Study On The Understanding Curriculum Paradigm And Its Application

Until the 1970 s, “curriculum development paradigm”, proposed by Bobbitt,Charters and Taylor, mainly studies how to effectively develop course. The theory selects and organizes the curriculum with aim of scientific curriculum mode, and emphasizes the procedural course. The theory promoted the scientific curriculum process, and to a certain extent, it makes the curriculum development process from the subjective. But the “curriculum development paradigm” theory also has the obvious flaws. It insists on the position of neutral value, and has mechanical training for in the process of education. It pays a single attention to the degree of pregoal, and ignores the concomitant learning outcomes. Knowledge has been toolized, and teaching becomes a social utility. Therefore, experts have dissatisfy this theory. They made a new exploration on curriculum theory, they pay attention to the reason instead of methods. In this background, the curriculum areas emerged from “curriculum development” to “understanding curriculum” transformation.Since the 1970 s, represented by such as Green, Pinar, Hubner and McDonald,created the “understanding curriculum paradigm”.The basic content of the theory includes four aspects. Firstly, The value orientation of curriculum is "the liberation of interest, it is the premise of understanding of individual freedom and emphasizes the freedom, understanding, and liberation. Secondly, The meaning of the essence of the course includes three aspects:curriculum is constant change. Curriculum is the events;Curriculum is a process of development, curriculum implementation strategy is subject Empowerment,humanism- understanding and humanism-communication.Fourthly, the relation between teacher and student is dialogue, cooperation and communication.Understanding curriculum paradigm theory has achieved the transformation of curriculum development paradigm. Firstly, the curriculum value orientation has transformed from “technical reason” to “emancipatory interest”. Curriculum research has transformed from quantity research to quality research. Course content has transformed from knowledge to understanding. Curriculum implementation has transformed from invisible people to body empowerment. Curriculum evaluation has transformed from goal orientation evaluation to subjective evaluation and process evaluation. This reformation guided by understanding curriculum paradigm theory should establish the subject empowerment as the curriculum idea, exert the subjectivevalue, change the single function of the knowledge teaching, and promote the wholeperson development. The construction of new courses in the curriculum model level includes: from the text course to experience course; from the predetermined curriculum into the generative curriculum; from autocratic course by teachers to Democratic Course; from specialists curriculum to teachers-students building curriculum. Construct the new teaching model on teaching levels:Problem-oriented throughout the entire process; achieve significant construction and empowerment;from conclusion-oriented to process-oriented; Use context, cooperation and dialogue teaching strategies to promote student learning.