Dynamic Posture Study On The Knowledge Of Chinese Curriculum

The knowledge of Chinese curriculum is the logical starting point of the whole Chinese curriculum, and the theory system as well, which has great theory capacity and explanatory power. However, the long-term lack of rational study of the knowledge of Chinese course has actually resulted in a loss and inefficiency of Chinese knowledge education. At present, although we have already conducted a study of the nature of the knowledge of Chinese course with open vision and multi-position, confusions still exist. And there are different opinions about how to explain the connotation and the scope of the knowledge of Chinese curriculum. This article raises the dynamic study on the knowledge of Chinese curriculum, which bases on admitting the diversity of Chinese knowledge, to propose an available thinking way for studying Chinese curriculum education with a new respective.In this article, the author uses "dynamic posture" as the key point of the reconstruction of the Chinese curriculum knowledge. The word "dynamic posture" was proposed by German anthropologists Max Scheler, who introduced it into the curriculum field to explain the knowledge in textbooks and teaching process exists actively and is gradually evolved. "Dynamic posture", which means dynamic study, not only contains the evolving process of knowledge in terms of time dimension, but also focuses on the spread of the vitality of the intrinsic value of knowledge. This concept on Chinese curriculum knowledge integrates current education new ideas, such as constructivism, humanism, scenarios education, understanding education and so on. And it also advocates the same common ideas as the Chinese characteristics which focus on "human domination", which is considered as the best combined perspective of the train of thought of Chinese and Western culture and education.To the structure of this article, it contains six chapters, and its whole constructing clue contains three parts:reflection of present situation, historical retrospective and reconstruction strategy, which discusses the "dynamic posture" issue of Chinese curriculum knowledge.The first part, that is, the first chapter reflects the present situation. It starts the "anti-knowledge" situation under the "pan-human culture" thought proposed in Chinese New Curriculum Reform, and analyzes gradually from the superficial phenomenon of Chinese teaching to the internal reasons of the lack of ontological study for Chinese curriculum knowledge, in order to express the great significance and urgency of reality of the issue study for Chinese curriculum knowledge.Based on this reality, this article stretches out two dynamic ways both vertically and historically.The second part is about historical retrospective. In this part, the author introduces the theory of knowledge evolution and conducts the study with a vertical way to reveal the inevitable trend of "dynamic posture" of Chinese curriculum knowledge.The second and the third chapters are about the time dimension. These two parts respectively trace back the origins and develop processes of knowledge educations between China and West, in order to dynamically grasp the deep backgrounds under the present situation of Chinese curriculum knowledge. And this is an inevitable trend of investigating the "dynamic posture" of Chinese teaching with a social point of view. Through describing the current state and the change of value tendency of Eastern and Western knowledge education in each period, the author obtains a dynamic common trend of the curriculum knowledge, that is, to concern about "knowledge encountering human"; to demonstrate the spiritual values of knowledge in order to promote human growth.The forth chapter returns to the current Chinese curriculum reform to reflect the organic association of its Instrumental Function and Humanity through the comparison between Chinese and Western background. In educational situation, the "dynamic posture" explicitly shows intrinsic property of knowledge, that is, the double value—"usefulness" and "spirit" of a double value:the process of education is to make the external objective knowledge textbooks or teaching materials which are eventually internalized by individual student to become subjective knowledge of the students. On the plight of "pan-human culture" Chinese curriculum reform, this perspective has a profound implication:it is an affirmation of the humanity in the Chinese curriculum knowledge and a bridge that close the antagonism between science and humanities.The third part brings up the reconstruction strategy. Against the backdrop of the New Curriculum Reform t the Backdrop, "dynamic posture" in Chinese curriculum is an inevitable trend. However, how to make knowledge life-oriented and dynamic? The article takes "knowledge element" as the core concept to integrate of the four dimensions of knowledge and to consider the appropriate Gestalt posture strategy of Chinese curriculum knowledge. This is a horizontal approach to research. The fifth chapter puts forward a concept. The author analyzes Chinese language classification theory of many Chinese experts and scholars in recent years and then introduces a concept of "knowledge element". The concept points out:Chinese curriculum is surrounded by the most basic "knowledge element" and it is an integration of multi-level links. "Knowledge element" of any level must be an organic integration of the factual knowledge, conceptual knowledge, methodological knowledge and value-oriented knowledge.The sixth chapter introduces strategy construction. With a kind of foresight, the author introduces a "dynamic posture" reform strategy such as "units" in Chinese course standards," concepts network" in textbook knowledge and "plots" in teaching knowledge. Thereby, Chinese course standards, Chinese textbook as well as teaching methods can be improved so as to achieve real "understanding" of knowledge and to create an interaction between "students and knowledge" and to promote vertical development of curriculum reform.