A Study On Generative Curriculum Implementation

Generation has become the most strongest voice in modern philosophy. One of the basic ideas in the newest curriculum reform is paying attention to generation. The nature of generation in curriculum implementation and the reality encounter of the generative curriculum implementation impel us to make a study on the generative curriculum implementation. So it is urgent to define the connotation and characteristics of the generative curriculum implementation and explore the basic theory, principal, pattern and route of the generative curriculum implementation. This study follows the principal of connection between theory and practice. Literature analysis, theory study and cases study are integratedly used in this paper to make a more systematic and deeply study on the several theories and classroom teaching practice of the generative curriculum implementation.The generative curriculum implementation is an open, complex and multidimensional conceptional system, which is the progress created by the teachers and students who base on the combination between the individual intellectual background and teaching situation. It follows the individual lives’ completion of teachers and students. The fundamental purpose is to stir up the inner creation and expansibility, and promote individual life quality. The generative curriculum implementation contains participation, situation, interactivity, creation and pluralism, besides the basic characteristics, such as presupposition, target, regularity in preordained curriculum implementation.The study bases on the philosophical visual angle,which includes generation philosophy, process philosophy, postmodern knowledge view, the restructure theory of hermeneutics sense and the enactment orientation of curriculum implementation. Synthetically see through the theory basics of the generative curriculum implementation. Form the angle of philosophy, facilitate the learners to generate the teaching text with new meaning, and then constantly reach the fullness of learner’s individual life. On this basis, the principles of the generative curriculum implementation are explained, they are the optimization principle, integrated principle, flexibility principle, openness and developmental principle. After the introduction for the study on the curriculum implementation mode by J.McNeil, based on the inner attributes of the generative curriculum implementation and the unexpired nature of the teachers’ and students’ individual lives, and creatively put forward that the differentiation model should be the natural state of the generative curriculum implementation. Differential mode in the curriculum implementation process always face exist differences actively, endow the teachers and students with enough creative space, allow teachers to make appropriate adjustments according to different teaching circumstance, and thus to organically integrate the unpredictable factors into the curriculum implementation process, promote the school system reconstruction and culture regeneration based on the request of new curriculum reform, and promote the curriculum reform process smoothly. The practical characteristics of the differential mode in the generative curriculum implementation are shown as:the differences between areas backgrounds, the cultural differences between different ethnics, the script differences between schools and the practical differences between classroom teaching.The path study is the eventually foothold of the theory research about generative curriculum implementation. Through case study, this paper analyzes the path of the implementation of generative curriculum:im in generative curriculum design concept, to propagate diversity interpretation teaching material subject, using dialogue type of classroom teaching mode and capture open classroom teaching wit and so on.