After reading the book "Logic of Curriculum", I feel that it is still relatively general and lacks operational reference significance, so I think it is necessary to repeat it here.
On the whole, subject integration is a kind of curriculum organization, which runs through the boundaries of subject teaching materials, pays attention to a wide range of life problems or a wide range of learning fields, and combines various divided courses into meaningful connections. Or refers to the horizontal connection or horizontal connection of course components, hoping that a specific course content can establish a consistent relationship with other course content, so that students can run through the various courses they have studied and understand the correlation between different courses, thus increasing the significance, application and efficiency of learning (Huang, 1997).
For example, the integration of subjects and courses is like an IC (integrated circuit) of a computer, which combines independent electronic components into a powerful processor; It is also like the organizational structure of the human body, which combines various organ systems to become a person with thoughts and actions.
Therefore, the integration of subject courses is not to replace sub-subject courses, but to try to link the separated subjects, make the learning content more meaningful and applicable, make the teaching more vivid and stimulate students' learning motivation and interest. Therefore, the integration of disciplines and courses is a space for teachers to give full play to their educational specialties.
In the national education system that arranges school curriculum, teachers are only passive curriculum executors. As long as they teach according to the subject list and teaching materials stipulated by the state, as long as they finish teaching the materials in the teaching materials, they will be conscientious. As for schools and communities, they are divided into two worlds by towering walls: inside and outside the walls; There is little professional interaction between teachers and peers except the competition between students' test scores and enrollment rate.
Facing the impulse of future curriculum reform, we should not only have a sense of crisis in losing our old abilities, but also have a sense of growth in actively improving our professional abilities. Teachers are no longer passive and lonely curriculum executors, but also must play an active and cooperative role as curriculum designers and researchers, and actively develop school-based comprehensive courses.
The most ideal way of curriculum integration is to abandon the traditional curriculum structure of disciplines or subjects and re-develop an integrated curriculum. The more feasible curriculum integration is to maintain the independence of the subject, but try to connect with related topics as much as possible, or provide another period of time as integrated learning. That is, with the theme, concept or grand view as the core, the knowledge and skills of different disciplines or disciplines are integrated into a meaningful learning content that conforms to real life experience.
Therefore, the comprehensive curriculum is not to replace the subject curriculum, but to make up for the deficiency of the subject curriculum. Through the teaching level, combined with the existing subject teaching materials and students' life experience, the integrated theme learning is designed. On the one hand, it can promote the meaning, simplification, internalization and migration of learning content, on the other hand, it can give full play to teachers' professionalism and adapt to the current educational situation and reform needs.
(A) contact integration
Maintain the traditional discipline-based teaching, but in individual disciplines, related math classes are grouped into meaningful learning units with themes; Or several subjects teach related topics at the same time, so that the learning content is connected or linked with each other, that is, joint class teaching.
Because connection and integration still maintain the teaching of different disciplines, involving the least changes in schools and teachers, it is the easiest to achieve, which can not only maintain the original advantages of teaching of different disciplines-ensure the learning of subject content, but also link all disciplines-to form a meaningful whole.
? (b) Further integration
Because the habits and traditions of subject teaching are not easy to change, or because of the needs of teachers' professional knowledge, subject teaching is still needed. In order to enable students to integrate what they have learned in different disciplines, each discipline contributes a period of time as an integration activity, so that students can integrate or apply what they have learned through topic discussion activities. For example, the curriculum design of the primary school affiliated to Imperial Tea Women's University in Japan includes creative activities in addition to the traditional teaching of various subjects (translated by Xiao Zhiqiang, 1995).
Before the beginning of the semester, teachers must put forward the curriculum plan of creative activities for the whole school year and plan it in a thematic way. There are 3 or 4 activities under each theme. Each topic can be completed in one week, or it can last for several weeks, or even the whole semester. The content of the theme must be as close as possible to the content of the textbooks of all subjects, so that students can master the knowledge of all subjects through theme activities.
The implementation time is not only distributed in a band (scattered around a week), but also concentrated according to the school situation or the nature of the theme, and the integration activities are concentrated in a certain period of time. Because the additional integration still maintains the teaching of different subjects, but each subject contributes part of the time to the curriculum integration, and does not change the existing curriculum structure, so the feasibility of implementation is also high.
