Problem description:
I hope someone can help me systematically answer the relationship between curriculum and teaching. If accepted as the answer, I will get 30 points. Thank you very much.
Analysis:
On the Relationship between Curriculum Theory and Teaching Theory
Zhang Daling
Abstract: The disciplinary position of curriculum theory and its relationship with teaching theory have always been the focus of the construction of pedagogy system in China. At present, curriculum theory and teaching theory are in a period of differentiation and exist as independent disciplines. Curriculum theory must adhere to the nature of theoretical science, determine special research objects and strict theoretical system, and explore unique and diverse comprehensive research methods.
Keywords: the relationship between curriculum theory and teaching theory
The disciplinary position of curriculum theory and its relationship with teaching theory have always been the focus of the construction of pedagogy system in China. With the development of curriculum theory, especially the depth and breadth of modern curriculum theory research, the non-inclusiveness of teaching theory is becoming more and more obvious; Curriculum theory is separated from teaching theory and becomes a relatively independent discipline, which is also the inevitable development of pedagogy.
First, different views on the relationship between curriculum theory and teaching theory.
If curriculum theory really wants to ensure its independent academic status, it must carefully handle the relationship with teaching theory. There are several different views on the relationship between curriculum theory and teaching theory.
(A) the concept of "grand teaching theory" is "taking curriculum as teaching content and taking curriculum theory as a part of teaching theory". The outstanding representatives of this understanding are some educational works of the former Soviet Union. From Kailov's time to 1980s, curriculum was discussed as teaching content, and teaching theory, as a relatively independent part of educational science, undertook the task of studying basic issues such as the concept and essence of educational process, teaching principles, teaching content, teaching methods and organization. Our country has been influenced by the educational model of the former Soviet Union for a long time and has not caused fundamental changes so far.
(2) The grand curriculum theory means that teaching is a part of curriculum, and the research on teaching is an important part of curriculum theory. This understanding stems from the interactive use of "curriculum" and "teaching" in British and American educational literature. Well-known scholars such as R.W. Taylor regard teaching as part of the curriculum. Harry Broudy and Roberts. Zais also believes that the concept of curriculum is broader, it is the parent system and teaching is the subsystem. Some scholars in China hold this view. It is believed that curriculum, as an objective existence, cannot be separated from teaching. It is "essentially an educational process. As an educational process, it includes the teaching process." "The attributes and types of courses are varied, including subject courses and activity courses, explicit courses and implicit courses, as well as classroom teaching and extracurricular teaching, imitation teaching and edifying teaching. Teachers are also the developers of the curriculum, thus constructing the main mechanism of the curriculum including teaching. " Curriculum theory has formed a huge discipline system and initially established a relatively clear hierarchy and system structure. The basic structure of this system divides the grand curriculum theory into five subordinate disciplines: curriculum theory, teaching theory, subject-specific curriculum theory, subject-specific teaching theory and educational technology, and each subordinate discipline contains a large number of subordinate disciplines.
(3) Integration theory holds that curriculum theory and teaching theory are inseparable and cannot exist in isolation, so they must be integrated for overall research. For example, the process model of L.Stenhouse in Britain emphasizes a series of interactions between curriculum and teaching. U.Lvadgren of Sweden also defines curriculum theory from the perspective of the systematic connection between curriculum and teaching. Because the division between curriculum and teaching is bound to be broken in school or curriculum teaching practice. Therefore, curriculum and teaching should be integrated into a problem, rather than divided into isolated problems for research. After discussing the relationship between curriculum and teaching, curriculum theory and teaching theory, western scholars have formed some understandings that curriculum and teaching are both related and different research fields. The curriculum emphasizes each student and his learning scope, and teaching strengthens teachers' behavior; The relationship between curriculum and teaching is not only a plane, one-way and interdependent cross-relationship; Curriculum and teaching cannot operate independently of each other.
Second, examine the starting point of the relationship between curriculum theory and teaching theory
(A) the concept of curriculum
Curriculum concept is the basic point of curriculum theory research and theory, and it should be the basic concept that curriculum theory should first clearly define. Mr. Shi once said, "Curriculum is the main body of teaching; Curriculum is a planned learning activity; The course is the expected learning result; Curriculum is learning experience; Curriculum is the reproduction of social culture; Curriculum is social creation "and so on. Chase in the United States also concluded that "the curriculum is a learning plan; Curriculum is the content of curriculum; The course is a planned learning experience; Curriculum is a series of expected learning results; Courses are written activity plans and so on. Although the explanation of the course has not reached a result that can be recognized by people, it not only lacks a universal scientific definition, but also does not form a tool definition for people to use and communicate. However, the definition of teaching concept has a relatively similar understanding, and the theory of bilateral activities is widely accepted. In other words, teaching is a unified activity of teachers' teaching and students' learning. In the process of this activity, teachers teach, cultivate and educate in a purposeful and planned way, and students actively master certain knowledge and skills, develop intelligence and form certain ideological and moral qualities. Both sides try their best to fulfill the sacred mission of cultivating useful talents entrusted by society. There is a relatively unified understanding of the definition of teaching concept, which is the relatively perfect performance of teaching theory relative to curriculum theory.
