Subject-centered curriculum theory

1. Representative figures: Comenius, Herbart, Spencer, Essentialism (Baglai), Eternism (hutchins, masterpiece), Structuralism (Bruner).

(1) Comenius: On big teaching-"teaching all knowledge to everyone" and establishing encyclopedic knowledge.

(2) Herbart: "Subjectivism" (6 interest -6 courses)

(3) Spencer: "What knowledge is most valuable"-"Science"

(4) Baglai: the content of the course should be "* * * the same elements" of human culture, and the principle of the course setting: first consider "the interests of the country and the nation"-Manifesto of Essentialists.

(5) Hutchins: the value of traditional "eternal discipline" with "rational training value" is higher than that of practical discipline; Classic-American Higher Education

(6) Structuralism (Bruner): scientific and technological revolution+knowledge surge-→ let students master the basic structure of scientific knowledge.

2. Point 2:

(1) Core: knowledge

(2) Course Features 5:

① Course objective: to convey to students the essence of national experience created and accumulated by human beings for a long time. Acquire systematic subject knowledge.

② Curriculum arrangement: pay attention to the systematicness of subject knowledge logic (subject classification+knowledge logic).

③ Teaching method: teacher-led, lecture+subject teaching (teacher's role: leading).

④ Curriculum evaluation: summative evaluation-checking the learning results.

⑤ Curriculum development: subject experts and teachers.

Step 3 evaluate

(1) Positive: 2 Pay attention to the operation of 1.

① Attach importance to knowledge: master systematic knowledge (development of logical, systematic and rational thinking ability)+inherit human cultural heritage.

Pay attention to teachers: give full play to the role of teachers; Improve teaching efficiency (learn system knowledge in a short time)

③ Simple operation: easy to compile teaching materials, design teaching and evaluate results-time-saving, labor-saving and efficient.

(2) Ignore 1 fragmentation.

① Ignoring students' five points: ignoring interest demand; The learning process is boring; Increase the burden on students

(2) Ignoring practical activities: the uncoordinated development of hands and brains is not conducive to the development of practical ability.

(3) Ignoring real life: theory is divorced from practice. Little knowledge, rigid and one-sided; It is difficult to apply what you have learned to practice.

(4) resulting in knowledge division: teaching in different subjects, the knowledge division is too thin, the knowledge lacks integrity, and it is difficult to achieve mastery.

Learner center

Experience curriculum's Theory: (Education has no purpose, education is life, education is growth, and curriculum is learning experience)+Students' five points: interest, demand, experience, life and psychological logic (physical and mental characteristics)

1, representative figures: Dewey and Ke Qubo

2. Point 2:

(1) Core: "Children's activities"-Children are the starting point, center and purpose of the curriculum.

(2) Course Features 5:

(1) course objective: to enable students to actively gain individual educational experience (direct experience). Gain experience and real life skills.

② Curriculum arrangement: pay attention to the systematization of educating students' activities (psychological teaching organization: psychological logic); (Teaching content: 5 points for students, real life)

(3) Teaching methods: five steps (teacher's role: assistance) to gain direct experience, self-study and reflection through students' independent practical activities.

④ Curriculum evaluation: process evaluation-examining the learning process.

⑤ Curriculum development: the role of children (curriculum is learning experience)

Step 3 evaluate

(1) Initiative 3: Attach importance to *3

① Pay attention to students' five points-→ Improve interest and stimulate learning initiative and enthusiasm.

② Attach importance to practical activities-→ Students take the initiative to explore and cultivate creativity and practical problem-solving ability.

③ Attach importance to the connection with real life-→ Fully understand the real world.

(2) negative 3. Leading to the decline of teaching quality.

(1) Ignoring knowledge: students' ever-changing interest experience-contingency, randomness and vulgarization; Emphasis on changing real life-lack of continuity and systematicness.

(2) Weakening teachers: Teachers only act as assistants and resource providers, ignoring the leading role.

③ Difficult operation: It is difficult to compile teaching materials, design activities and evaluate the results-it is time-consuming and laborious.