Research On Curriculum Construction For International Understanding Competence In C School

Under the great changes in the world,the development pattern and order at home and abroad have been quietly changed.Facing this new era,cultivating international understanding competence has become an important issue in school education reform.Through literature review,there are few theoretical and practical studies on the cultivation of international understanding competence from the perspective of school curriculum as a whole.Therefore,this study will focus on the core issue of " how the school curriculum pointing to international understanding competence is constructed",and try to explore the specific construction process of the school curriculum,how the international understanding competence is cultivated in the school curriculum planning,subject outline development and classroom teaching,and what are the features and weaknesses of school curriculum construction that points to the international understanding competence.This study selected C school in Jiangsu Province as the research object,and collected curriculum texts and interviews with school management and teachers to gain insight into how the school nurtures international understanding competence through the systematic construction of the school curriculum.Given the purpose and intent of this study,the NVivo 12 analysis tool was used to code the data in with grounded theory,in an attempt to generalize and translate the case school’s explorations from the bottom up into a practical theory.The study found that since the curriculum transformation,the school’s curriculum construction was initiated by the principal and multiple parties;the school’s curriculum development philosophy was clarified in the form of curriculum planning since the major changes,and the school’s curriculum system was established in a balance of local and global;under the guidance of the school’s top-level design,teachers began to develop multiple forms of curriculum with the characteristic of "curriculum integration",and gradually developed a curriculum development strategy of "‘Trans-disciplinary’ in PYP and ‘interdisciplinary’ in MYP" through practical exploration and problem solving;when the curriculum is implemented in the classroom,teachers provide students with open,inclusive and free learning support,while students gain deeper learning experiences through active inquiry.Through the experience of the case schools,the following characteristics can be summarized: the school curriculum that points to international understanding competence needs to be integrated at three levels and to bring together the efforts of multiple parties to promote the construction of the curriculum;in order to better match the holistic changes of the school curriculum,it is necessary to lead the changes of the curriculum elements with international understanding competence as the core;by clarifying leadership responsibilities,establishing a teacher development community and improving the management mechanism,the school curriculum is able to function as well as possible.Based on the above characteristics,this study further considers and discusses that "curriculum cultivate people",as a practical logic for cultivating international understanding competence,can be accomplished through specific curriculum construction actions;the curriculum construction needs to balance both localization and globalization,so that its cultural values can be fully realized;the curriculum of international understanding competence is constructed in the tension interaction between the disciplinary and interdisciplinary;the collaborative participation of multiple stakeholders and a sound curriculum management mechanism can ensure the effective construction of the school curriculum.At the same time,there are still certain problems and challenges in the school’s exploration of curriculum construction.In this regard,the researcher provides targeted suggestions to actively explore higher values to lead the development of curriculum,try to establish long-term mechanisms for teacher professional development and promote in-depth collaboration with specialists in curriculum.