Target mode: a mode that takes the target as the basis and core of curriculum design and focuses on the determination, realization and evaluation of curriculum objectives. The goal model is the product of the scientific movement of curriculum development since the beginning of the 20th century. Therefore, the goal model is regarded as the traditional and classic model of curriculum development and curriculum design, and its main representative is Ralph? Taylor's "Taylor Model"
Taylor pointed out that any curriculum design must answer the following four questions: Why teach (or learn)? What to teach (or learn)? How to teach (or learn)? How to evaluate the effect of teaching (or learning)? These four questions constitute the famous "goal", "content", "organization" and "evaluation", which are called the eternal category of curriculum development and design, and are also considered as the steps of curriculum design. There are other types of goal patterns, but none of them exceed Taylor's four problems, which are usually regarded as the supplement of Taylor's model.
In practice, the goal model is subdivided into the following seven easy-to-operate steps, namely, (diagnosing needs-forming specific goals-selecting content-organizing content-selecting teaching activities-organizing teaching activities-evaluating). )
The goal model has two remarkable characteristics: first, it takes clear and specific behavior goals as the core of curriculum design, which is the starting point of curriculum design and the end point of educational activities, and the behaviors here are often those obvious external behaviors; Second, this design mode is intended to control and pursue efficiency.
The advantage of this design mode is that it is clear and the specific behavior goals are very easy to operate and evaluate. The disadvantage of this design mode is that the curriculum objectives are expressed by behavior, and then these behavioral objectives are decomposed layer by layer, which completely dismembers the integrity of curriculum and children's learning and makes children's curriculum experience fragmented; Behavior includes not only explicit behavior, but also implicit behavior (such as children's experience of curriculum, children's self-awareness, etc.). ), and the latter is often more important than the former, but this curriculum design mode excludes implicit behavior and gives up the foundation; Furthermore, this design model has a simple understanding of knowledge, ignoring the process of knowledge generation and the relationship between knowledge and society, and has a linear understanding of knowledge, which directly leads to the fact that the teaching process is a process of construction according to drawings, and teachers' subjectivity and creativity are relatively lacking. It can be said that the application scope of this model is limited, and it can only be applied to external behaviors, such as the cultivation of skills, while it is more difficult to cultivate some advanced psychological functions, such as creativity.
Aiming at the deficiency of target mode, a new design mode came into being, which is process mode.
What are the general models of curriculum development?
I remember when I worked with Blue Fox, they said there were three modes. I don't remember the specific three modes, or you can ask the blue fox directly.
How to evaluate the process model of curriculum development
In view of the insurmountable limitations of the goal model in practice, in order to make the educational goal meaningful, we must regard the goal as a procedural principle, not the ultimate goal. The so-called procedural principle is that the values of curriculum designers (teachers) will guide their actions in the teaching process. Therefore, curriculum development should focus on the process, not the goal. It is not appropriate to start with a detailed description of the objectives, but to elaborate the procedural principles and processes first, and then constantly improve and revise them in educational activities and experiences. This is the so-called "process model", which focuses on the process or procedure, not the goal or content. It doesn't specify the goal in advance, but specifies the content and various principles in the process. In other words, this model advocates that curriculum development should select the contents that can reflect these knowledge from those valuable knowledge, and these selected contents can represent the most important process, the most critical concepts and the inherent standards of these knowledge. The final result obtained by students is not determined in advance according to their behavior, but evaluated afterwards with the help of the standards established in the knowledge form.
What models can kindergarten curriculum design have?
