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MindMap Gallery Pope Chapter V
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Pope Chapter V
Pope’s course knowledge, including course overview, Course objectives, course content, Course structure, course resources, etc. Detailed content for your reference
Edited at 2024-03-12 22:50:08
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Pope Chapter V
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
course
Course Overview
connotation
Concept: Curriculum is the foundation and core of school education
my country: The earliest curriculum - "Five Classics of Justice" by Kong Yingda of the Tang Dynasty; the curriculum in the modern sense: Zhu Xi - "The Complete Works of Zhu Zi·On Learning"
The west
The earliest appearance - British Spencer's "What Knowledge is the Most Valuable" (the earliest term used in curriculum for educational science)
Birth as a specialized research field: American Bobbitt's "Curriculum" (the first monograph on curriculum theory in 1918)
Curriculum refers to the sum of the subjects that school students should learn and their processes and arrangements. Curriculum in a narrow sense refers to a certain subject
several definitions
Curriculum is knowledge
The most common and common sense
Learners obey the curriculum and play the role of recipient in front of the curriculum
It is easy for teachers to grasp, but it can easily lead to the tendency of "seeing things but not people"
Lessons are experiences
What students experience, understand and accept
Often designed from the learner’s perspective
Helps solve the problem of childlessness in education, but teachers will feel confused
Courses are activities
Viewed from an activity perspective
Emphasis on learners as subjects and their subjective initiative
Can solve the above two problems
Goodlad's definition of curriculum
ideal course
formal courses
lessons learned
operational courses
empirical issues
Type of course
Inherent properties of course content
Subject courses
The oldest and most widely used
my country’s “Six Arts” and Ancient Greece’s “Seven Arts”
Activity course
Dewey; enables students to gain direct experience and real experience about the real world
How course content is organized
Subject-specific courses
Comprehensive courses
Perspectives on students’ learning requirements or students’ autonomy in course selection
Required courses
Elective Courses
Course design, development and management body
national curriculum
local curriculum
school-based curriculum
Course tasks
Basic course
Focus on cultivating students’ basic academic abilities (three basics: reading, writing, and arithmetic)
Extended courses
research courses
How the curriculum is presented or affects students
Explicit courses (public courses)
planning
Hidden curriculum (potential curriculum, spontaneous curriculum)
Jackson first proposed in the book "Class Life"
Factors constraining the curriculum
Social needs
Subject knowledge level
Learners’ physical and mental development needs
Curriculum theory is also a factor that restricts curriculum
Main curriculum theoretical schools
Empirical Curriculum Theory (Child-centered Curriculum Theory)
Dewey
Subject Center Curriculum Theory
structuralist curriculum theory
Bruner: Taking subject structure as the center of the curriculum
elementalist curriculum theory
Bagley: Curriculum content should be "common elements" of human culture
eternalist curriculum theory
Hutchins: "Eternal subjects" at the heart of the curriculum
Social-centered curriculum theory (social transformation curriculum theory)
bramelde
existential curriculum theory
Naylor: Curriculum is ultimately determined by student needs
postmodern curriculum theory
Dole
"4R" (Richness, Circulation, Relevance, Rigor)
Course objectives
connotation
Significance: The basis for determining course content, teaching objectives and teaching methods, the most critical criterion in the entire course preparation process
Features: time-limited, specific, predictive, operability, etc.
Classification
Course goal orientation classification
Universal goal orientation: educational purposes or educational purposes that have a greater impact on the curriculum
Behavioral Goal Orientation: Desired Student Learning Outcomes
Generative goal orientation: emphasizes the adaptability and generative nature of goals
Expressive goal orientation: focus on students’ creative spirit and critical thinking
Basis for determining course objectives
Learner Needs (Research on Students)
The needs of contemporary social life (the study of society)
Subject knowledge and its development (the study of subjects)
3D course objectives
Knowledge and skills
basic goals
Acquisition of basic knowledge and skills
Process and Method
key goals
Let students learn to learn
Emotional attitudes and values
ultimate goal
Stimulate emotional resonance, elicit positive attitude experiences, and form correct values
Course content
Curriculum plans, curriculum standards, and teaching materials are the general expressions of curriculum texts and are also the main components of primary and secondary school curricula in my country.
lesson plan
Concept: Guiding documents on school education and teaching concepts
Content: Setting of teaching subjects, subject sequence, class time allocation, school year preparation and school week arrangement
Central and overarching question: which subjects are offered (curriculum)
Characteristics of the compulsory education stage: compulsory, universal, basic
Curriculum Standards
Concept: A guiding document written in the form of an outline regarding the teaching content of a subject
Status: The direct basis for writing textbooks and teachers' teaching, and an important standard for measuring the teaching quality of various subjects.
Composition: Description - guiding ideology; course objectives, course content standards, course implementation suggestions - main part, appendix (such as terminology explanation)
Function
The basis for textbook compilation, teaching, assessment and examination propositions, and the basis for national management and evaluation of courses.
