Education 6 Chapter 2 Curriculum Theory

This is a mind map about the curriculum theory of Chapter 2 of Education 6, including representatives of target models, elementalist curriculum theory, Structuralism, Humanism etc.

Edited at 2023-12-02 13:41:44

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Education 6 Chapter 2 Curriculum Theory

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Outline

curriculum theory

target mode representative

Bobbitt Activity Analysis

Determine activity goals from important human areas, and then refine the knowledge, skills, and attitudes that education should enable children to acquire.

Steps: analysis of human experience, analysis of specific activities, selection of curriculum objectives, development of educational plans

Evaluation: It focuses on life development and the learning of systematic knowledge, but it is too cumbersome, ignores the overall value orientation of society, and is divorced from children's lives.

Chester's functional analysis

Taylor goal model

Based on eight years of research, Taylor authored "Principles of Curriculum and Teaching" and believed that preparation must answer four questions: selection of curriculum objectives, selection of educational experience, organization of educational experience, and evaluation of educational plans.

What educational goals should the school achieve: Curriculum goals are derived from the study of student society and are based on: educational psychology and social values. Objective factors form the core of curriculum development.

What experiences can be provided to achieve these educational goals: Basis for choosing educational experience: Learning experience gives learners the opportunity to practice; students gain a sense of satisfaction after practicing their goals; expectations are reflected within the student's ability; the same goal can be achieved by multiple experiences ;The same learning experience can produce different consequences.

How to organize these teaching objectives: the principle of continuity, procedural integration

How to determine that goals are being met: Curriculum evaluation occurs early in the planning process. Determine evaluation goals, design evaluation situation evaluation methods, and use evaluation results. Assessment should pay attention to two issues: more than one assessment should be included at any time, and the behavior of learning functions must be assessed.

Evaluation: It is a paradigm of curriculum research. Curriculum evaluation is introduced into curriculum preparation, making curriculum development and preparation a complete operating model; it is widely used, scientific and efficient; teaching has goals and evaluation is based on basis; teaching quality is improved. Limitations: It ignores the differences in students' subjectivity and points to predictable goals; it is controllable and the process is mechanical; it has obvious external behavioral tendencies and ignores students' internal psychological changes, which is not conducive to students' development.

The difference and connection between goal mode and process mode

Psychological basis: The goal model focuses on behavior and has an obvious behavioral orientation, while the process model is more cognitivist.

The beginning of curriculum design: the goal model starts with goal determination, but the process model does not

Value of course content: The goal model uses content as a means to achieve goals, while the process model believes that learning activities, knowledge and experience itself have extrinsic value

Course implementation: The goal model has a clear and operable model, while the process model pays more attention to the gains in the process and exploration in practice.

Course evaluation: The goal model has clear evaluation criteria, while the process model pays more attention to process.

Connection: There is no conflict, that is, formative goals and resultant goals have their own scope of application and should be applied in conjunction. Intrinsic value activity criteria and procedural principles are also higher level because the learning process inevitably reflects explicit and underlying goals.

elementalist curriculum theory

Curriculum focuses on cultural elements rather than life experience

Structuralism

Children have different structures at different stages of development, and education needs to be based on them

humanism

Maslow Rogers

The purpose of the curriculum is to promote the free development of people; the selection of content should meet the needs of students and be connected with experience; pay attention to the role of emotion and the teacher-student relationship; in terms of learning methods, meaningful and free learning; in terms of curriculum implementation, non-directive teaching Advocate, attach importance to process evaluation

Introduction to Schwab’s Practical Curriculum Theory (Collective Deliberation Model) Characteristics Curriculum Design Process Evaluation

Introduction: Criticism of traditional curriculum inquiry methods that rely on a certain theory without thinking and are divorced from reality. Curriculum research itself is realistic and dynamic. It should be based on practice and proceed from various practical situations to coordinate and balance the various elements of the curriculum. This is a practice-oriented curriculum design.

Characteristics: Select the appropriate solution for the solution to be solved; use practice as the standard to measure the solution, and focus on practice from problem raising to solution; a representative deliberation group formed during the deliberation process to inspire and communicate with each other.

Course design process: Personnel representing the four elements of subject content, learners, teachers and environment form a review group to identify problems, analyze theories, and apply for alternatives. All four parties make decisions together to coordinate and balance the four elements.

Evaluation: Combining theory with practice, analyzing and choosing options based on practical problems, reducing reliance solely on theory; emphasizing the dominant position of teachers and students to promote teacher professional improvement; paying attention to the opinions of students, teachers, parents, and other people. Disadvantages: too much emphasis on practice and neglect of practice. It loses the universality of the theory; the choice of appropriateness requires the reconciliation of multiple theories, which can easily cause ideological confusion; collective deliberation requires considering the suggestions of all people, which is difficult to achieve in reality.

Stenhouse process model

Introduction: The critical goal model misunderstands the process of knowledge and practice, only regards knowledge as the ultimate goal, and limits people's thinking. Educational reform cannot be achieved by theoretical research alone, but should be achieved in practice and in the teaching process. .

Viewpoint: Learning activities and knowledge and experience have value in themselves, not just means to achieve goals; curriculum design does not necessarily start with goals, but goals narrow the learning process itself; Cognitive psychology believes that learners should take the initiative to think after to form a cognitive structure

Curriculum design is a preparation idea that is specifically explored in practice. It has two characteristics: emphasizing educational methods rather than teaching methods, emphasizing learners' active learning; emphasizing teaching environment and experience reorganization.

Principles of the Procedural Model 5: Discuss controversial issues in the classroom, rational principles in education, apply inquiry and discussion methods rather than pure lectures, discussions are for the purpose of unifying viewpoints rather than protecting different viewpoints, and teachers as moderators should be responsible for the quality of learning.

Evaluation: Pay attention to the continuous debugging of the teaching process to adapt to the maximum learning and development of students. Limitations: The construction of the model was unsuccessful, there is no specific method, it is difficult to grasp, and the requirements for teachers are high.

development trend

Research methods: From quantitative research to a combination of qualitative and quantitative research

Participating subjects: Teachers and students are more involved in curriculum review and decision-making

Course content expands with social development

Curriculum research moves beyond curriculum development toward the integration of development and understanding