Basic types of "One" course
Curriculum types refer to different types or ways of curriculum design, which are produced by different design ideas. Due to people's di
Basic types of "One" course
Curriculum types refer to different types or ways of curriculum design, which are produced by different design ideas. Due to people's different views on philosophy, society, education and knowledge, different curriculum ideas and theories have been formed, and different kinds of courses have been designed under this guidance. Today, there are many kinds of courses, and there are many schools of curriculum theory leading the courses. Therefore, when we understand the characteristics and manifestations of a certain type of curriculum, it is necessary to clarify the theoretical origin behind it. This paper mainly introduces the subject courses, activity courses, comprehensive courses and hidden courses which have great influence in the curriculum history and occupy a place in the current school curriculum system.
What are the types and characteristics of "Er" courses?
1, ideal course: a course that scientists think is valuable and useful. Such scientists are at the forefront of their work and field, and they are rethinking how students receiving secondary education and higher education can acquire newly developed knowledge.
2. Written course: it is a document detailing the learning objectives, contents of related fields, examination requirements and achievement standards that must be achieved. Written courses vary in detail, from general descriptions (for example, in official state documents) to textbooks and workbooks.
3. Explain the course: it is the teacher's explanation of the written course documents.
4. Implementation course: It is composed of the way that teachers construct content, provide information and describe the problems that students should solve.
5. Evaluation course: It represents students' achievements through exams, formal tests and attitude questionnaires.
(2) Description of course types and extended reading:
First, the curriculum characteristics
1. The curriculum system is organized according to scientific logic.
2. Curriculum is the embodiment of social choice and social will.
3. The curriculum is established, transcendental and static.
4. The course is beyond the learner and above the learner.
Second, the role of curriculum.
1, the basic basis of education and teaching activities.
2. The basic guarantee to achieve the educational goals of the school.
3. The intermediary of all teaching activities in the school.
4. Provide standards for school management and evaluation.
5. The basis of teachers' teaching and students' learning is the connection between teachers and students.
6, the basis of national inspection and supervision of school teaching.
7. The guarantee of realizing the educational purpose and cultivating all-round talents.
What are the types of "three courses"?
Curriculum types refer to different kinds or ways of curriculum design. Are produced by different design concepts. With the development of curriculum theory, school curriculum is increasingly rich and stereotyped, and different theories have been formed. (1) Subject courses and activity courses are classified according to whether the teaching content focuses on knowledge system or life experience, and courses can be divided into subject courses and activity courses. This is the basic type of course. Subject courses, also known as "subject courses". According to the educational objectives, teaching rules and the development level of students at a certain age, it selects some contents from various disciplines to form different disciplines, and arranges teaching order, teaching hours and duration respectively. Subject curriculum theory holds that the logical system of each subject reflects the essence of objective things and phenomena, and the teaching content should be centered on subject knowledge and the teaching materials should be organized in strict accordance with the logical system of each subject. Learning by subject can help students understand the world correctly. Contemporary curriculum forms such as "related courses", "comprehensive courses", "wide-area courses" and "core courses" are the perfection and expansion of traditional subject courses and the consolidation and strengthening of their mainstream status. Activity course is a course form that pays more attention to students' direct experience than systematic subject knowledge. It believes that curriculum should be a series of activities organized by children themselves, through which children can learn, gain experience, cultivate interest, solve problems and exercise their abilities. (2) Explicit courses and implicit courses are distinguished from the forms of courses or the ways that affect students. Courses can be divided into explicit courses and implicit courses. Explicit courses are also called "formal courses", "open courses" and "formal courses". It refers to various disciplines and purposeful and organized extracurricular activities that are formally included in the school teaching plan in order to achieve certain educational goals. The implementation of the compiled curriculum is one of the bases for textbook compilation, school teaching, students' learning and assessment. Hidden curriculum, also known as "informal curriculum", "potential curriculum" and "hidden curriculum", is relative to the explicit curriculum, and refers to the non-public educational influence that the school intentionally or unintentionally transmits to students through the educational environment (material, cultural and social relationship structure).
How to understand the curriculum and what are the characteristics of different curriculum types?
Hello. Political history needs to be memorized, and it is rarely involved in the next semester. If you insist on reciting at the beginning of next semester, you will learn to get high marks. Mathematical physics needs to do more questions, take notes carefully, read more questions, use knowledge points flexibly, and learn to draw inferences. Chinese and English need daily accumulation, not too much at a time, a little every day.
On "Wu": Types and Significance of Curriculum Evaluation
(1) Diagnostic evaluation Diagnostic evaluation is an evaluation conducted in the early stage of the implementation of education, teaching or learning plans. Diagnostic evaluation is mainly based on students' reality (learning psychology, cognitive rules and characteristics, knowledge reserve and experience accumulation, etc.). ), the characteristics and contents of professional knowledge, analysis of teaching design and organization implementation plan; Judge whether the teaching methods, means and methods adopted by teachers are compatible with students' existing knowledge reserves, experience accumulation and the development of emotions, attitudes and values. (2) Formative evaluation Formative evaluation is an evaluation based on various situations in an activity or a process in the teaching process. Formative evaluation is mainly aimed at the analysis, judgment and evaluation of the measures taken by teachers to deal with the problems in the process of teaching organization and implementation. (3) Summative evaluation Summative evaluation, also known as summative evaluation, is mainly an evaluation after the completion of teaching tasks and a comprehensive measurement and test of the whole teaching process. Summative evaluation mainly analyzes and judges teachers' teaching design, teaching organization and implementation, and various teaching activities according to the teaching effect. (4) Process evaluation Process evaluation is an evaluation of the organizational process of a teaching (usually in class). The function and function of process evaluation is to judge the actual effect of teachers' teaching and the pertinence and effectiveness of teaching by analyzing, judging and evaluating all aspects of teaching, the process of teaching organization and activities, teachers' teaching behavior and students' learning situation. It provides necessary reference and basis for teachers to design scientifically, organize teaching reasonably, choose appropriate teaching methods and means, build an effective cognitive platform for students and improve the effectiveness of classroom teaching.
