What is the course goal system?

What is the definition of curriculum system?

In the field of teaching theory, there are still many disputes about the concept of "what is a curriculum", and it has even been summarized as having 6 different types of definitions, including: curriculum is a teaching subject; Planned teaching activities; curriculum

What three types of goals are included in Bloom's teaching goal classification system

Bloom divides educational goals into cognitive domain, affective domain and operational domain The three fields of study together constitute the educational goal system.

1. Educational goals in the cognitive field

Educational goals in the cognitive field can be divided into six levels from low to high: know (knowledge) - comprehend (understanding) - Should be - analysis - synthesis - evaluation.

1. Knowledge refers to knowing and remembering.

This level involves the identification of concrete knowledge or abstract knowledge, and recalling a certain concept or phenomenon in a form that is very close to the way the student originally encountered it. This kind of knowledge is specific knowledge, such as: terms and facts; knowledge of methods or approaches to deal with special problems: sequences, classifications, standards, methods, etc.; general or abstract knowledge: principles, theories, knowledge frameworks, etc.

Concepts related to this level of goals include: recall, memory, recognition, list, definition, statement, presentation, etc.

2. Prehension refers to the understanding of things, but it does not require a deep understanding, but is preliminary and may be superficial.

Including (1) transformation: expressing one's thoughts in one's own words or in a different way from the original expression; (2) explanation: explaining or summarizing a piece of information; (3) inference: Estimating future trends or consequences.

Concepts related to this goal include: explanation, identification, description, explanation, distinction, restatement, induction, comparison, etc.

3. Application refers to the application of learned concepts, rules, and principles.

It requires learning to correctly apply abstract concepts to appropriate situations without specifying a problem-solving model. The application mentioned here is a preliminary direct application, rather than a comprehensive, analytical and comprehensive application of knowledge.

Concepts related to this goal include: application, demonstration, operation, practice, classification, examples, solutions, etc.

4. Analysis (***ysis) refers to decomposing the material into its component parts, so as to make the interrelationship between concepts clearer, the organizational structure of the material clearer, and to explain in detail Basic theories and fundamentals. Concepts related to this goal include: analysis, inspection, experiment, organization, comparison, comparison, identification, distinction, etc.

5. Synthesis is based on analysis, comprehensively processing the decomposed elements, and recombining them into a whole as required, so as to comprehensively and creatively solve problems.

It involves activities such as distinctive expressions, formulating reasonable plans and implementable steps, and deducing certain rules based on basic materials. It emphasizes characteristics and originality and is a high-level requirement.

Concepts related to this goal include: composition, establishment, design, development, planning, support, systematization, etc.

6. Evaluation (evaluation) This is the highest level of educational goals in the cognitive field. The requirement at this level is not to make judgments based on intuitive feelings or observed phenomena, but to make a rational and profound persuasive judgment on the essential value of things. It integrates internal and external data and information to make a decision that is consistent with objective facts. infer.

2. Teaching goals in the emotional field

1. Acceptance or attention: refers to the learner’s willingness to pay attention to a specific phenomenon or *** (selective attention).

It is divided into three subcategories:

(1) Awareness refers to the learner's awareness of a certain situation, phenomenon, object or state of affairs. Unlike "knowledge" this awareness cannot necessarily be expressed in words. For example, developing an awareness of the aesthetic elements in clothing, furnishings, buildings, urban design, beautiful artworks, etc.

(2) Willingness to receive (willingness to receive) refers to the learner's willingness to endure a certain kind of experience rather than avoid it. For example, increasing sensitivity to human needs and pressing social issues.

(3) Controlled or selected attention refers to consciously or semi-consciously choosing one of the various types of attention as the object of attention. Exclude other irrelevant ***. For example, pay attention to human values ??and judgments about life recorded in literary works.

2. Response: refers to the learner’s active participation, positive response, and high interest.

It includes three subcategories:

1) Acquiescence in responding, which refers to the learner’s response to certain external requirements and ***, but still There is a certain passivity. For example, be willing to abide by the rules of the game.

2) Willing reaction...

What are the curriculum objectives based on and what are the fundamentals?

Since the reform and opening up, my country’s basic education has Brilliant achievements have been made, and the construction of basic education courses has also achieved remarkable results. However, the overall level of basic education in our country is still not high, and the original basic education curriculum can no longer fully meet the needs of the development of the times. In order to implement the "Decision of the *** Central Committee and the State Council on Deepening Education Reform and Comprehensively Promoting Quality Education" (Zhongfa [1999] No. 9) and the "State Council Decision on the Reform and Development of Basic Education" (Guofa [2001] No. 21), The Ministry of Education decided to vigorously promote basic education curriculum reform, adjust and reform the curriculum system, structure, and content of basic education, and build a new basic education curriculum system that meets the requirements of quality education.

