On The Evlolution Of Curriculum Knowledge View From The Changes Of Biology Curriculum Standards In China

What curriculum knowledge view educators hold to organize educational activities constitutes the basis of curriculum and teaching.It is an effective way to improve teachers’ understanding of curriculum knowledge,expand the research horizons of curriculum standards,and enrich the theoretical character of curriculum knowledge concept.Taking the curriculum standards issued by the People’s Republic of China over the years as the research text,this paper clarifies the evolution trend of the curriculum knowledge concept reflected behind the changes,and reveals the characteristics and reasons for the changes in the curriculum knowledge concept.Provide perspectives and methods.The state formulates "standards" to screen knowledge,and some knowledge is admitted into the educational field to become curriculum knowledge,so as to promote the improvement of learners’ quality in all aspects.The view of curriculum knowledge is a complete process in which the subject of curriculum knowledge bases on the understanding of the essence of curriculum knowledge,conducts value evaluation of curriculum knowledge,and then organizes it scientifically and then applies it to practice;it includes the view of knowledge essence,curriculum knowledge values ?? and curriculum knowledge practice View three levels of content.Under the dimension of the essence of curriculum knowledge,curriculum knowledge is divided into objective knowledge and meaningful knowledge based on ontology perspective;curriculum knowledge based on subject perspective can be divided into public knowledge and individual knowledge;curriculum knowledge based on process perspective can be divided into result knowledge and procedural knowledge.Under the dimension of curriculum knowledge values,it can be divided into tool value and education value,social value orientation and individual value orientation.From the perspective of curriculum knowledge practice,it is divided into explanation-instruction type and inquiry-construction type based on the process perspective;in the perspective of subject behavior,it is divided into individual learning type and group cooperation type.Combined with the background of my country’s basic education reform,the historical evolution of the new China’s curriculum standards is divided into four periods,namely: the period of exploration and construction(1949-1986),the period of adjustment and reform(1986-1990-2001),the period of scientific literacy(2001-2010),Core Literacy Period(2010-present).The changes of the four stages of curriculum standards reflect the three turns of the pursuit of educational value in my country: the transcendence of "ability acquisition" to "knowledge transfer",the leap from "ability acquisition" to "quality improvement",and the transition from "quality improvement" to "literacy".nurture" evolution.Based on the stage division of the historical evolution of the China curriculum standards,with the representative curriculum standards of each period as the text,and the structural analysis of the curriculum knowledge concept as the theoretical support,using NVivo11.The evolution process of the knowledge concept of the standard curriculum and the conclusion are drawn.The essence of curriculum knowledge shows a changing trend from "representationism" to "generativeism",from focusing on the public objectivity of curriculum knowledge to focusing on the individual significance,from focusing on the results of curriculum knowledge to focusing on the process.The value of curriculum knowledge shows a changing trend from "social-based value orientation" to "personal-social value orientation".It has realized the leap from tool value to education value,from social value orientation to individual-social value orientation.Curriculum knowledge practice shows a transmutation trend from "individual acceptance of knowledge" to "group construction of knowledge".From the perspective of process,the transformation from explanation-instruction to inquiry-construction has been realized;the behavior of the subject has changed from individual learning to group cooperation.The evolution of curriculum knowledge view is affected by many factors,such as the development needs of society,the change of curriculum and teaching concepts,and the needs of learners.Then,based on the realistic thinking on the evolution of curriculum knowledge,some suggestions are put forward for the revision of curriculum standards and the classroom teaching of teachers.