Performance of Dewey's Curriculum Theory

① Dewey's five-step exploration method and its instrumental theoretical analysis.

John dewey is a representative figure of pragmatism and the greatest educational thinker in the 20th century. His educational thoughts and curriculum thoughts have a wide influence in the world. He gave lectures in China in the 1920s and publicized his educational theory, so the education circle in China was deeply influenced by it.

Dewey put forward his own unique view on the essence of education: education is life, education is growth, and education is the continuous transformation of experience. Influenced by Rousseau, Pestalozzi, Froebel and Montessori, Dewey also advocated that the curriculum should respect children and take children as the center, so that children can learn by doing, get in touch with life and gain experience in practical operation.

In education, Dewey attaches importance to personal psychological development on the one hand, and social factors on the other. Therefore, curriculum design and textbook selection must fully consider children's personal experiences, needs, interests and abilities, and combine personal factors with social factors. However, he particularly emphasized children's experience and thought that education was all about the growth of children's existing abilities. Therefore, children's psychological status is the basic element of curriculum design and textbook selection.

As children live in the real world, their education should be closely related to social life. Therefore, teaching materials should be taken from real life, not just preparing for the future, otherwise it will easily make children's study and life out of touch.

He advocates that education pays attention to the cultivation of personality, emphasizes the choice of children's activities, and lets children learn by doing. The preschool education curriculum based on these educational principles emphasizes open education, setting up activity areas, allowing children to freely choose their favorite game materials and activities in a good educational environment, and attaching importance to personal value and its realization.

② The difference between the new three centers and the old three centers.

1. Herbart's traditional three centers are: classroom center, book center and teacher center;

Dewey's modern three centers are: replacing traditional classroom teaching with realistic and life-oriented teaching, replacing book knowledge with children's personal experience, and replacing teachers' guidance with students' active activities.

Second, the status of teachers and students is different. Herbart put forward that teachers should be the center of the educational process; Dewey believes that education should be child-centered and respect children's nature.

Third, the teaching methods are different. Herbart is strong in teaching and imparting experience; Dewey advocated "learning by doing". He believes that the knowledge that children gain through classes and reading books instead of activities is illusory.

Fourth, the teaching process is different. In the teaching process, Dewey put forward a five-stage process based on students' cognitive development in learning by doing: difficulties, problems, assumptions, verification and conclusion; Herbart put forward four stages: clarity, association, system and method.

Fifth, educational purposes are different. Herbart thinks that education is to prepare children for their future life, while Dewey puts forward the theory that education has no purpose. He believes that education is only the purpose imposed on the educated by external forces.

(3) Who put forward the theory of middle school curriculum activities, Bruner or Dewey?

Dewey

Activity curriculum theory refers to the curriculum theory centered on experience. /kloc-Dewey, an American pragmatic educator from the 9th century to the early 20th century, laid the theoretical foundation for the activity curriculum theory. He believes that "the real center of the relationship between schools is not science, literature, history or geography, but children's own social activities." It is advocated that the compilation of courses should conform to the development order of students' life experience, so that students can master the knowledge of solving practical problems. Encourage students to learn by doing. He thinks that the traditional subject curriculum theory can't take care of students' needs, interests and personalities, and puts forward that through activity learning, we can gain experience, cultivate interests, solve problems and cultivate scientific thoughts, attitudes and thinking methods.

(4) What are the three central theories?

The theory of three centers of education refers to the teacher, knowledge and classroom put forward by Herbart, a famous German psychologist and educator.

Later, Dewey, a representative figure of American pragmatic pedagogy, criticized the theory of three centers in education, so Dewey put forward the theory of children, experience and activity-"three centers in new education" As a result, there are two schools of education in modern western countries-traditional education school (Herbart) and modern education school (Dewey). The "three centers" are teacher-centered and emphasize the active construction of knowledge based on students' own experience. The new "three centers" are student-centered and student-centered. The new three centers have corrected the teacher-led and inquiry-based teaching by instilling and cooperating. The third middle school takes teachers as the main body, experiences as the center, activities as the center, classes as the center, teaching materials as the center, and students learn passively, emphasizing the one-way transfer of knowledge in the classroom and independent teaching methods.

⑤ How to evaluate Dewey's curriculum theory?

Curriculum theory is an important part of educational theory, so curriculum reform has also become the key link of educational reform. Dewey once wrote: "Looking back at some attempts of modern education reform, we will naturally find that people have been influenced to pay attention to the curriculum." School and Society, Tomorrow's School, People's Education Press,1994,254. For different people and under different circumstances, the connotation and extension of the course may be very different. The understanding of each course implies some philosophical assumptions, value orientation, some ideology and some educational beliefs, thus indicating which aspects this course is most concerned about, thus forming various schools of curriculum theory. These schools of curriculum theory are of great significance to China's curriculum reform. This study aims to better understand and promote the new curriculum reform in China through the study of Dewey's curriculum theory.

The full text is divided into four parts: First, the background and theoretical basis of Dewey's curriculum theory. This paper mainly discusses the influence of Dewey's time on his curriculum view, as well as his philosophy, psychology and society view.

