发现的课程从现象到理念-课程与教学论专业论文.docxVIP

Abstract According to a neglected courses phenomena, we put forward a new concept The curriculum oriented discovery in this study. Then we further explore the theoretical tension of this concept along the conception itself and put forward an idea about curriculum development and implementation. Studies suggest that in the narrow dimension, The curriculum oriented discovery refers to the new ideas, new knowledge, new problems and new problem-solving methods and techniques discoveried by teachers or students from their separate work or teamwork in their curriculum lives,which are out of the curriculum planning by curriculum experts and education authorities, and out of the curriculum implementation results expected. While in the broad level, The curriculum oriented discovery refers to an idea of curriculum development and implementation. And its nature is a conscious collaborative operation on knowledge organization, teaching methods, classroom construction and many other aspects, In order to better achieve the value and its tension value of The curriculum oriented discovery in its narrow dimension. This study is divided into four parts: The first part is about Why put forward The curriculum from discovery? This part points out the fact that The curriculum oriented discovery as a curriculum phenomenon being covered, and an-awareness of it in curriculum theory. And then put forward the concept according to the fact. The second part is about the definition of the concept The curriculum oriented discovery. By comparison with the concepts related, we makes the concept clear. The third part is about the theoretical basis and content of The curriculum oriented discovery. In this pat we use the theory of Human spirit and Gestalt as the theoretical foundation of this study, and analyze the content and its structure of The curriculum oriented discovery from five different dimensions. The last part is about how to carry out The curriculum oriented discovery ,namely, How to