| As the humanity enters the 21st century, the increasingly fierce international competition for talent and the national strength presented unprecedented challenges to education. Countries in the world are pondering the question that "what kind of people we should train for the 21st century" and "how to train these people". As we all know, education coexists with humanity, and course is the most important inalienable part in the education.In this context, the curriculum has two general trends:The first is the "academic course" which takes Bruner's "structure curriculum theory" as the rationale, emphasizing the learning of conceptual knowledge. The second is "practical course" which takes "situated cognition theory" as the rationale, emphasizing learning in real contexts, committed to pursuing the balance and contacts between the concept and context, knowledge and experience.what I want to research is the relationship between the two courses and if the two kind of course can merge and learn from each other.So, I make sure the "intertwined research of academic course and comprehensive practical course" as the subject, takes Bruner's "structure curriculum theory" and "situated cognition theory" as the rationale,to research the inner links between these two kind of course. At the practical level, taking into account the aspect of "human and natural" of course, I choose the courses of biology as the sample subject, as the survey results in light of practice,I propose a concept to integrate and research these two kinds of course and design a practical course which is closely related with conceptual knowledge of biology. I will present these in the form of case.The ultimate goal of this paper is to manifest that the significance of concepts, skills and beliefs and whether they are useful need to be reflected in specific situations. Similarly, situations need concepts, skills and beliefs to become understandable, they rely on each other and then the construction of knowledge will be promoted. |