Second, the basic proposition of Dewey's curriculum theory. This paper mainly discusses the curriculum design, curriculum form, curriculum implementation and curriculum evaluation. 1. Pay attention to the unity of children, knowledge and society in curriculum design. 2. In the form of courses, the combination of activity courses and subject courses is emphasized. 3. In the course implementation, strengthen the unity of * * * learning and curriculum. 4. Curriculum evaluation not only pays attention to the external value of the curriculum, but also emphasizes the internal value of the curriculum.

Third, the evaluation of Dewey's curriculum theory. Dewey's curriculum theory is perfect in theory, but there are also some problems in practice.

Fourthly, the enlightenment of Dewey's curriculum theory mainly expounds its enlightenment to the new curriculum reform in China. 1. Initiative Give full play to children's initiative in the curriculum and take active learning as an important way of learning. 2. Inquiry emphasizes that knowledge is inquiry. Take inquiry learning as an important way of learning. Step 3 be practical

The design and implementation of courses should focus on cultivating students' comprehensive practical ability. 4. Comprehensiveness emphasizes the comprehensiveness of the course and pays attention to cultivating students' comprehensive ability.

⑥ How to understand Dewey's empirical curriculum theory and Neller's existential curriculum theory?

along with

Dewey

represent

experimentalism

course

school

give a thought to

subject

The center-centered traditional curriculum is not enough and should be replaced.

children

Activity is a course in the answer center. In addition, the organization of the course should

psychology

Change.

Existentialism believes that an important prerequisite for determining the curriculum seems to be

adult

Students themselves are responsible for their own existence. In other words, the course is ultimately taught by students.

need

To decide.

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My answer

It's still useful to you. Please give me an adoption answer. Thank you.

⑦ Is Dewey or Rousseau the representative of child-centered theory?

The child-centered theory was put forward by Dewey. He put forward that "children are the starting point, the center and the purpose. The development and growth of children is the most ideal. "

"Child-centered" is embodied in the process of education, which requires teachers to consider children's personality characteristics, so that each student can give full play to his special skills and respect children's dominant position in educational activities. "Learning by doing" is the basic guiding ideology of Dewey's teaching theory. Its theoretical basis is his empiricism philosophy and instinctive psychology, and it is the central argument that completely negates traditional education and teaching.

Who is the representative figure of subject curriculum theory in pedagogy? A Dewey B Rogers C babanski D Herbart, please give the basis, thank you.

Herbart

Subject courses have a long history, including "The six great divisions in the wheel of karma" in ancient China, "Seven Arts" in ancient Greece, and "Seven Arts of Answering Samurai". The most representative figures are Comenius, Herbart and Spencer. The theory of subject curriculum emphasizes the logical organization of each subject, and attaches importance to students' systematic learning of knowledge, which is conducive to students' mastery and application of knowledge. However, it pays little attention to the relationship between subjects and ignores children's interests and needs. Dewey is the representative of "child-centered curriculum" (that is, "activity curriculum").

9. What are the theoretical schools of the curriculum and their basic viewpoints?

1. knowledge center curriculum theory

Knowledge-centered curriculum theory, also known as discipline-centered curriculum theory, is represented by Spencer in Britain, Herbart in Germany and Bruner in the United States. This theory holds that school curriculum should be based on subject classification, with subject teaching as the core and the goal of mastering basic knowledge, basic laws and corresponding skills of subjects. Since World War II, this curriculum theory mainly comes from "essentialism" and "eternity".

Essentialism, represented by Baglai, emphasizes that the curriculum content should be the "common element" of human culture, and puts forward that the interests of the country and the nation should be considered first in the principle of curriculum setting. The most effective and efficient way for school curriculum to provide students with differentiated and organized experience, that is, knowledge, is subject curriculum. The important feature of this course is that it consists of several disciplines, each of which has its own specific organization. In other words, Elements focuses on the teaching of traditional subjects and systematic knowledge.

Eternism further elaborated the superiority of famous books and textbooks, and thought that learning famous books can challenge a person's intelligence more than learning ordinary textbooks, and can promote the development of students' wisdom. In other words, eternalism emphasizes that the value of traditional eternal subjects trained rationally is higher than that of practical subjects and should be the core content of the curriculum.

2. Social-centered curriculum theory

It can also be called the curriculum theory of social reformism, represented by Brameld and freire. He believes that the course should pay attention to the problems of contemporary society, the main functions of society, the social phenomena that students care about, and the social transformation and social activity plan. This theory pays little attention to the knowledge system of the subject, and holds that courses should be organized around major issues in contemporary society to help students develop in society.

3. Learner-centered curriculum theory

It mainly includes empirical curriculum theory and existential curriculum theory.

The empirical curriculum theory is represented by Dewey. He believes that the traditional curriculum centered on discipline is not desirable and should be replaced by the curriculum centered on children's activities. Dewey believes that curriculum must be related to children's social life and should take children as the starting point, center and purpose. In addition, the organization of the curriculum should be psychological, the order of children's psychological development should be considered, and children's existing experience and ability should be fully concerned.

The curriculum theory of existentialism is represented by Naylor. He believes that the curriculum should ultimately be determined by the needs of students. In the view of existentialism, it is not appropriate to prescribe a fixed curriculum for students. Textbooks should be regarded as a means of self-development and self-realization, and students should not be dominated by textbooks, but should become the masters of textbooks. Knowledge and effective learning must have personal significance and be related to people's real purpose and life. In addition, existentialism believes that humanities should be the focus of the curriculum.