First, the confusion between educational goals and curriculum goals "One minute said that goals must go first, and the next minute said that goals can be generated in the process. What is this? " The "goal" mentioned before and after this question is actually not the same concept. The so-called "must first" goal is obviously the meaning of educational goal, while the "generated in the process" goal is the concept of curriculum goal. Educational goal and curriculum goal are two closely related but different concepts, which belong to different levels in the educational goal system. As a subordinate concept of educational goal, curriculum goal embodies the value orientation of curriculum development and educational activities under the restriction of educational goal. Educational goal is a subordinate concept of educational purpose. The purpose of education is the overall requirement for the quality and specifications of the educated, which constitutes the first element and premise of educational practice. Educational goal is the sub-goal of educational purpose, which directly determines the nature and direction of curriculum. In China, the goal of kindergarten education stipulated in the Regulations on Kindergarten Work (hereinafter referred to as the Regulations) is to "educate children to develop in an all-round way in physical, intellectual, moral and aesthetic aspects and promote their harmonious development of body and mind." It is the embodiment of the educational purpose stipulated by the state in the kindergarten stage and must be followed by all kindergartens in China. Of course, this goal was set before education. There is no doubt that there is no educational activity without goal guidance. The characteristics of educational goals are universality, fuzziness and generality. To achieve these goals, we need complex and multifaceted efforts, among which transforming educational goals into specific curriculum goals is an extremely critical step. Curriculum goal is the concretization of certain educational goals in the field of curriculum, and curriculum is the bridge to realize educational goals. Because of the different educational value orientations of curriculum developers, they have different emphases on the three basic sources of curriculum development: the needs of society, the needs of children and the requirements of disciplines, resulting in typical curriculum views and eclectic curriculum views such as "social standard", "children standard" and "discipline standard", as well as a variety of corresponding curriculum target forms. These curriculum objectives show different characteristics or presentation methods. For example, some are prescriptive, and the change of children's visible behavior after the course is scheduled before the course begins, which is the behavioral goal; However, some of them are evocative and non-prescriptive, which do not indicate what behavior students will have after learning, but just focus on students' personalized reactions, such as performance goals, like the theme or scene of learning; Some of them are naturally generated with the development of educational process in educational scenes, such as generative goals and so on. At the same time, the curriculum practice under different curriculum objectives is also different. Various modes, such as "target mode" corresponding to behavioral goals and "process mode" corresponding to generative goals. It should be noted that it is a hard and creative work to transform educational objectives into clear curriculum objectives, which is by no means a simple deduction process. It is necessary to conduct in-depth research on children, society and various learning fields. Without any aspect, the formulation of curriculum objectives can not be successful. Sometimes, once the seemingly uncontroversial educational goals are concretized, there are different views. For example, everyone agrees that children should develop in an all-round way, but their understanding of the connotation of body, intelligence, morality and beauty is often different. Therefore, the curriculum objectives and educational activities of kindergartens are often varied. In addition to the quality problem, the number of course objectives also needs a suitable "degree". If it is too much and too detailed, it will bind the hands and feet of teachers and children, but if it is too general and too general, it will make teachers unable to grasp it. Second, on the goal model and process model The goal model is a curriculum paradigm established by applying the principles of scientific management, which has made outstanding contributions to the establishment and development of curriculum practice, so it is called the "father of behavioral goals". This paradigm takes "behavior" as the core, and predicts the changes of students and evaluates the success or failure of the course with predetermined accurate, concrete and operable behavior goals. In China's kindergarten education, the curriculum has been operated in this way for a long time: selecting content, organizing educational activities and implementing educational evaluation. This is a typical target model. The advantages of this model are: (65,438+0) The course objectives are clear, concrete and operable, and teachers can clearly realize what they want to do;
What are the modes of kindergarten curriculum development?
1 Contents of school-based curriculum development
The content of school-based curriculum development is the key to school-based curriculum development, which directly reflects the concept and purpose of school-based curriculum development. According to the different educational concepts and resource conditions of each school, the content of school-based curriculum development presents diversity and difference. At the same time, because the development of school-based curriculum is a dynamic process, its content also shows openness and development accordingly. At present, most schools divide school-based courses into compulsory courses, activity courses and elective courses. But these three are mutually inclusive, as some scholars have pointed out: "The relationship between these three is illogical in theory." [2] Therefore, according to the development function of the curriculum, the author divides it into three categories: basic curriculum, enriched curriculum and development curriculum.