(3) local integration
The local comprehensive department adopts separate teaching for some subjects and comprehensive teaching for other subjects. This design mainly considers that some disciplines or disciplines are special, or their knowledge system is self-contained, such as mathematics, which is not easy to combine with other disciplines; Or some tool disciplines, with special emphasis on the study of basic ability, must have a separate study time, such as the practice of national language and writing. Therefore, mathematics and Putonghua can be taught separately, and other social, natural, artistic and physical disciplines can be designed to teach with algebraic expressions as the theme. However, the design of integrated teaching can also include the application of basic abilities related to Putonghua and mathematics.
? Full integration
Break the boundaries of various disciplines, analyze and integrate the curriculum objectives with the contents of subject textbooks, eliminate repetitive and trivial textbooks, integrate the contents of related disciplines with students' real life experience, and guide learning through themes and exploration activities, such as the integrated theme teaching mode proposed by Kovalik and Olsen( 1994). This integration method has changed the traditional curriculum structure and teaching division of labor, and teachers must also have more professional curriculum design ability, so its implementation is also the most difficult.
(e) comprehensive integration
The above four modes can be used by schools as needed to form a comprehensive integration. For example, the curriculum of the primary school affiliated to Hualien Teachers College is integrated and adopts an interdisciplinary, interdisciplinary integration and interdisciplinary comprehensive model. Take a four-week course for example. In the first three weeks, interdisciplinary or interdisciplinary subjects are integrated, with one subject (Chinese or social studies) as the center and other subjects integrated or integrated. According to the needs of exploration activities, flexible courses are used instead of traditional fixed courses. As for cross-disciplinary or cross-disciplinary integration, it depends on the nature of the textbook of the month. When the teaching materials of various disciplines are closely linked, break the boundaries of disciplines and adopt interdisciplinary integration. If the correlation is not high, the teaching of different subjects should be maintained by interdisciplinary integration, but they should be linked as much as possible. The fourth week is comprehensive activity week. According to the learning goal of the theme of the month, a one-week complete exploration activity plan is designed, which combines the study of the first three weeks with the students' life experience, so that students can obtain the overall study. Therefore, the integration activities in the fourth week are beyond the scope of subject teaching materials and belong to interdisciplinary integration.
(A) according to the school conditions, choose the appropriate implementation.
The implementation conditions of each method are different. Usually, contact integration can be adopted at the beginning of implementation, and additional integration or local integration can be adopted after more experience is accumulated. When teachers can fully grasp the spirit of curriculum integration and are good at designing courses, they can implement comprehensive integration or comprehensive integration.
(B) according to the characteristics of grades and courses, choose the appropriate type of integration.
As far as learning procedures are concerned, the lower the grade, the more life-oriented the textbook content; The higher the grade, the greater the difference of teaching materials. Therefore, in the lower grades, it is suitable to use interdisciplinary integration courses, while in the middle and high grades, it is suitable to use various integration types such as single subject, interdisciplinary and interdisciplinary integration. As for the interdisciplinary integration with the theme of life experience or problems, it is less limited by grades and can be implemented in any grade.
(3) Organizing teachers and implementing cooperative teaching.
Because the integration of school curriculum involves various courses or fields of different grades, it is usually not completed by a single teacher. It is necessary to combine teachers from different majors in the school to form teaching groups, break the boundaries between disciplines and classes, and carry out collaborative teaching. Or in the form of class groups, three classes form a teaching group, and four to five teachers cooperate to take charge of all class affairs, courses and teaching. The school no longer arranges subject teachers. The number of classes and teachers is determined by the school according to the situation and conditions.
(4) Flexible adjustment of class hours and flexible work and rest.
The class hours are calculated by the total class hours of the semester or school year. It is not necessary to stick to the fixed time and class hours per week, but to be flexibly adjusted according to the needs of the course, so that the learning activities are complete from beginning to end.
(E) the application of community resources to enrich teaching content.
As far as the relationship between school and community is concerned, teachers and parents are partners, and they cooperate with each other to educate their children. Therefore, teachers should be familiar with the characteristics of the community, understand the resources available in the community, expand the learning space to the community, and combine students' life experience to enrich the teaching content.
(6) Fully communicate with parents to gain recognition and support.
As integrated teaching needs to use more community resources, and parents often participate in teaching or learning activities, schools and teachers should keep close contact with parents before, during and after the implementation, so as to obtain their support and cooperation.
The above is the author's idea, which has not been proved by the experiment of subject integration. I hope our future curriculum reform and innovation can prove its correct vision.