The new curriculum system covers early childhood education, compulsory education and general high school education.

1. Goals of Curriculum Reform

1. Basic education curriculum reform should be based on Comrade ***’s statement on “Education must be oriented to modernization, the world, and the future” and Comrade *** Guided by the important thought of "***", we fully implement the party's education policy and comprehensively promote quality education.

The training objectives of the new curriculum should reflect the requirements of the times. Students must have the spirit of patriotism and collectivism, love socialism, inherit and carry forward the fine traditions and revolutionary traditions of the Chinese nation; have a sense of socialist democracy and the legal system, abide by national laws and social ethics; and gradually form a correct world outlook, outlook on life, and Values; have a sense of social responsibility and strive to serve the people; have preliminary innovative spirit, practical ability, scientific and humanistic qualities, and environmental awareness; have basic knowledge, basic skills and methods suitable for lifelong learning; have a strong body and good psychological quality , develop a healthy aesthetic taste and lifestyle, and become a new generation of people with ideals, morality, culture, and discipline.

2. The specific goals of the basic education curriculum reform:

Change the tendency of the curriculum to focus too much on knowledge transfer, emphasize the formation of a proactive learning attitude, and make the process of acquiring basic knowledge and basic skills At the same time it becomes a process of learning and forming correct values.

Change the curriculum structure that places too much emphasis on subject-based, too many subjects and lack of integration. Set up nine-year consistent course categories and class time proportions, and set up comprehensive courses to adapt to the needs of different regions and student development. , reflecting the balance, comprehensiveness and selectivity of the course structure.

Change the current situation that the course content is "difficult, complex, biased, and old" and overly focused on book knowledge, strengthen the connection between the course content and students' lives as well as modern society and technological development, and pay attention to students' learning interests and experiences, Selected basic knowledge and skills necessary for lifelong learning.

Change the current situation of curriculum implementation that places too much emphasis on accepting learning, rote memorization, and mechanical training, and encourage students to actively participate, be willing to explore, and be diligent in doing things, and cultivate students' ability to collect and process information and acquire new knowledge. , the ability to analyze and solve problems, as well as the ability to communicate and cooperate.

Change the over-emphasis on the screening and selection function of curriculum evaluation and give full play to the function of evaluation to promote student development, teacher improvement and improvement of teaching practice.

Change the over-centralized curriculum management situation and implement three-level curriculum management at the national, local and school levels to enhance the adaptability of the curriculum to localities, schools and students.

2. Curriculum Structure

3. Establish a nine-year consistent compulsory education curriculum.

Comprehensive courses are the main focus at the primary school level. The lower grades of primary schools offer courses such as morality and life, Chinese, mathematics, physical education, and art (or music, and art); the middle and upper grades of primary schools offer courses such as morality and society, Chinese, mathematics, science, foreign languages, comprehensive practical activities, sports, art (or music) , art) and other courses.

At the junior high school level, there are a combination of subject-based and comprehensive courses, which mainly include ideological and moral ethics, Chinese, mathematics, foreign languages, science (or physics, chemistry, biology), history and society (or history, geography), and physical education. and health, art (or music, fine arts) and comprehensive practical activities. Actively advocate the choice of comprehensive courses in various places. Schools should strive to create conditions to offer elective courses. The teaching of writing should be strengthened in Chinese, art, and art classes at the compulsory education stage.

4. High schools are mainly divided into subject courses. In order to enable students to achieve individualized development while generally meeting basic requirements, curriculum standards should have different levels of requirements. In addition to compulsory courses, a variety of elective courses and technical courses should be set up. Actively implement credit system management.

5. Comprehensive practical activities are set up from primary school to high school as required courses. The contents mainly include: information technology education, research-based learning, community service and social practice, and labor and technical education. It emphasizes that students can enhance their awareness of inquiry and innovation through practice, learn scientific research methods, and develop the ability to comprehensively apply knowledge. Enhance the close connection between the school and society, cultivate students...

What does the new primary school Chinese curriculum target system include?

