Study Of Comprehensive Practice Course From The Aspect Of Practical Philosophy

Comprehensive Practice Course is a course based on the students' direct experience, relating students with their living in society, focusing on the integrated use of knowledge and skills. It reflects the value of the experience and life on Student Development. This course has been the focus and highlights of the national primary and secondary education curriculum reform since the fall of2001. However, the results are not satisfactory; it is still faced with the dilemma of the normal implementation and effective implementation. At present, the research of the nature of the problems and the basic theories of the course are still poor since the existing researches stress the course implementation of an individual or a local place more. Concerning about it, this study combined theory with practice with the guidance of Marx's practical philosophy and methodology.At first, the current situation and the nature of the Comprehensive Practice Course in the primary and secondary schools were analyzed practically by using both quantitative research and qualitative research orientation. A sample of559primary and secondary school students in Chongqing and Guizhou were chosen by random. The status and characteristics of the Comprehensive Practice Course curriculum implementation were analyzed, and the characteristics of a variety of variables were compared. Then9primary and secondary school principals accepted the semi-structured interviews and12primary and secondary school teachers accepted in-depth interviews. The researcher further observed some classrooms in nine primary and secondary schools. After the findings of the interviews and observations were given to the interviewees related and with their permission, they were used in this research. The research shows that the Comprehensive Practice Course is different in the six statistical variables such as courses offered in primary and secondary schools, course subjects cognition, resources development, methods application, security mechanism and participation degrees of course subjects among the urban and rural primary and secondary schools, the Comprehensive Practice Course experimental schools and non-experimental school, graduating and non-graduating class. Course subject cognition ranks first in importance, followed by participation degrees of course subjects, methods application, resources development and security mechanism. This suggests that the factors of the course subjects play a key role in curriculum implementation. Problems found are those:separations on "plan" and "operational" in course offered,"one dimensional" and "multidimensional" on the course content;"single" and "diverse" on curriculum implementation methods, and "development" and "supervision" in curriculum security mechanism. All of these are rooted in:the traditional educational values affecting the curriculum plans to be implemented; the perceptual intuitive understanding of teachers affecting courses cognition; the limitations of teachers' professional knowledge and skills resulting in the separation of course content; the traditional teaching habits making teachers and students lack of creativity; exclusion from the college-entrance examination leading to curriculum security mechanism missing.Secondly, the research identified what Comprehensive Practice Course was and why it existed by using the theoretical speculation, starting from the Marxist practical philosophical ontology, based on the nature of the courses and the value of education. And focusing on "knowledge","ability", a logic ontology development of system of comprehensive practical courses has been constructed according to thinking patterns and systematic evolution laws in the purpose of clarifying the issues of absolute, emptiness, idealized understanding on"ontology". On the other hand, the research has constructed a theoretical base of purpose of comprehensive practice course, such as philosophy, pedagogy, curriculum and teaching according to a concept of comprehensive development of Marxism, progressivism on education, life education concept, constructivist learning theories. A clear target from four aspects including enhancing students' life experiences and enhancing awareness of social responsibility, developing students' personality traits, and improving students' practical and creative abilities is posed on the curriculum development and implementation of comprehensive practical activities in the needs of the practice of education. All of these provide a basis for people to form a complete course of cognition through ontology definition and purpose of positioning.Thirdly, the research has constructed the internal structure of system of the course, using systematic analysis, integrating practice course as a whole, and based on the host-guest concept of Marxist Practice to define Comprehensive Practice Course subject and object properties. In this system, subject and object form a dynamic equilibrium that is made of the unity of multi-agent, including decision-making subject, supervision and management subject, research subject, the implementation subject, the collaboration of involved subject, and these subject are integrated with the course objectives, content, organization, evaluation, methods, resources and other multi-dimensional object to build a multilayer integration between subjects and objects of inner-school, school-school, school-social. On the other hand, in view of the ignorance of Comprehensive Practice Course development methodology and the lack of research methods, the research explored curriculum implementation methodology from two aspects:the model of the theoretical implementation methodologies and the actual implementation measures. It proposes a multi-dimension system of Comprehensive Practice Course development methodology----philosophical methodology, systematic science methodology, social science methodology, education science methodology and curriculum methodology. It further emphasizes the importance of linking with the other disciplines curriculum methodology in order to form a netlike and cubic methodology. From the aspect of actual implementation, it discussed the methodological principles of the curriculum implementation, and tried to build up a dynamic and multiple model of implementation after integrating the many models as multi-agent cooperation, multi-dimension cooperation, in-and-out resources of "school+society" and multi-activity methods. On the basis of this, it proposed the specific implementation measures from the macro aspect of the country and the micro aspect of the schools. At the same time, schools need exploit the advantages of the internet to form a platform for the course. This is to enable the students who can access to the internet use and accomplish the activities promptly, in the hope that it will make up for the disadvantage of students activities in actual learning. It is a new alternative to the implementation of the Comprehensive Practice Course.Finally, the research has built up a multiple, dynamic, generating mode of comprehensive practical activities, whose theoretical basis is on systemic thoughts, and which has based on integration strategy of the research, and thus proposed the concept of path, behavioral path, the development path based on the prerequisite for the conscious course subject (person) to protect the integrity of the courses generated since Comprehensive Practice Course is a generative curriculum which contains the overall generation of the subject and object elements which are changing in accordance with the influences of the in and out of course.