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Study On Standards-Based Physical Education Curriculum Design

Posted on:2008-03-30Degree:DoctorType:Dissertation
Country:ChinaCandidate:W Q ZhuFull Text:PDF
GTID:1117360212491450Subject:Curriculum and pedagogy
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Currently, in the foundational education change, the curriculum and instruction arena has been replete with the rhetoric of school-based curriculum development and comprehensive activity curriculum practice. Even in the teaching research fields, the teaching process and transformation of way of learning and teaching has been paid too many weights at the cost of the national curriculum, which occupied 80% of the whole curriculum structure of basic education. That is, a critical problem in the implementation of new curriculum is how the curriculum implementation can base on the curriculum standard.Curriculum standards are both the main substance of the quality of national curriculum in the basic education and the groundwork of the curriculum implementation and teaching. However, the formative function of the curriculum standards does not come from the teachers' self-consciousness, but from the policy regularity. Because of the weakness of the research, teachers lack the necessary consciousness and capability to develop the standards-based curriculum. As a result, the idea of the new curriculum can not be embodied in their curriculum implementation and the curriculum standards become the empty words. Therefore, we cry for the necessary skills of teachers to understand the curriculum standards and to realize them in their classroom. This research discusses how to develop the physical curriculum planning against the theoretical background that researchers pay great attention to radical changes such as school-based curriculum development while neglects the curriculum implementation based on the standards.The first part analyzes the physical curriculum standards in order to understand the standards deeply. After reviewed the history of the physical standards, this paper discusses the main characteristics of the current standards and then suggests a six-dimensional framework. The significant change of current standards is mainly embodied in the transformation of the control of the teaching process (syllabus) to the learning outcomes (curriculum standards). The physical curriculum standards in our nation are mainly the content standards without the performance standards and the learning opportunity standards which challenge the teachers to implement the new curriculum based on the standards.The second part discusses the curriculum design model which based on the standards. It embraces the Taylor principle and the backward design model proposed by Wiggins and McTighe. The process of decision-making composed of three steps: (a) specify the goals of the different levels according to the curriculum standards, (b) develop the performance-based assessment, and (c) select and organize the learning experiences. The high quality curriculum programs are based on the clear and specific physical philosophy and reflect the alignment among curriculum standards, the learning goals that evolve from the philosophy and based on the curriculum standards, the assessments that determine if students reach the intended goals, and the instructional practices that provide students the opportunity to achieve success.The third part proposes eight kinds of standards-based physical curriculum models: (a) skill theme approach curriculum model, (b) concepts-based fitness education curriculum model, (c) teaching games for understanding curriculum model, (d) sports education curriculum model, (e) adventure education curriculum model, (f) outdoor education curriculum model, (g) personal and social responsibility curriculum model, (h) culture research curriculum model. All these eight models have their specific connotations and characteristics, theoretical backgrounds and design ideas which can correspond to the six different dimensions of the content standards and can integrate with each other to form the multimodal physical curriculum program.The last part discusses the evaluation of physical curriculum program, stressing on the effects or the intending influence of the designed curriculum, the advantage and disadvantage of the curriculum. As the important constitute of educational evaluation, curriculum evaluation are a value judgment process through various methods such as systemic surveys, data collecting to determine the adoption, improvement and elimination of the curriculum. An excellent evaluation should be systemically, fairly and sufficiency, then the process which with environments evaluation and all the stake-holders based on the reliable data source to draw the decent conclusion; and then do for the judgment of the curriculum program fulfillment and the students' satisfaction, so does the improvement and the accountability of the curriculum program.
Keywords/Search Tags:Curriculum, Curriculum standards, Standards-based, Curriculum design
PDF Full Text Request
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