Hello! It should include the following parts

1. Literacy ability

2. Reading ability

3. Ability to penetrate the subject

4. Thought Penetration of moral character

What is the basis for determining the training objectives of professional talents? What is the basis for constructing the curriculum system

1. Analysis of graduates’ employment positions and job abilities

1. Professional research

Majors are based on social needs and school education The combination point is that professional setting is a link between social needs and actual teaching work. Therefore, the development of a major must be carefully considered and energy must be invested in investigation and research. This is a careful and complex task. According to the work arrangement of the college, our department formulated plans, plans and goals for this year’s summer social research at the beginning of this summer. Our plan is to include certain local authorities and units of industry authorities as our research objects. To this end, members of our research team completed the National International Business Document Examination Center (Shanghai), Wuxi City Development and Research Center during the summer vacation. Reform Committee, Wuxi Foreign Trade Promotion Committee, China Chamber of International Commerce Wuxi Chamber of Commerce, Wuxi New Heaven Human Resources Center, Wuxi KEC Semiconductor Co., Ltd., Huachuang Translation Co., Ltd., Wuxi Translation Association, Wuxi Tourism Training Center, Jiangsu China Trade Development Co., Ltd. Co., Ltd., Import and Export Clearing Office of Bank of China Wuxi Branch, Hangzhou Federation of Industry and Commerce, Shazhou Institute of Technology, Jiangyin Vocational and Technical College, Wuxi Grand Hotel, Jiangsu Shagang Group Co., Ltd., etc., including educational peers, industry executives, student employment We conducted on-site visits to units and units with students' employment intentions, and conducted enterprise surveys and graduate surveys on the demand for business English majors, business specifications, etc., and learned about the job distribution, abilities and knowledge requirements of business English major graduates, The position requirements of each unit for graduates provide the basis for the setting of professional directions, the construction of curriculum systems, and the formulation of training plans. On the basis of sorting and analyzing the survey data, the research team discussed and determined the future development direction of the Department of Foreign Languages' professional construction, built a public platform for professional foundations and professional courses, and clarified directional courses based on expert consultation opinions. On this basis, according to the requirements of the college’s modular teaching-related documents, the course modular teaching syllabus and practical teaching instructions were revised or improved, multimedia courseware and online courseware were produced, and the industry-university-research work, teacher team building, and internal and external school Plans have been made for the construction of practical teaching bases.

Through research, we found that with the development of the economy and the intensification of competition, enterprises are in great need of senior compound talents who understand management, can speak foreign languages, and have vision, but they also need grassroots application talents. The main jobs for foreign language vocational students include business enterprise salespersons; business enterprise salesperson assistants, international business document clerks, and inspection declaration clerks; various business assistants, secretarial staff, and translators in foreign-invested and foreign-related enterprises; involving customs and hotels , shopping malls, conference (exhibition) center staff; international exchanges, foreign talent agency agents, tourism industry management or first-line English tour guides; other export-oriented economies that use English as a tool for communication Positions etc. They must not only be familiar with the business, but also have good professional ethics and good overall quality. You also need to have a certain language foundation. After accumulating a certain amount of experience, you can engage in higher-level management work such as problem analysis, decision-making, and forecasting on the front lines of the company.

Comprehensive survey results and communication with graduates found that the first position for employers to recruit business personnel is foreign trade salesmen and clerks, who are mainly engaged in practical operations in the company's business. Wait for them to work 1~2 Based on their familiarity with the company's situation and business knowledge, they are required to participate in front-line analysis and decision-making management activities of the company. Business personnel of foreign-funded enterprises need to be familiar with domestic business systems and policies, be proficient in handling business, and have certain foreign language application capabilities. Therefore, whether it is business English or engaging in English business work, it must be based on language. On this basis, we will expand the courses in the business field to meet the real needs of the society for business language graduates and meet the requirements for the development of students' personality and expertise.

On the basis of clear professional direction setting, members of our research team unanimously understood that the training goals of business language majors in higher vocational colleges should be different from those of secondary vocational education that cultivates operational abilities, and also different from cultivating theoretical research abilities. Undergraduate and postgraduate education should have its own goals. Based on the survey results and expert consultation opinions, we believe that the training objectives of Business English are as follows: This major aims to cultivate people who are adaptable to the first-line needs of service outsourcing, business, tourism management, etc., and who are comprehensively developed morally, intellectually, physically, and aesthetically. Have good overall quality, English language application ability and English cultural knowledge, and be familiar with the necessary theoretical knowledge and practical skills in the fields of business, tourism, and other foreign-related services, and have the ability to use modern means for information processing. In enterprises and institutions Engaged in...

What are the five aspects included in the target system of physical education and health courses?

1. Enhance physical fitness, master and apply basic sports and health knowledge and skills;

2. Cultivate interest and hobbies in sports and form the habit of persisting in exercise;

3. Have good psychological quality and show interpersonal communication skills and cooperative spirit;

4. Improve the sense of responsibility for personal health and group health, and form a healthy lifestyle;

5. Carry forward the spirit of sports and form a positive, optimistic and cheerful attitude towards life.

What is the professional curriculum system?

