Curriculum Planning Of School Existing As Field

This dissertation carefully examines the question of school-in-itself from the angle of ontology. School exists as field and it needs one kind of curriculum planning done by itself. The school is an important place for the curriculum reform policy to be carried out and realized finally. Without individualized, vital and the vigor school, the curriculum reform measure will become a mere formality. Along with the third-level curriculum control system's advancement, the importance of the school's curriculum planning gradually comes out. The schools in the third-level curriculum control system have the opportunity to plan the curriculum for themselves, at the same time, the schools become the key that determine the success of the reform. However, there are lots of problem in the school's curriculum planning in the practice and theory about it. The theory of the curriculum planning take the"curriculum"as the object of study, which surmounts the school situation and expresses the idea of"what the curriculum is or should be". The theory has tended to focus too much on"what others should do", which is only one kind"the castle in the air","scratches an itch out the boot". Based on the investigation and analysis of the curriculum content, the curriculum implementation and the curriculum evaluation of the elementary and middle schools, this dissertation attempts to explain one way of school's curriculum planning that has the universal value of methodology.The school curriculum planning refers to the school independently designs and arranges its curriculum content, curriculum implement and curriculum evaluation to realize the increment of the national curriculum planning, which is based on the educational policy and the school's curriculum present situation, follows certain education idea and the sustainable development needs as well as external environment factors and regards the school course goal. The curriculum planning of the school being as field is that the school do it for itself, which is about"how should I do it". Being as field, the school is the subject of curriculum planning and does not carry out the planned curriculum by others simply and mechanically. This kind of curriculum planning is one which is in a state of progress and is not in a completed state. It has the characteristic of humanity, process and situation.What kind of place the school actually is and why this place exist are the source questions which the educational reform must face. The school image of people is about the integrity description of what school is or should be. The factory image of school is one that the school should follow the invest-produce model and seek its purpose and mission in a others limited track, which has not only caused the danger of the school simplified but also reduced the school to be battlefield of examination. The third-level curriculum control system has shown the the subject status in the curriculum management and raised the task for school to plan the curriculum of itself. But the factory image of school causes the school to fall into the dilemma of what should do and what can do. Only enter the field of school can it independently plan its curriculum and can realize its educational value for maximum effect.People usually understand school in geography spatial concepts and consider school as a place where the person acting as"the teacher role"and the person acting as"the student role"meet together and do something according to certain external instructions, request and mission. In fact, school exists as field. From the physics significance, the field is the physical existence space, when other objects enter this space, they will receive power in the field. From the sociological significance, the field is an objective relational network or a shape construction, which undergo the objective definition. In the school field, the school exists as the construction of relation. The curriculum exists as one kind of"material"and give power to teachers and students in the field. From the ontological significance, the school is a field where teachers and students who has common faith, aim and common subject survive together. It is a structurized field in which the background structure are provided and the specific education events are organized. In the school field, the education events are not in static and completed state, but in a process state and they are conflict dynamic activities. With the lapse of time, the school field presents itself unceasingly and thus displays the characteristic of openness, process, connection and the integrity. The school field is an existing space which possess integral emergence and being itself and which is constituted by the human and the environment.From the curriculum planning practice, there are three aspects that influence school to plan curriculum: First, What is the school curricilum? How to explain the knowledge in school field? How to regard person's existence in school field? If school wants to plan its curriculum, it should first carry on the value judgment and the understanding to the school curriculum. This involved the curriculum ideology question. The curriculum ideology is about the belief and the idea of curriculum. We can analyze the existing question of the curriculum through viewing it as word practice. The curriculum ideology has the practice spirit, the critical spirit and the surmounting spirit. It is the abutment of the curriculum theory and practice. It is a new methodology for the curriculum theory and the practice to analyze the curriculum ideology that has the constructive significance for understanding school curriculum activities. The theory construction in this dissertation is based on curriculum ideology that come from the curriculum philosophy of the progress principle, the existence phenomenology, the critique theory, and post-modernism. Next, how to explanation the knowledge in the school field. From the investigation and study practice of elementary and middle schools, we know that how to explanation the knowledge in the school field affects the choice of curriculum content, the compilation of teaching material, and the utilization of teaching method. At present, if we want to make the reform further breakthrough, we have to change the way of understanding the knowledge in school field simply from the philosophy point to the pedagogy standpoint and we have to deepen the understanding of the knowledge in school field. From the point of presenting form, obtained process and the final outcome of knowledge, the knowledge in school field is not only objective, universal public knowledge, but also constructive personal knowledge. The knowledge in school field is one organic whole of public knowledge and personal knowledge through the meaning of knowledge. Third, how to concern person's integrity life existence in school field. The teachers and students in school field exist as the whole human, annotate the curriculum,and plan the school curriculum. According to the relations of content, the school curriculum can be divided into"a collection type"and"an integrated type". If the school curriculum content is in the seal relations, namely the curriculum content's boundary is distinct, isolates mutually, this kind of curriculum is"a collection type"; If the school curriculum content is in one kind of open relations, namely the curriculum content's boundary is not distinct, this kind of curriculum is"an integrated type". At present, from the existence condition of three levels of curricula as well as the discipline curriculum in the school, the school curriculum is"a collection type", which does not favor the school to fully display the pedagogical meaning of the curriculum. We should change school curriculum from"a collection type"to"an integrated type"by planning it. The"integrated type"curriculum takes promoting the students to develop in intelligence, emotion, esthetic, cooperation, life as the value pursue; takes the universal education, the individuality education, the inquisition education, the vocational education as the central content; and finally promotes the students to develop in the three levels of knowledge, judgment, and behavior. The"integrated type"curriculum pays attention to the curriculum's characteristic of annotation and construction, has manifested the lifelong education thought, and focuses on the student's development as a whole person.In school field, the curriculum implements in fact is the process which an education events occur, is the existence way of teachers and students and constitutes their life world, which understand the school curriculum implements from the ontology. The school curriculum implements should change from"the training model"to"the situation model". The training curriculum implements model stressed student's stimulation - response effect, has the behaviorism tendency, easy to cause the mechanical study way, and causes the curriculum lack candid educational meaning. The situation curriculum implements model construct the individual practice field in which the students will meet the questions which have the consistent preference in the future. At the same time, the situation curriculum implements model not only pays attention to the situation curriculum, but also pays attention to how to found the public practice community, in which the teachers and the students participate in the curriculum as the community member's status. The situation curriculum implements may divide into three kind of patterns: question center pattern, subject center pattern and project center pattern.In usual significance, curriculum evaluation includes evaluate school, teacher and student. This disertation mainly study the student's evaluation. Under the curriculum reform background, the school have to consummate the student's curriculum evaluation system, cannot limit to evaluate the situation of knowledge, should pay attention to the students'learning process and method as well as their emotion, manner and values development. But the current student assessment is mainly a selective appraisal which pays great attention the result, excessively relies on"the standardization"the test, causes the appraisal falls into"the objectivity"trap. The integrity personal history appraisal proposed in this dissertation understands the the school curriculum evaluation from ontology, which pay attention to student's vitality, integrity and development process and regards the school curriculum evaluation as the education itself which is the pedagogical activity intrinsic ingredient, not as one kind of education supplementary means."The integrity"refers to the student as the whole person,"the personal history"refers to the ultimate meaning of the curriculum evaluation lies in developing student's existence experience in curriculum to achieve the student's individual freedom and liberation.