Definition of "Lu" Course Type
"Course categories" are generally general education courses, basic courses, compulsory courses, elective courses, elective courses and practical teaching courses.
What is the nature, type and category of the course?
Course type:
Class a: theory class, class b: integration of theory and practice class, and class c: practice class.
Course attributes:
Public * * * basic courses (public * * * courses), technology platform courses (professional basic courses) and professional direction courses (professional courses).
Course nature:
Compulsory courses, elective courses and limited courses
What are the main types of comprehensive courses?
Comprehensive courses mainly have the following types:
One is related courses, that is, on the basis of retaining the independence of the original subjects, looking for similarities between two or more subjects, so that the teaching order of these subjects can take care of each other, connect with each other and cross the line.
Second, the Fused course, also known as the comprehensive course, is to integrate and merge some disciplines into a wide range of new disciplines, and choose topics or general problems that are meaningful to students for research.
Thirdly, the generalized curriculum is a comprehensive curriculum that combines the teaching contents of several adjacent disciplines.
The fourth is the core curriculum, which organizes teaching content around some major social issues. Social problems, like the core of the teaching content, are also called problem-centered courses.
Comprehensive curriculum is widely adopted by primary and secondary schools in various countries because of its important characteristics. These characteristics are mainly integration, wholeness, openness, flexibility and adaptability.
1. integration. Integration has two characteristics: one is the process of integrating parts and elements according to the system or core; Second, this kind of integration had some unity and cohesion before it was formed. Comprehensive curriculum is a new curriculum system. Although there is a "combination" in a comprehensive sense, no matter what kind of comprehensive meaning, it pursues the perfect combination of its content and structure, so that it can be integrated.
The essence of comprehensive curriculum is the integration of several elements of curriculum structure. The success of comprehensive courses depends on the degree of integration of disciplines, society and students, so the ultimate goal of comprehensive courses is always to pursue the perfect integration of these elements. The integration of comprehensive curriculum embodies the integration of related disciplines or knowledge, curriculum theory, students, teachers and teaching materials. ,
2. Integrity. The theoretical basis of comprehensive curriculum is Herbaz's apperception theory. According to the theory of apperception, children's cognition and understanding are not absolutely isolated, but develop understanding in the mutual connection of things. Therefore, starting from the whole, it conforms to children's cognitive characteristics and is more conducive to children's cognitive development. This integrity is reflected in both comprehensive courses and structured courses.
The integrity of structured curriculum can be understood from two aspects: first, the structured curriculum system is a curriculum system that integrates discipline development, society and learners' requirements, and its formation process is also a process of increasing its own integrity; Second, for learners, receiving the training of structured knowledge system will eventually make their own quality structure integrated. This wholeness is the unity of curriculum structure elements and children's understanding, as well as the unity of teachers, students and teaching materials, and the unity of learning subjects and situations.
3. openness. Openness refers to the integration of the information of the course itself and the external information. And the information between the components of the tutorial can be communicated smoothly. Openness is one of the important characteristics of comprehensive courses. It has changed the defect of closed subject curriculum and strengthened the interaction between subjects, between subjects and society, between subjects and learners, between teachers and students, and between textbooks.
Openness enables the comprehensive curriculum to absorb mature scientific and technological knowledge, new problems of social development, and knowledge and problems that children are interested in, so that the comprehensive curriculum can maintain distinctive characteristics and vitality of the times and be close to life and society. Teachers and students can independently develop the curriculum, which gives the curriculum new meaning.
4. Flexibility. Flexibility comes from openness, that is, comprehensive courses have self-regulation mechanism and respond to external changes in time. Flexibility is first reflected in the connection of structured courses. "Because the key to the structured curriculum system is connection, although various independent knowledge elements or courses are relatively static, the connection is alive and changes with different ways, dimensions and levels.
5. adaptability. The adaptability of comprehensive curriculum refers to the ability of structured curriculum system to actively change its own characteristics and existence mode according to the requirements of disciplines and society to adapt to the changes of external conditions. Comprehensive curriculum adapts to children's cognitive characteristics. Pupils and junior high school students tend to think directly in images and are used to overall observation and understanding.
Comprehensive courses are conducive to students' understanding of the world as a whole, to cultivating students' habit and ability to look at problems from all angles, and to the transfer of students' knowledge and skills.
What are the nine courses?
Course classification:
1. Subject courses and activity courses (content attribute)
2. Compulsory courses &; Elective courses (implementation requirements)
3. Leading specialization &; Hidden curriculum (curriculum form) belongs to
4. International, local and school curriculum (curriculum development or management)
5. Basic, extended and research-oriented courses (course tasks)
This is the information I checked. I hope it can help you adopt it.