Teacher China
With the rapid development of information technology, the era of big data is coming inexorably. Based on the judgment of social change and the analysis of the present situation of education in our country and region, all countries and regions in the world are carrying out educational reforms one after another, and curriculum and teaching have attracted much attention because of their core position in education.
In the process of various curriculum reforms, curriculum integration is one of the fundamental problems. There are many forms of curriculum integration. At present, subject curriculum integration is widely used in primary and secondary schools.
Theme curriculum integration means that * * * has a theme. Generally speaking, two or more teachers from different disciplines participate in the design and implementation, and the school co-ordinates teachers from different disciplines to participate in the discussion, so as to understand the concept of * * *, and give full play to the advantages and characteristics of various disciplines with the help of different skill operations or different curriculum organization forms, and cooperate to complete the horizontal connection and deep understanding of this topic.
This class is suitable for the same grade organization, multi-disciplinary teachers prepare lessons collectively, and students participate in a wide range. There are three main ways to integrate thematic courses: intra-disciplinary course integration, multi-disciplinary course integration and interdisciplinary course integration.
First, the subject curriculum integration within the discipline
The integration of thematic courses within disciplines refers to the integration of more than two disciplines around a theme. Themes are generally designed by teachers, and different courses are selected for development, which are generally implemented by teachers of a single subject.
Generally speaking, the integration of subject courses within a discipline is based on a certain discipline and combined with other disciplines to implement the teaching design of this discipline. Topics can be topics, problems or experiences, or interdisciplinary skills (such as thinking skills and social skills) and interdisciplinary concepts (systems and models). Courses involving the integration of science and technology should first choose a theme (which can be put forward by teachers or students), and then teachers and students list the contents related to the theme (problems, people, events, concepts) in the form of brainstorming, and then teachers classify these contents into certain disciplines. After that, the teacher should ask some leading questions to mark the learning focus, scope and order of this subject course. Finally, teaching activities should be designed in various forms, such as reading, writing and debating. However, the choice of teaching activities is based on the choice of different students. Here are two examples of primary schools to illustrate.
Case 1 Ritan Primary School National Curriculum "English"
The fourth-grade English teacher designed a lesson with the theme of Dragon Boat Festival, which is a comprehensive course integrating English, music, art and comprehensive practice. English teachers create teaching situations before class, and make some paper zongzi with students in the form of comprehensive practical activities, which are arranged in the classroom, so that students can blend into the atmosphere of Dragon Boat Festival as soon as they enter the classroom. Teachers make multicultural comparison in English teaching situation, draw the Dragon Boat Festival with the help of fine arts, and match the Dragon Boat Festival ballads, which makes the whole class not only the transmission of English knowledge, but also the integration of multiple disciplines, and the course content is more heavy.
Case 2 The School-based Curriculum of Anhuili Central Primary School "Design and Manufacture of Stereoscopic Paper Mould"
Wang Xiaosong is an art teacher, but he has a good knowledge of mathematics, so he designed and developed this course in the construction of school-based curriculum. With the theme of "design and production of three-dimensional paper model", the teacher comprehensively applies and extends the national curriculum knowledge such as three-dimensional geometry in mathematics, artistic design in art and production skills in labor technology.
Second, the integration of multi-disciplinary theme courses
The integration of multi-disciplinary theme courses aims to determine a theme around more than two disciplines. According to the characteristics of the subject and academic skills, teachers choose different curriculum forms to present the core connotation of the theme. This thematic curriculum integration is mostly implemented by parallel multi-disciplines, based on similar curriculum objectives or similar curriculum content. Macroscopically, the theme of integration can be the characteristics of the school or the concept of running a school; Microscopically it can be a topic. Let's choose a typical school practice to share their practices.
Case 2: the integration of multi-disciplinary courses with ethnic characteristics as the theme in the primary school attached to the middle school.
(1) Clarify the featured theme.
The school has established the characteristic education goal of "inheriting national culture and cultivating Chinese talents". The school curriculum takes "national culture" as the theme, and takes "diversified implementation of national culture theme courses to improve students' learning ability as a whole" as the goal, and carries out the integrated design and implementation of multidisciplinary courses. In the research process, the school takes the national curriculum comprehensive practice, morality and society, music, art, science, physical education, Chinese, calligraphy and other courses as the research focus of the national cultural theme courses. Teachers in these disciplines seek national characteristics from the perspective of disciplines and develop school-based courses with national themes. The school has carried out practical research on school-based curriculum integration under the same theme of multiple disciplines.
(2) developing characteristic courses
At the school level, the National Culture Theme Course Reader has been developed as a compulsory course for the whole school. Music teachers have developed the long and short tones of Mongolian music, moral and social teachers have developed houses with different styles, Chinese teachers have developed ethnic literature-stories of two generations of love and Dongba characters, art teachers have developed the costume culture on horseback-Mongolian costumes, and physical education teachers have developed school-based courses such as ethnic sports.
(3) With the help of various curriculum resources, various curriculum forms coexist.
The school is characterized by "national culture" on the macro level, and teachers can determine a certain nation as the theme in micro-practice and implement multi-disciplinary integration. For example, three teachers, namely, comprehensive practice, fine arts and music, decided on the theme of "Mongolian culture research", so the teachers took their students into the Mongolian village of China National Park, dressed in Mongolian costumes, singing and dancing with local Mongolian villagers, and conducted group research study on the spot under the guidance of the subject teachers. After returning to school, the teachers of the three subjects integrate the courses in different fields of the same theme for classroom teaching.
Combined with Dongba Language, a national literature reader compiled by the school, we walked into the National Museum of the Central University for Nationalities to fully understand the characteristics of minority languages and learn "various languages and characters" in Common Sense, a textbook for national unity education.
The integration of the "national culture" theme course in this school embodies the following three characteristics:
The first is to explore the integration of "national culture" courses in the same subject, the same nation and different grades. For example, the national course "Music" contains four Tibetan music and songs, and three music teachers join hands to lead students of different grades to explore Tibetan music culture. From grade one to grade three, the study of dance is mainly inserted into the study of songs, and music and dance are integrated. The fourth to sixth grades mainly do music appreciation and song chorus, forming the characteristics of class chorus.
Second, explore the integration of "national culture" theme courses in different disciplines, the same nation and the same grade. Take the Mongolians as an example. Chinese and music teachers talk about the long and short tune of Mongolian music, art teachers talk about the clothing culture on horseback-Mongolian clothing, morality and social teachers talk about different styles of housing.
Third, explore the integration of "national culture" theme courses in ethnic courses. For example, two diaries, a second-grade Chinese textbook, tells the story of two little girls, Han Hemiao. Teachers take students into the reading world, focusing on guiding the reading of minority children's literature. Under the guidance of the teacher, he also adapted two diaries and rehearsed the drama "Learn Etiquette and Watch Action", a Chinese textbook.
The theme integration of the above courses emphasizes the multi-disciplinary presentation of the national characteristics of the school, and the courses implemented by multi-disciplines are selected under one theme. The typical feature of such courses is that each subject is practiced in the teaching of this subject.
Third, the integration of interdisciplinary thematic courses
Whether it is the integration of intra-disciplinary special courses or multi-disciplinary special courses, it can be understood as the integration of interdisciplinary special courses.