A Social Realist Study Of The Way Teachers' Curriculum Is Integrated

In recent years,with the rapid increase of knowledge and the change of problem situation,the problem of teacher integration in curriculum integration has gradually become an important content in the field of curriculum research.Teachers need to focus on the core knowledge of subjects,and turn the seemingly complex and scattered pieces of subject knowledge in school curriculum into a subject curriculum content that conforms to students' cognitive level in a unified way,so as to help students master the core knowledge of subjects and acquire the basic ability to adapt to the future social survival,Social realism has bridged the binary opposition between knowledge objectivism and relativism.Social realism believes that knowledge exists in subject knowledge and is opposite to daily knowledge.The core knowledge of subject knowledge is the most valuable,which depends on the generation and promotion of academic groups or academic authorities.This theory provides a good starting point for the current teacher curriculum integration,that is to follow the logic of discipline development rather than other.Based on this,this study takes the diversity of teachers'curriculum integration as the entry point,presents the concept and action of separation behind the teachers' different curriculum integration,clarifies the problems of knowledge limitations behind teachers,and tries to provide a new research thinking for the research of teachers' curriculum integration,and provides a new possible path for teachers to carry out curriculum integration in an appropriate way.The paper is divided into four parts.In the introduction,starting from the public issues and personal problems in curriculum research and education practice,the researcher combs the relevant literature on the connotation,mode and path of teacher curriculum integration,presenting the origin and current progress of the research on the method of teacher curriculum integration.In the first chapter,by presenting the lack of guidance of objectivism and relativism on the integration of teachers' curriculum,the author puts forward that social realism should be taken as the appropriate theoretical guidance of curriculum integration,and based on the main purpose of social realism,it puts forward that the way of curriculum integration for teachers should realize the transition of students' knowledge learning from "the other" to "uniting with oneself",and help teachers realize the transformation of teaching work from "Aphasia" to"recognition".In chapter two and chapter three,based on the social realism,the researcher digs the problem of the deviation of teachers' knowledge view and the dispersion of teachers' discourse right in the current teacher curriculum integration from the two dimensions of knowledge essence and knowledge attribute.From the perspective of social concept and social structure,this paper analyzes the reasons for the formation of the way of teachers' curriculum integration.In the fourth chapter and the conclusion,based on the theory of social realism,the researcher is aimed at differences in the way of curriculum integration and puts forward two ways to optimize the way of curriculum integration:the way to correct the view of knowledge by clarifying the importance of core knowledge and daily life knowledge in the curriculum;the way to improve the discourse power by use the power of discipline knowledge and academic groups in a reasonable and legal range.By discussing the knowledge limitation of teachers' curriculum integration in the research,we can reflect on Teachers' active role in curriculum integration.Based on the social realism,this paper puts forward the guarantee for teachers to realize rational curriculum integration,and summarizes the innovation and deficiency of this study from three aspects.