Human Curriculum: Research On Zhang Chuting’s Five I Curriculum Theory

“ Five I ” include “Information, Interest, Inquiry, Intuition, Intelligence”, five concepts and propositions combined into a unique curriculum theory. From the perspective of structuralism, “Five I”seem to learn from the Dole 4R(Richness, Recursion, Relation, Rigor) curriculum model; actually, “Five I” curriculum theory comes from the criticism of Dole and Taylor’s model,which is naturally emerging from Professor Zhang Chuting’s life stories and academic experience. “Five I” want to highlight the curriculum philosophy: curriculum should not only learn the knowledge, training logical, rational ability, passive listening, training intelligent students, curriculum should be more information-rich, with interest, questioning and intuition appear, allowing students to generate intellectual and moral wisdom.Firstly, by reviewing the basic research of “Five I” curriculum theory, it illustrates the definition of curriculum: the school curriculum experience which students can learn from discourses, texts, ideas, culture in general. The first chapter attempts to reveal the historical background of this study. “Five I” rooted in Professor Zhang Chuting personal life experiences, education and management experience, mathematics and pedagogy, philosophy and other academic background, due to ponder on curriculum and teaching philosophy, directly originated in the criticism of scientism and Modernism concept. Professor Zhang Chuting’s research path experienced by the Scientific pedagogy shift to humanities pedagogy, “Five I”was the perspective of humanities curriculum in this transition period, from scientific method to humanities method, scientism and humanities coexist.The second chapter attempts to explore the theoretical basis of “Five I”, Dole believes Taylor’s four issues of curriculum development are scientism, modernism curriculum, 4R standards are postmodernism curriculum. “Five I” says, 4R standardized curriculum model does not lift shackles of modernism, the criticism and transformation of 4R, showing a postmodern spirit and methods of “Five I”. Professor Zhang Chuting’s Individualism philosophy, the axiom of education want to find the origin of the curriculum theory, “Five I”was the deductive system of the axiom. Based on the presence axiom, succeed on the dynamic axiom, running on reflexive axiom, pushed on the aesthetics axiom, interacting on the environmental axiom.From a post-structural perspective, the third chapter want to explore and transform the internal structure of “Five I”. Through the order and integration, necessity and sufficiency analysis, the deep illustration of concept and propositional structures, to reveal the cultural and spiritual pursuit behind the structure, highlight the “human harmony curriculum”.The fourth chapter, from the perspective of realistic and practical viewing, according to the cases of family education, classroom teaching, Turpan survey data, using stories, narrative, etc., demonstrate the practical application of “Five I”curriculum theory. The last part of the reflection on the whole research is a holistic, rethinking research, by the inquiry of “Five I”to achieve a higher degree of confirmation, which itself also shows the dynamic and opening character of this theory.