1 basic courses
Basic courses refer to courses that provide students with basic knowledge and skills that can be re-developed. It is roughly consistent with the scope of the national curriculum. Including Chinese, mathematics, physics, chemistry, English, politics, biology, sports, art and so on. Basic courses include subject knowledge courses and learning strategies courses. The development of subject knowledge curriculum involves two aspects: one is to update the course content, which is often adapted, edited or expanded. The second is the innovation of curriculum structure, including the hierarchical construction and horizontal integration of subject knowledge. For example, high school affiliated to nanjing normal university divides the course into three grades: 1)C-level subjects, which are the minimum requirements of the national syllabus; 2)B-level subjects are appropriately added and supplemented with reference to the comprehensive requirements of national compulsory and elective courses; 3) For A-level subjects, rewrite the syllabus and edit the original textbook. This stratification is a combination of subject stratification and content difficulty stratification, which makes the course reflect the difficulty ladder and students at all levels can fully learn. The development of basic courses in Datong Middle School in Shanghai has broken through the traditional subject courses and strengthened knowledge integration. It is divided into liberal arts synthesis and science synthesis. The integration of liberal arts takes humanistic spirit as the core; Scientific synthesis takes environment and sustainable development as the core. Knowledge integration has achieved the goal of cultivating students' knowledge in many directions.
Learning strategy courses are divided into general learning strategy courses and subject learning strategy courses. General learning strategy courses include selective attention strategy, memory learning strategy, organizational learning strategy, completion learning strategy, metacognitive learning strategy and so on. These strategies are applicable to any course and learning form, and have nothing to do with specific knowledge fields. Discipline learning strategy refers to the strategy of closely combining with specific disciplines and adapting to professional knowledge learning [3]. Such as application problem solving strategy, reading strategy, English learning strategy, chemistry experiment strategy, etc. The subject learning strategy is directly related to the subject and has the characteristics of "generative", which should be an important content in the development of basic courses in schools.
2 Rich courses
Enrichment courses refer to courses that enrich students' lives, promote their all-round development and improve their comprehensive quality and quality of life. Including fitness, knowledge, pleasure, inspiration and wide range of activities. Fitness courses mainly teach students the methods of fitness, and at the same time cultivate students' sports consciousness and health care concept. The development of such courses should attach importance to the diversification of activities and advocate the participation and popularization of activities. Broadening knowledge is mainly a course to enrich students' knowledge and broaden their horizons. Such as poetry appreciation, famous works appreciation, scenic spots and historical sites sightseeing, network information browsing, etc. Its core purpose is to teach students how to acquire knowledge extensively. Such as consulting books, information card integration, library reading, TV or news evaluation and so on. The course of phobia refers to a course with pleasant temperament and rich emotional experience. One is artistic pleasure, which can be realized through music appreciation, art appreciation, calligraphy appreciation, dance performance and other courses; One is leisure, such as photography, fishing, flower arrangement, stamp collecting, assorted dishes, bonsai, flowers and other courses. This kind of course can teach students meaningful ways to relax and cultivate their temperament, and cultivate elegant life interest. Inspirational course is a course to stimulate students' enthusiasm for life and enhance their willpower. Such as successful case analysis, frustration adjustment and persistent training. At present, many schools still focus on intelligence, ignoring the cultivation of willpower, resulting in most students' psychological fragility and weak willpower, which makes it difficult to adapt to society. Therefore, it is urgent to develop inspirational courses. Wide-caliber courses refer to highly operational courses that are widely adapted to social life and work. Its purpose is to cultivate students' specific operational ability and practical ability. Such as electronic production, web page production, radio maintenance, news interview, English conversation, experimental operation and other courses.
3 development curriculum
Outward bound courses refer to courses that expand students' abilities and stimulate their creativity. It raises the requirements and increases the difficulty in basic courses, aims at cultivating research-oriented and innovative talents, and attaches importance to the frontier, academic and inquiry nature of the subject. This kind of course includes two aspects: first, deepen the depth of subject knowledge and broaden students' subject knowledge and ability, such as the subject knowledge competition and the theory of knowledge offered by Datong Middle School in Shanghai. Second, courses that focus on cultivating students' problem consciousness, innovation consciousness, scientific spirit and creative ability, such as scientific and technological inventions, academic papers, creative skills training, thinking training, etc. Developmental courses mainly focus on inquiry learning and open learning. Although such courses do not account for a large proportion in basic education, they play a decisive role in students' life development.
Second, the school-based curriculum development model
There are two modes of school-based curriculum development: one is cooperative development; One is the independent development of curriculum operation, also known as the interactive development of teaching scenarios.