The curriculum system refers to the arrangement of different course categories in the same major in the order of categories. It is the sum of teaching content and process. The order of course categories determines how students learn through What kind of knowledge structure will be obtained. The curriculum system is the guiding ideology for educating people

and is the embodiment and support of training goals. It stipulates the planning plan for the implementation of training goals. The curriculum system is mainly composed of specific curriculum concepts, curriculum objectives, course content, curriculum structure and course activity methods

, among which curriculum concepts play a dominant role.

What does the training system include?

The following materials are reproduced for reference

Enterprise training system

A training system mainly consists of three major components: Section: Institutions, Curriculum and Lecturers. The system is the foundation, including training management methods, training plans, related forms, work processes, training evaluation methods and internal lecturer systems. Curriculum is the soul, including course design, courseware production, and course review and evaluation. The lecturer is the carrier, which means that the lecturer is just one of the executors of the training and only plays the role of interpreting the course. The role of the training system is to standardize the company's training activities and serve as the institutional basis to ensure the smooth progress of training work. It should include: training management methods, training plans, related forms, work processes, training evaluation methods and internal lecturer system.

Training management methods should fully reflect that the training process and training results evaluation will be combined with employee performance appraisals. The internal lecturer system should reflect the spirit of selecting and motivating internal lecturers, and play the role of managing internal lecturers and regulating the teaching behavior of internal lecturers. The first task in establishing a training system is to establish a training system, design training workflow, make relevant forms, and formulate training plans. After completing the system construction, the next step is training research, that is, based on the company's development plan and human resources plan, raise questions about the construction of the training system, have a comprehensive understanding of the company's situation, and make a research report to complete the core competency knowledge of the position and skills determination, put forward training objectives, and formulate corresponding training plans. Course design according to training plan. Curriculum is the soul, and the core content of training is the curriculum. The purpose of training is to improve employees' knowledge and skill levels, so how to establish a reasonable curriculum system? The first thing to do is to conduct an effective job analysis of the existing positions based on the job description and work instructions, and extract the core competencies and key skills of the position; secondly, evaluate the knowledge and skills of the current employees to find improvements points; then design training courses based on improvement points. This is a course design method with the goal of being qualified for the position and improving the current job. Course design, courseware content, and course review and evaluation will change according to different training objectives. The instructor is the interpreter of the course, and his main responsibility is to convey the core essence of the course to the students. A good lecturer must have a deep understanding of the course content and appropriate teaching techniques. For example: the instructor of technical training courses must first be a technical expert and have a full understanding of the project. What the training department can help him complete is just to improve his teaching skills. With the guarantee of the system and the editing, directing and performance of the course completed, the next task is training evaluation. Training evaluation is currently the most concerned issue among enterprises. Training without evaluation can easily become "compensation training" and fail to achieve pre-set training goals. The evaluation I designed includes two parts: course evaluation and training effectiveness. Course evaluation can be divided into course content evaluation and teaching effect evaluation. Course content evaluation is mainly to evaluate whether the course content is consistent with the training objectives and whether it reflects the training objectives; it adopts the evaluation method of quantitative key indicators. The evaluation of teaching effect is mainly to evaluate whether the lecturer's teaching skills and deduction methods can be accepted by students; it adopts the method of questionnaire survey. The focus of training effect evaluation is the improvement of employees' knowledge and skills, which is completed in the form of written assessment and the difference in data between two pre- and post-training assessments. Finally, there is the form of training and the construction of internal lecturers.

Training Form

Training is usually completed by a combination of internal training and external training. Its form is not only classroom teaching in the usual sense, but also includes currently popular sandbox simulations, scenario demonstrations, and outdoor expansion. Of course, we cannot ignore the traditional mentoring and apprenticeship, as well as work guidance and guidance in daily work, which are also very ideal forms of training. Selectively introducing external training and choosing appropriate training methods can play a very important role in promoting knowledge updating and ideological impact within the enterprise. Internal training should occupy a larger proportion in the entire training process. This will not only help save the company's costs, but also prevent the leakage of the company's core secrets, while forming an atmosphere of a learning organization. More importantly, the dissemination of the company's core technology within the company prevents losses to the company caused by the resignation of key employees. This shows the importance of establishing an internal lecturer system. The difficulty in establishing an internal lecturer team lies in the inability to fully mobilize the enthusiasm of lecturers. This problem can be grasped by analyzing the needs hierarchy theory...