Conception, Features, and Framework of Curriculum and Instruction Integration

Q3 Social Sciences Education Research International Pub Date : 2023-09-11 DOI:10.1155/2023/8728567
Linglan Zhao, Wei Fan
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Abstract

Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction.
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课程与教学整合的概念、特征与框架
经验表明,课程与教学的分离会严重阻碍课程改革的进程。在新一轮基础教育改革的背景下,课程与教学计划应以整合的方式发展学生的关键能力目标。因此,抵制一刀切的思维,从实践的角度重新审视课程与教学整合问题具有重要的价值。本研究遵循核心能力的实践本质,构建实践、系统、结构三个维度,重构课程与教学整合的内涵。课程与教学整合被定义为对系统的内部要素进行重组和排序,从而在实践中形成新的结构和新的教育功能的过程。它有三个特点:以学生的学习实践为目标,以现有的课程和教学结构为基础,以系统层次结构整合为结果。在确定了课程与教学整合的内涵和特征的基础上,构建了以关键能力为导向的课程与教学整合层次框架模型。研究可为促进课程与教学的高质量发展提供有益的参考。
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来源期刊
Education Research International
Education Research International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
0.00%
发文量
212
审稿时长
21 weeks
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