1 cooperative development
1) Inter-school cooperation. That is, the combination of schools, some scholars pointed out that school-based curriculum development can not be limited to the school's own activities, but needs to form an interactive relationship with other schools. [1] This model requires that the school's educational philosophy and purpose are similar, the regional span is small, and resources are complementary, so as to enhance the strength of curriculum development. Cooperation methods include complementary integration, assembly line operation, merger and crossing, etc.
2) Cooperation between experts and schools. The essence of curriculum development is the process of continuous development, enrichment and perfection of curriculum theory and curriculum development practice "[1]. On the one hand, experts have rich knowledge of curriculum theory, which can provide theoretical guidance for school curriculum development; On the other hand, schools with development conditions provide an important foundation for the combination of curriculum theory and practice.
3) Research institution-school association. When developing large-scale and difficult courses, schools should unite with research institutions. Because research institutions have the ability of systematic development and research. There are two ways to combine research institutions with schools: base method and field method. Base method refers to the curriculum development in which some research institutions are based on schools and schools actively participate. On-the-spot method is to set up curriculum development projects in schools, and research institutions will provide on-the-spot guidance.
4) The joint mode of education administrative departments and schools. When developing school-based curriculum, the administrative department of education can put forward policies and principles, provide financial and material support, and allocate and utilize school resources among regions. All these are conducive to improving the comprehensive strength of school-based curriculum development. However, the cooperation between educational administrative departments and schools must follow the principle of non-command and non-interference.
5) lead a teacher to cooperate. In the process of school-based curriculum development, school leaders and teachers are the core forces. They are familiar with the advantages and characteristics of the school and directly undertake specific development tasks. On the one hand, the leader's personal style, school-running concept and management strategy show the characteristics of running a school; On the other hand, teachers know themselves and students best, and they can really implement the purpose of "people-oriented" in school-based curriculum development. Only by combining the two forces can school-based curriculum development fully embody the concept of school-based education.
2 self-development curriculum operation
Curriculum operation refers to the interactive relationship among teachers, students and courses in the teaching situation. Any kind of curriculum will change in this interactive relationship. This change can better reflect the reality of teachers' ability and students' needs. The process is: 1) The teacher should first set the initial course according to the students' needs. 2) Students provide feedback and suggestions. 3) Teachers' self-feedback. 4) Then set the course. 5) The curriculum is more reasonable. 6) Teachers' professional ability is improved accordingly, and students' ability is improved, thus the level of curriculum development is higher.
Third, the school-based curriculum development strategy
1 clear concept
School-based curriculum development must first have a clear concept. The establishment of the concept is helpful to determine the direction of school-based curriculum development, condense the joint efforts of education and form the characteristics of the school.
The concept here refers to the school's educational concept, educational purpose and educational goal. Educational philosophy embodies the spirit of the times of education, and it is the general understanding and view of education under the background of the times. Quality education, subjectivity education and innovation education are all educational concepts in the new period, which determine the overall direction of school-based curriculum development. The purpose of education is the general development direction established by the school under the guidance of educational concept and according to the specific situation of the school. For example, Xishan Middle School in Jiangsu Province, everything is to cultivate modern China people who stand upright. Shanghai Datong Middle School and other schools are all-round, good at humanities, and connected with arts and sciences. All-round development is the cradle of scientists. They are of direct guiding significance to the development of school-based curriculum. Educational goal is the concretization and operation of educational idea and educational purpose. For example, Xishan Middle School aims to cultivate students' self-confidence, nationality, innovation, modernization, health and perseverance under the aim of "cultivating modern China people who stand upright". It is the direct direction of school-based curriculum development. However, not every school has its own clear concept of running a school. There are several ways to clarify the concept: 1) conceptualization. The concept of running a school in some schools is vague and general, which can only be clearly defined by concepts. 2) Summary method. If the school-running ideas are scattered, it is necessary to summarize them and make them systematic and characteristic. 3) Lifting method. The school-running concept of some schools often stays in the perceptual or empirical stage, and should be raised to the rational or theoretical level to help guide the whole school-running strategy. 4) the founding law. When the existing concept of running a school is out of date or has not yet been formed, it should be established according to the spirit of the times of education and the specific reality of the school. In a word, the idea should have the characteristics of macro-guidance, meso-concreteness and micro-feasibility, so as to truly achieve the purpose of guiding school-based curriculum development.
