Research On The Five I’s Curriculum View Of Chuting Zhang

The Five I’s curriculum view was put forward by Professor Chuting Zhang. This paper illustrated the form, substance and other questions of the Five I’s view from its fundamental connotation, characteristics, educational value, origin, comparison with other international theories and application practice. The whole paper consists of seven parts. The first five chapters are the body part.Introduction.This paper introduced the origin, contents and significance of this research; it also summarized current research outcomes and explained reasons of using methods like documentation, induction, deduction, hermeneutics and survey et cetera.Chapter One Fundamental connotation of the Five I’s curriculum view. Five I’s means information, interest, inquiry, intelligence and intuition. According to Mr. Zhang, The course should give students Five I’s, or Five I’s construct the courses. This is the basic opinion of Mr Zhang. Zhang treats the relationship between information and knowledge, intelligence and smart under category concept. In his view, information contains more than knowledge, interest is prior to will, inquiry matters more than passive receiving, intuition is more important than logic, and intelligence outweighs smart. Purpose can be presented in many ways like improving the wisdom of students. But it can also be influenced by the process, thus during the process, one should prevent teleology from becoming organon.Chapter Two Characteristics of the Five I’s curriculum view.From outside to the inside, by telling the essence through the appearance, this paper illustrated many characteristics of the Five I’s curriculum theory like its culturally diversity (nationality and internationality), multidimensionality in course design (richness and having focuses), people-oriented value, integration of working mode, academical truth and pleasant on the aesthetic experience et cetera. The Five I’s curriculum view combines eastern and wesviewtern elements, contain both national language and foreign language gene. Five I’s, the combination of Chinese and Western forms that also indicated Chinese people’s ability to learn, think, express and create. Five I’s curriculum view focus most on intelligence generation and it also illustrated some basic conditions about achieving the goal like concentrating more on interest, inquiry and intuition. The Five I’s curriculum view has clear methodology significance which is converting information into intelligence needs the help from one’s interest, inquiry and intuition.Chapter Three Educational value of the Five I’s curriculum viewThe Five I’s curriculum view emphasized five key points in a course from the perspective of purpose, content, method, process et cetera, and it paid special attention to the psychological factors. This curriculum theory showed the content as well as the method, and it can be applied both to organizing course resources and evaluating course processing and result. The Five Is curriculum view is of great value in many aspects, for example it can be a curriculum paradigm, an education metaphor, a group principles of curriculum.Using Five I’s to carry out the course work is conductive to liberal education, beneficial to create an ecological classroom, and achieving better development for people. Positioning the Five I’s as the principle of curriculum is necessitated by the need of establishing organic links with other educational theories brought by Mr. Zhang like the character of human, philosophy of human, education axiom, education principle, teaching regulation, teaching method, teaching arts et cetera and the need of guiding teaching practice.Chapter Four Origin of the Five I’s curriculum view.Aiming at breaking restraints of traditional curriculum views and revealing the complication, greatness and mystery of human, Mr. Zhang raised the view of the Five I’s curriculum view based on his understanding of human, life, and education. With his deep national sentiments and extensive international view, combined with the perspective of multicultural integration and based on his humanism idea, Mr. Zhang created the Five I’s curriculum view. In this chapter, the paper discussed the origin of the Five I’s from Mr. Zhang’s deep feeling about education, philosophical complex, national sentiment, and love for life.Chapter Five Comparison between the Five I’s curriculum view and other international theoriesOn the basis of national condition and holding an international view, with cultural consciousness and under the guidance of seeking common ground while reserving differences, in this chapter, the paper compared the Five I’s curriculum view with Three I’s, Three S’s, Tyler Rationale, Four I’s and other famous international curriculum theories. The writer strove after objectivity, analyzed the similarities and differences between the Five I’s and other theories; illustrated that to some extent, the Five I’s has its transcendent features compared with theories like Tyler Rationale, Four I’s; discussed the necessity and feasibility of each theories complement and coexistence one another, and built a model on mutual complementary of several classic theories.Conclusion.This conclusion summarized the main content of this paper.The Five I’s curriculum view is a kind of curriculum view that focus on turning knowledge into intelligence. It holds the idea that aiming at generating intelligence, using information (like knowledge, emotion and views) exchange as main content and regarding interest, inquiry and instinct as important psychological conditions, a curriculum is some kind of exploring activity carried out by teachers and students in the unknown area. All of that can also be regarded as the understanding and the definition of curriculum and teaching with a different perspective. There are basically four propositions in the Five I’s curriculum view:curriculum equals to human; curriculum is a kind of psychological process; curriculum is cultural acquisition; and curriculum is intelligence generation.