Reflection And Reconstruction Of The Values Of The Modern Curriculum Knowledge

For a long time, elementary education one-sided emphasis on the knowledgeeducation objective, universal and neutrality, while ignoring the culture, contextuality,and value of knowledge property. All this makes the rich connotation of knowledgerestricted and the personality development of students was suppressed.As we know, people are meaning-seeking creatures, who look forward tomeaningful and happy life. However, the pursuit of happiness is not born, must beacquired through the efforts will be achieved, in this sense, happiness is an ability.Then happiness will certainly relate to education. Knowledge education is a humanladder leading to the happiness of heaven. Thus, as an educational foundation andcore courses undertaken an important mission. Like Holbach said, Knowledge isessential of course exist, knowledge of the spiritual life of the people and the world ofmeaning to give care, mostly from and nourish the significance of character, it pointsto the well-being of students.This dissertation based on the value of knowledge perspective, considering thereality education knowledge with the students happy, the analytic knowledgealienation and scientific and technological supremacy led to the situation of thestudent happiness lost, try to revert to the value of knowledge, on this basis toconstruct a "full happiness in life" Course knowledge values, in order to achieveindividual happiness hope. Therefore, the core elements of this article trying to use inthe school curriculum-"knowledge" as an entry point to the theory of value as aresearch tool, curriculum theory, the theory of knowledge and happiness On atheoretical basis, moment of happiness to the modern school pupils practice demands,abandon the fetters of "scientism", again questioning the curriculum based on thevision of people learn ancient and essential question "what knowledge is mostvaluable?" moment happy relationship by exploring the school curriculum knowledgevalues and primary and secondary school students, re-look at the value of the school’scurrent curriculum knowledge, rationality, legitimacy, reconstruction of the modernschool curriculum knowledge values to explore the value orientation of the modernschool curriculum, as well as to provide for the healthy development of the newcurriculum ideas and direction. Under the guidance of the concept of "happiness as the ultimate goal ofeducation", trying to learn from cognitive psychology, Maslow’s hierarchy needstheory, explore the corresponding knowledge needed to achieve various levels ofhuman needs, curriculum knowledge is required to build a hierarchy values andknowledge structure model of the modern school curriculum, ask "what knowledge ismost valuable, and think deeply about the schools should give students what the mostvaluable course knowledge now; trying to construct a theory by the moment ofhappiness," happiness in life "curriculum knowledge values; This thesis is not themain answer meso-level" what knowledge is most valuable "micro-level" whatcourses are the most valuable knowledge and has no intention to answer, but byre-questioning of Spencer trying to give a judgment to the standard measure of thevalue of knowledge will enhance the knowledge of happiness in life is the mostvaluable knowledge; trying to build a modern school curriculum knowledge valuesthat concern the ultimate life of happiness for the point values curriculum knowledge.In this dissertation, reflection and criticism of science-based tools and utilitarianknowledge values, the values of happiness in life "curriculum knowledge, knowledgeof educational theory advocates from the perspective of the" happiness "to build, withits unique value. Knowledge Values from "utilitarian" to "well-being" turned to thisnew understanding of knowledge, knowledge as it is to re-examine the meaning andvalue of the individual, while maintaining the necessary vigilance of knowledge in aknowledge-based learning, get rid of knowledge individual control and slavery, hasgreat theoretical and practical significance.This dissertation studies the problems rooted in the practice of the basiceducation level, but the words of the study mainly stay at the theoretical level and thephilosophy and methodology of the macro level. The introductory part introduces theresearch background, value, ideas and methods. The first part consists of threechapters. The first chapter is based on "Spencer·s question" the scientific rampantmodernity critique and response, and to study the problem of the historical reality andeducational depth excavation. The second chapter states the theoretical basis of thevalue of the course. The third chapter clarifies the theoretical knowledge of"Happiness knowledge", knowledge of the nature and sources of happiness. Thesecond part consists of two chapters. The fourth chapter introduces the difficulties oncurrent educational curriculum. Based on the research, the writer points out the fact, that is nowadays education ignores people and children·s happiness. The fifth chapterintroduces the perspective "Happiness knowledge", which is the most valuableknowledge and expounds the concept of "whole happiness in lifeμ. At last, thedissertation expresses writer·s strong desire that is to stay in school with happinessaround.