(B) the historical comparison between teaching theory and curriculum theory
The symbol of pedagogy becoming an independent research field of pedagogy is the publication of 1632 Comenius's Great Pedagogy. It has a history of 400 years. It was after the 20th century that the curriculum was systematically studied and theoretically summarized. It is generally believed that the book Curriculum published by American curriculum expert F. bobbitt 19 18 marks the birth of curriculum as a special research field. It can be seen that teaching theory was differentiated from pedagogy earlier. Before that, the course was designed for teaching, which refers to the subject or form in practice and is one of the research fields of teaching theory based on teaching content or learning experience. It studies the contents, forms and types of courses from the perspective of teaching theory. For example, Herbart pointed out that the purpose of teaching is to cultivate students' interests in many aspects, and offering courses such as history and science is the means to realize the direct purpose of teaching. Because of the long history of teaching theory research, its framework is basically determined, and its theoretical system is more perfect and mature than curriculum theory. In a word, teaching theory and curriculum theory do not develop in parallel, and teaching theory develops early and perfectly.
Third, the prospects for the development of curriculum theory
At present, from a scientific point of view, curriculum theory and teaching theory should be two independent branches of educational science. Because their research objects are different from the related concepts of building a theoretical system. The former studies various forms of schoolwork and processes, while the latter studies teaching and learning; The former involves core concepts such as curriculum development, curriculum standards, curriculum management and curriculum evaluation. The latter involves the core concepts such as teaching purpose, content, method, process, organizational form and teaching evaluation. In other words, curriculum refers to the intention of the school, and teaching refers to the practice of the school; Courses are designed for purposeful learning; Teaching is a means to achieve educational goals. Accordingly, curriculum theory mainly discusses the objectives and contents of education; Teaching theory mainly focuses on the means to achieve these goals. Different research objects have different research contents. Concept is the cell of theoretical life and the platform for constructing theory. Different concepts will certainly lead to different theories. This "end-means" theory is based on the perspective of school education practice. At present, curriculum theory and teaching theory are in a period of differentiation, but they exist as two interrelated independent disciplines, so many important issues of curriculum theory and teaching theory may be further studied, and the scientific foundation may be further expanded, which is conducive to the establishment and development of the theory. As a theoretical science with independent academic status, the task of curriculum theory is to describe, explain and predict the inevitable, stable and universal relations in curriculum phenomena, so as to grasp the laws of curriculum activities. Taylor's book "Basic Principles of Curriculum and Teaching" defines four procedures for compiling a course: determining objectives, selecting experience, organizing experience and evaluating structure. This constitutes the most influential theoretical framework in the field of modern curriculum. However, this is only limited to the scope of curriculum compilation, which greatly narrows the scope of the research object of curriculum theory, so it is impossible to establish a complete theoretical system of disciplines. Goodrider is another important figure who tries to grasp the research object of curriculum theory comprehensively. He pointed out that curriculum, as a research field, should pay attention to three curriculum phenomena: substantive, political and social, technical and professional. The curriculum category defined by him has gone beyond the limitation of curriculum compilation category, trying to unify fact research and value research in order to establish a more comprehensive curriculum research system.
It can be seen that studying the laws of objective existence without any subjective randomness is the fundamental foothold for curriculum theory to become a real science. Generally speaking, curriculum should reveal the relationship between curriculum and external social system and conditions; Only by starting from three aspects: the relationship between the internal elements of the curriculum and the internal relationship between the specific factors in the process of curriculum operation can we form a complete research object of curriculum theory and establish a strict and comprehensive curriculum theory system. In addition, if the discipline of curriculum theory wants to achieve breakthrough development, it must adopt new research strategies and tactics or use new research methods. In short, it lists various curriculum research methods: analytical, expanded, speculative, historical, scientific, narrative, aesthetic, phenomenological, hermeneutic, theoretical, normative, critical, evaluation, comprehensive, thinking and so on. These methods deal with different curriculum problems respectively, emphasizing data collection skills, analysis methods and different logical reasoning processes, so as to establish a reasonable curriculum theory knowledge system. They all have certain rationality, but at the same time they also have certain limitations and internal contradictions. But one thing is certain, that is, scientism and humanism often use different research methods. From the history of curriculum theory, the methods commonly used by curriculum scholars include empirical analysis, humanistic understanding and social criticism. Therefore, modern curriculum research should combine various methods, showing the characteristics of accurate micro-analysis and overall understanding, qualitative description and quantitative analysis, result research and process research, logic and intuition, science and art.
References:
[1] stone. Curriculum theory. [M] Education Science Press 1996.8.
[2] edited by Ye Lan. Curriculum reform and curriculum evaluation. [M] Education Science Press 200 1.6.
[3] Wang Guangming. On the relationship between curriculum theory and teaching theory. [J] Educational Theory and Practice .2003.2.
[4] Hao Zhijun, Gao. On the disciplinary position of curriculum theory and its relationship with teaching theory [J] Research on higher normal education 1996.5.
[5] Strictly observe the metaphysics. A pedagogical review of the curriculum reform of basic education. [J] Jiangxi Education and Research 2002.6.
[6] Yang Xiaowei. What kind of knowledge is teaching theory? [J] Curriculum, teaching materials and teaching methods 2002.438+02.38
Higher science education.