Practical Research On Curriculum Integration In F High School From The Perspective Of Key Competences

Key competences has been the logical starting point to develop curriculum,and how to put the key competences-based curriculum blueprint in place with an integrated way has also been an important topic.With the help of literature review,it is found that curriculum integration takes place in the levels of school,subject and class,but furthermore,neither theoretical research nor practical research lacks the overall attention to curriculum integration and especially lacks cases of high school,even from the perspective of key competences.Under this background,this study adopts case study as the research method and selects a high school in Shanghai to carry out the practical research on school curriculum integration from the perspective of key competences.In-depth interview,textual material and participatory observation are used to collect data.The three-level coding based on grounded-theory is used to construct the practical theory of curriculum integration from the perspective of key competences.With this theory applied,this study describes the case,analyzes the characteristics,reflects on the problems and puts forward the prospect of the future.The study shows that the case school is oriented by the key competences at the beginning of the whole curriculum construction,and the school curriculum plan,integrated curriculum development and interdisciplinary learning in the classroom all manifest the integration.Specifically,the school takes the curriculum plan as the carrier to transform the concept of curriculum construction into the scheme and then the reality.It is a process of firstly seeking for standardization and secondly creating the unique feature.Under the guidance of the school,teachers develop interdisciplinary integrated curriculum,and the curriculum quality improves with the improvement of teachers' initiative consciousness and professional level.In class,students experience real problem-centered interdisciplinary learning with changes in resources and evaluation methods,and receive the internalization of knowledge into thinking and competences.Therefore,school curriculum integration based on key competences is bound to surpass the traditional disciplined-modal,and it is the general term of integrating all levels and aspects of school curriculum with an holistic thinking.It is promoted by the joint efforts of curriculum plan,subject and classroom teaching.It is guided by literacy to design and implement various curriculum elements comprehensively.And it needs the change of curriculum organization and system to match the whole reform.What needs to be rethought is that,firstly,teachers' confusion on integrated curriculum reflects that their professional level on curriculum integration needs to be improved;secondly,teachers and managers hold different opinions on performance appraisal,which indicates that there are still deficiencies in the long-term incentive mechanism of curriculum construction;thirdly,managers' concerns about their professionalism reveal that school curriculum integration does not yet have systematic professional support.For these issues,it is necessary to explore standard procedures of integrated curriculum design and implementation,to develop performance evaluation based on outcomes-sequence,to establish a long-term promotion mechanism for teachers' participation in curriculum,to introduce diverse resources and form a cooperation platform both inside and outside,to build a supportive resource base for school curriculum integration,so as to reduce the professional burden of teachers,improve the professional level of teachers,and continuously stimulate the personnel enthusiasm and curriculum vitality.