Studies Of Knowledge Views On The Integrated Curriculum

Knowledge not only points to the cognitive result, but also includes the cognitive process. In this era, the connotation of the knowledge is gradually diverse, and the extension at extend. The curriculum is closely related to knowledge, and the later is to makes the most basic factor in roughly curriculum development. The movement of concept on curriculum reflect a new direction, which is the emergence of a sociology approach to the study of curricula. Knowledge classification is the foundation to curricular design. As a kind of new curriculum model and theory, the integrated curriculum is complementary and mends to the separate subject They are in coexistence relationship. Teachers play important roles in curriculum integration.There are two kinds of different knowledge views: One is the view of ontological knowledge, the other is one of axiological knowledge. The knowledge originates from the human being, and the human nature comes to a decision the characteristics of the knowledge. Knowledge is goodness and happiness; knowledge is headspring of happy life. Cognition and explanation of knowledge create happy. The essence of knowledge transformation is integration of the oriental with occidental culture, rationalism with irrationalism, materialism with mentalism. We should recognize the mystery knowledge and its humanities education meaning.The knowledge-based economy ages put forward more severely and completely of knowledge need. Curriculum reform is reconceptualization, selection and organization of knowledge. In our country, curriculum content is determined by two culture context, namely two" pour"( pour to face the western science rationalism to negate the traditional Chinese culture completely; Pour to materialism but devaluates to suppress mentalism ), which have resulted in the fact that students have no chances to get to all-sided and right knowledge. In curriculum organization, there is a lack of "embodiment " process, tampered with the student to mastery and application to knowledge, and knowledge devaluated. The curriculum development must resolve the two problems.The knowledge classification is helpful to understand the knowledge and the world in that we breathe, In the curriculum theories and practice, educational theorists and reformers have produced many kinds of the knowledge classification frameworks in terms of different standards and groundwork. So far, we have not gotten a acknowledged knowledge framework and classification standard. From the view of the curriculum development, the standards of knowledge classification should be unification of closenesswith opening, the logic standard with value standard, life value of the knowledge and curriculum objectives, learning contents with curriculum objectives. The curriculum objective is to gain a kind of happy life. The happy life comes from the ability that person handles every kind of relation, because person is" relate to the person". Today, since the circumstances of " relation" took place great change, the substance of life problems is a crisis in "relation". The curriculum development is to face to the world of life, face to every kind of relation of the " life in a world". There are four kinds of relation: "I" and human individual (including ego and others), "F' and society, "I" and nature, "I" and echnology, so the knowledge can be divided into four types: knowledge of human; social knowledge; natural knowledge; technical knowledge. All knowledge is beneficial to person's conducting every kind of relation harmoniously, help us to gain a good life, meanwhile make the "goodness" value of knowledge come true. Its rationality and legitimacy in the classification frameworks lies in: it reflects the history of knowledge production and reality of culture integration; it benefits to promote the teacher to comprehend knowledge and curricular, benefits to surmount the boundary between the different disciplines or knowledge.