View On Process Curriculum And Its Educational Value

In the drastically changing era, the new educational notions keep emerging while the old educational thought and behavior exist tenaciously. The emergence and prosperous development of new notions are based on the reflection and criticism of the old ones. Undoubtedly reform proceeds in the conflict between the two notions. On the basis of the reflection and criticism of the traditional curriculum concept, the paper proposes a new curriculum concept, namely the process curriculum concept. It approaches the main topics as follows: what are the problems in the traditional curriculum concept and the teaching practice on its basis? What are the characteristics of the process curriculum concept in comparison with the traditional curriculum concept? What are its new values and significance to our teaching practice?Logically,this dissertation can be divided into three parts:The first part is the criticism and introspection of substantial static curriculum concept and the teaching problems caused by it. To put it briefly, the traditional curriculum concept is marked with this problems: value result more than process;value imitation more than creation;value assimilation more than discovery;value identity more than distinction, which are concretely reflected in the object, structure, material and implement of the curriculum.The second part is the discussion of the inner meaning and specific property of the curriculum concept. There are theoretical and actual basis for the process curriculum concept namely the era spirit, the nature of the knowledge and change of the people's self-consciousness. