Disciplines And Curriculum Differentiation And Comprehensive Study

As the blooming development of information industries, the differentiations between subject and class are becoming one of hot topics in the field of education theories. Moreover, social changes, post-development push us to pay full attention to the differentiations and integrations of discipline, curriculum as well.This research origin from an overall background, and then analyzes the complete relationships among these items-"knowledge, science, discipline, and curriculum". As the basis of discipline and curriculum, science and knowledge are defined vastly from inner meanings and extent ions. And to fix a common standard of these two items is the priority of all research demands. Many definitions and identifications were fixed by researchers, who mainly did this from two perspectives-daily understanding and academic cognition towards them. In this thesis, the author makes a detailed analysis towards their relations, which are the most significant item we need to do research on.This thesis constructs itself by six chapters:Chapter One is the analysis towards the definitions of related items-"knowledge, science, discipline and curriculum", and states these four items' relations. Chapter Two carries out a complete discussion on the historic venations of the differentiation and integration of discipline, of curriculum as well on the basis of Mr. Zhongying Shi's definition on "form of knowledge", the next chapter states the differentiation and integration of discipline and curriculum from the perspectives of Popper science development theories, Disciplinarity, human's overall development theories. And then, in this chapter, the author also makes an analysis on the characteristics of the differentiation and integration of discipline and curriculum: integration of depth and completeness, unification of relativity and rule-accordance, aim-accordance. The fourth chapter analyzes the overall background of the differentiation and integration of curriculum-the separation and combination of science and humanity. Besides, this part gives a brief analysis on China's education issues, such as the discipline self-choice by students in high school education period, the operation of integrated curriculum, the implementation of general knowledge education in college period. By such an analysis, we may see more clearly the complicatedness of the differentiation and integration of curriculum. Therefore, it will be a must to employ more complete theories to analyze it. The last chapter is a preview towards the differentiation and integration of curriculum on the basis of complete theories, and then the author also put this research into China's reality situation, and holds that teaching reformation will be the guarantee of high-quality students.The conclusion making from this thesis is in two aspects:Theoretically, the differentiation and integration of curriculum and discipline show some characteristic of complicatedness, i.e. on one hand, the differentiation and integration of discipline make some influences on curriculum, and this is a fact needing no neglecting; on the other hand, curriculum tends to show its independence, especially in this blooming information-oriented society, for its independence is attracting more and more attention. We tend to pay more attention to this feature of curriculum. Many experts are making choices on what should be included in curriculum and what needing to be covered in the circle of discipline. This work needs more complete thinking and instructing. Meanwhile, we should take more look at the complete relationship between the differentiation and integration of curriculum, because this relationship is not simply true or false at all, but in co-existence. To get depth and completeness of the combination between them will be the best point for us to achieve balance. Only if making theories clear can we prevent from getting into dilemmas of practice.In practice, we must take China's national facts into full consideration, and make complete analysis on the factors binding curriculum differentiation and integration. Firstly, we need to look through our education aim, which should be "to get more talents of all professions"; therefore, only by building students" knowledge on a firm and wide foundation can we get to this target. And then, we also need more general talents, who will be only demanded to mastering some necessary basis. However, we should notice one point here:no over-education will be needed. Secondly, if we check through China's current curriculum development, we will find out that we have not yet pay attention to integration on the basis of differentiation. The reason is that our ancient discipline was developed from fuzzy state. Last but not least, we should lay some emphasis on the facility and spiritual demand of the differentiation and integration of curriculum, and we should keep social attitude towards them in mind all the time. On one hand, people will show interest on curriculum integration because of its reasoning aspect; on the other hand, it will be difficult to put into implementation if people turn their back on it. And facility is another very significant factor for curriculum integration.To introduce theories of complexity into education theory and practice is not the cure of handing all educational issues, and it is never the end of human's cognition. However, theories of complexity are the best instructive theories to settle the differentiation and integration we found until now. It is true that these theories will never be fixed all the time, which are just one of approaches we try to employ in the process of knowing the world. We should keep this in mind all the time.