2 demand analysis
The development of school-based curriculum should carry out demand analysis under the guidance of school-running concept. The objects of demand analysis are student demand, regional demand and social demand. The needs of students belong to the internal needs of education and are the starting point and destination of education. Regional needs and social needs are the external needs and functions of education. The analysis of students' needs involves students' knowledge needs and psychological development needs. Knowledge demand refers to students' needs and views on knowledge itself and ways to acquire knowledge. Psychological development demand refers to students' inner desire and requirements for perfecting their minds, cultivating their personality and becoming mature. The separation of students' needs is conducive to "teaching students in accordance with their aptitude". Secondly, the development of school-based curriculum is not "behind closed doors", but self-sufficient. It is necessary to consider the needs of the region and society, and investigate the needs and characteristics of the economic and cultural development of the region and even the society for talents and information, with a view to developing sample courses that not only meet the needs of students but also benefit the development of the region and society. Only in this way can school-based curriculum have long-term vitality. The methods available for demand analysis include questionnaire survey, talent market analysis, network information analysis and regional development report analysis.
3 Resource assessment
The development of school-based curriculum needs to consider the resource conditions of the school to determine the degree of development. The resources here refer to information resources, ability resources and material resources. Information resources, based on school textbooks and materials, provide running water and information support for school-based curriculum development. The evaluation of information resources involves information channels, information storage and information efficiency. Evaluation requires diversification of information channels, enrichment of information storage and high efficiency of information value. The whole information resources should be constantly exchanged and updated, forming a dynamic process of "survival of the fittest" of information resources. Ability resources refer to teachers' professional ability and students' learning ability. The development of school-based curriculum is mainly based on teachers and students, and their ability restricts the depth and value of school-based curriculum development. Teachers' professional abilities include professionalism, pioneering consciousness, innovation ability and curriculum development ability. The evaluation methods are usually: first, teachers' self-evaluation, then school evaluation; Finally, it will be comprehensively reviewed by the expert group. Students' learning ability includes realistic learning ability and potential learning ability. Realistic learning ability refers to the present situation of students' learning ability and is an important basis for school-based curriculum development. Potential learning ability refers to the ability that students can achieve through curriculum renewal, which is an important goal of school-based curriculum development. The evaluation of students' learning ability is often composed of teacher evaluation and students' self-evaluation. Material resources refer to the venues, facilities, equipment and financial support that schools can provide in school-based curriculum development, and are the material basis of school-based curriculum development. In addition to the above evaluation of school resources, it is also necessary to evaluate the resources available to the community in order to form a good resource environment for school-based curriculum development between schools and communities.
4 Advantage evaluation
When the school has the conditions to develop school-based curriculum, it is necessary to evaluate the advantages in order to highlight the school-running characteristics and effectively improve the quality of curriculum development. School advantages include management advantages, teacher advantages and student advantages. School-based curriculum development is a systematic project, which is difficult to achieve without management. The advantages of management are embodied in the clarity of school management concept, maturity of management style, diversification of management means and systematization of management structure. The evaluation of school management should be provided by teachers and students, initially evaluated by school leaders and finally evaluated by school management experts. The purpose is to analyze the advantages and disadvantages of school management, so as to strengthen the management system and mechanism construction and highlight the management advantages through the school. The advantage of teachers lies in their expertise and skills in curriculum development. According to teachers' expertise, we can decide what courses they can effectively develop; According to the skills they have developed, we can decide at which levels and links they are suitable for curriculum development. The advantages of students are embodied in two aspects: one is the group advantage ability formed by students in our school for a long time; Second, students' curriculum choice and curriculum feedback ability make them active participants and promoters of school-based curriculum development, rather than bystanders and passive recipients. If a school knows its own advantages, it can foster strengths and avoid weaknesses, and get twice the result with half the effort in school-based curriculum development.
The curriculum development model suitable for China in the new period is
That's a real problem. I think it is good to adapt to the national conditions and keep pace with the times.
On Several Models of Curriculum Development
On three models of curriculum development.