Textbook
Teaching books compiled according to subject curriculum standards and systematically reflecting subject content
type
printed matter
Audio and video products
main body
Statement 1: Textbooks are the main body of teaching materials
Statement 2: Textbooks and handouts are the main body of teaching materials
Textbook Writing Principles
The unity of scientific nature and ideological nature (first principle)
Basics and applicability of content
The unity of the internal logic of knowledge and the requirements of teaching methods
The unity of theory and practice
The arrangement should be conducive to students’ learning
Pay attention to vertical and horizontal relationships with other disciplines
course structure
Overview
Concept: refers to the organization and coordination of each part of the course. The course structure is the link between course objectives and educational results, and is the basis for the smooth development of course activities.
Horizontal and vertical structure of the curriculum
Horizontal structure (curriculum scope)
Vertical structure (sequence of courses)
Linear courses: content from shallow to deep, from easy to difficult
Spiral courses: adjacent arrangements are roughly the same, with different depth and breadth, embodying the principle of consolidation
The content of the new curriculum structure (the design concept of the new round of basic education curriculum system)
A nine-year consistent compulsory education curriculum is set up as a whole: the primary school stage is mainly comprehensive courses; the junior high school stage is set up a combination of subject-based and comprehensive courses.
High schools are mainly divided into subject courses: ordinary high school courses are composed of three levels: study areas, subjects, and modules.
Set up comprehensive practical activity courses from elementary school to high school as a compulsory course
Rural middle school curriculum should serve local social and economic development
Course resources
concept
Narrow sense: refers to the source of direct elements that form the curriculum
Broadly speaking: Various elements that are conducive to achieving curriculum goals
Types of course resources
According to spatial distribution
On-campus course resources
Off-campus course resources
Features
Material course resources
Conditional course resources
way of existence
Explicit course resources
Hidden curriculum resources
Principles and concepts for developing and utilizing curriculum resources
in principle
Sharability principle
economic principle
effectiveness principle
principle of adapting measures to local conditions
idea
Curriculum standards and textbooks are basic and special curriculum resources.
Teachers are the most important curriculum resources
Students are both consumers and developers of course resources
The teaching process is a process in which teachers and students use curriculum resources to jointly construct knowledge and life.
Course evaluation
concept
Content: Evaluation of the course itself and evaluation of student academic performance
Purpose: Improve curriculum and improve teaching
Status: The end point of curriculum design and implementation. Curriculum design and implementation continue to move forward.
main mode
target evaluation model
Taylor ("Father of Curriculum Assessment")
Focus on goals
purpose free evaluation model
Scriven
Shift the focus of evaluation from "the expected results of the curriculum plan" to "the actual results of the curriculum plan"
CIPP evaluation model
staffbeam
Background evaluation--input evaluation--process evaluation--outcome evaluation
CSE evaluation model
Evaluation Research Center, University of California, Los Angeles
Needs assessment--program planning--formative evaluation--summative evaluation
Basic characteristics of current curriculum evaluation development
Pay attention to development, downplay screening and selection, and realize the transformation of the evaluation function
Pay attention to comprehensive evaluation, pay attention to individual differences, and achieve diversification of evaluation indicators
Emphasis on qualitative evaluation, combining qualitative and quantitative methods to achieve diversification of evaluation methods
Emphasis on participation and interaction, the combination of self-evaluation and other-evaluation to achieve the diversification of evaluation subjects
Pay attention to the process, combine summative evaluation with formative evaluation, and realize the shift of evaluation focus
Curriculum Design and Implementation
Main models of course design
target mode
Taylor
main content
Taking goals as the basis and core of curriculum development
"Principles of Curriculum and Teaching" ("The Bible of Modern Curriculum Theory")
Four Questions About Curriculum Development (Taylor’s Principle)
Determine course goals
Choose course content based on goals
Organize course content
Evaluate courses
process model
Stenhouse
main content
Proposed in response to the shortcomings of the goal model that overemphasizes expected behavioral results.
Curriculum development is a continuous research process, with evaluation and revision of the entire process
Curriculum Implementation
three orientations
loyalty orientation
mutual accommodation orientation
creative orientation
Conditions for effective curriculum implementation
Characteristics of the course plan itself
rationality
Harmony
clarity
Simplicity
Transmissibility
Operability
School District Characteristics
school characteristics
The role of the principal
Teacher influence: teacher participation, attitudes, abilities, communication and cooperation with other participants
off-campus environment
Principles that the course schedule should follow
integrity principle
migration principle
physiological fitness principle
Course management
New curriculum management policy: The "Basic Education Curriculum Reform Outline (Trial)" promulgated in 2001 clearly stipulates the implementation of a three-level curriculum management system at the national, local and school levels (to enhance the adaptability of the curriculum to local places, schools and students)
Level 3 Course Management
national curriculum
Implementing entity: central education administrative agency
Reflect the country’s basic requirements for education
local curriculum
Provincial education administrative department
Supplement and enrich the national curriculum to meet regional differences
School curriculum (school-based curriculum)
All types of schools at all levels
Highlight the characteristics of the school and meet the individual development of students
The concept of school-based curriculum development
"Student-centered" curriculum concept
The democratic concept of “decision sharing”
The main body of school-based curriculum development is teachers rather than experts
The cooperative spirit of “all-hands-on-participation”
The basis of school-based curriculum development: good use of on-site curriculum resources
Personalization is the value pursuit of school-based curriculum development
The nature of school-based curriculum development: a complement to the national curriculum
The operation of school-based curriculum development: the pursuit of the same goal