum outline; Specific courseware for curriculum development: teacher's manual, student's manual, presentation, teacher's multimedia package.
The typical tasks of curriculum design are: defining the behavioral objectives after class, arranging reasonable teaching order according to the learning difficulty, knowledge characteristics and adult learning rules, then arranging teaching order according to the adult attention curve law and curriculum design principles, and finally drawing the course electrocardiogram and compiling the teaching outline; The typical tasks of curriculum development are the four components in the above picture: developing teaching events, designing cognitive processes, developing curriculum learning materials and developing evaluation materials.
Curriculum design is a directional and normative thing, which contributes about 70% to the whole training quality, while curriculum development is a process of implementation and realization, which affects about 30% of the learning results.
The core subject of curriculum design is behavioral psychology, while curriculum development pays more attention to cognitive psychology. For trainers and course designers, the knowledge of these two subjects needs in-depth study. For details, please refer to Gagne's teaching design principles, Bloom's classification of teaching objectives and Pi Liansheng's learning psychology!
B. What are the steps involved in the development of training courses?
General steps in the industry:
1, topic-what problem do you want to solve?
Step 2 study
3, material preparation
4. Data analysis
5, curriculum outline production-the core
6, course content writing-the key
7. Supplementary materials
8, PPT production
My own steps:
1, write the curriculum development schedule (when to complete the idea, when to complete the outline, when to complete the collection and preparation of materials, when to complete the content writing, when to complete the courseware production)-this is the first step, I think it is very practical.
2. ideas-core (What are the highlights of the course? What do you need to include? If you think of anything, write it down. )
3. Outline-key points (rough processing, arrangement and supplement of ideas)
4. Materials
5. Content writing
6, PPT courseware making
The course is basically completed in one go, ensuring efficient completion, rather than tinkering. This is my own understanding of developing more than 70 courses, which is not necessarily suitable, but can be used for reference.
C. What are the difficulties in curriculum planning, curriculum development, curriculum implementation and curriculum evaluation?
Curriculum construction involves many aspects, such as educational concept, teaching process, teaching methods and means, teaching staff, teaching management system construction, teaching conditions and so on. Curriculum construction directly reflects the teaching level of the school and will directly affect the quality of personnel training.
Curriculum development refers to the whole working process of determining the curriculum goal through demand analysis, and then selecting the teaching content and related teaching activities of a certain discipline (or disciplines) according to this goal to plan, organize, implement, evaluate and revise, and finally realize the curriculum goal.
Curriculum design is the preliminary work of curriculum development. Curriculum development includes four links: curriculum objective, curriculum content, curriculum implementation and curriculum evaluation, while curriculum design is the design of curriculum objective and curriculum content.
At present, due to their different demands, curriculum development is mainly divided into two categories, one is an academic curriculum development system represented by major universities, and the other is a practical curriculum development system represented by large and medium-sized universities. The main characteristics of college-style curriculum development system are comprehensive teaching knowledge system and rigorous and scientific teaching content. The main feature of the actual combat curriculum development system is that the teaching knowledge is operational and practical, and the teaching content is closely related to the work. According to different development needs, curriculum development technology and curriculum design methods are different. Because of the scientific rigor of academic theory, the academic curriculum development system is recognized as Gagne's curriculum design method. Because of its pertinence and practicality, the mature curriculum development technologies at present include Crisp (in-class broadcasting) curriculum development technology andNo. 1 benchmark curriculum development technology in the United States.
According to Dr Yang Kai Cheng's latest exploration, we can introduce the curriculum development as follows:
How to solve the problems existing in the existing curriculum development theory to meet the requirements of practice? The research on curriculum development from the perspective of educational technology provides a new research idea for curriculum development. Educational technology research should adopt "development orientation". Development orientation refers to the research orientation of "trying to solve practical education and teaching problems by researching and developing design principles and various reusable technologies, and experiencing and understanding the laws of education and teaching in the process, thus forming a unique understanding of the laws of education and teaching".
As a technical theory, the curriculum development theory in the field of educational technology research includes three parts: concepts (education view, curriculum view, learning view, etc. ), method technology (specific curriculum development technology, such as demand analysis technology, design technology and evaluation technology) and technical organization (flexible and reasonable technical process steps, such as curriculum development model), in which method technology is the core content of curriculum development theory. From this point of view, the deficiency of scientific curriculum development theory is that it thinks that curriculum is the setting of activities and experiences to achieve specific goals, especially the design and decision-making technology of "goal refinement", that is, obtaining content through goal decomposition rather than establishing goals through content analysis, determining curriculum mode first and then selecting curriculum content. To a great extent, this violates the practical logic of finding means from the goal and finding form from the content.
Therefore, the key to perfecting the theory of curriculum development is to explore more suitable methods, techniques and organizational methods of curriculum development. The basic logic of exploration can be: what are the basic units of the course, what are the constituent elements of the basic units, and what methods and skills are used to construct and organize these units into a course. These methods and techniques and their organization are called curriculum development techniques.
D. What links/contents does a complete curriculum development include?
Curriculum development refers to the whole working process of determining the curriculum goal through demand analysis, and then selecting the teaching content and related teaching activities of a certain discipline (or disciplines) according to this goal to plan, organize, implement, evaluate and revise, and finally realize the curriculum goal.
E. the significance of curriculum development
The goal of education is to inherit and renew a certain culture for those who belong to it. For families and individuals, education has two goals. One is to educate children to become adults with personal identity, and the other is to pass on knowledge and skills to future generations, so that future generations can prepare for the requirements of the natural and social reality in which they live. These two goals are the basis for individuals and groups to adapt to reality and survive. In order to achieve these goals, it is necessary to design and develop the curriculum. At the same time, the curriculum needs to span time and space, so it is necessary to design a scheme to show the decision-making of the curriculum and the mutual organization and adjustment among the components. By linking the course content with the limitation of time and materials, the combination of object, content and learning behavior is determined to provide direction guidance for educational participants.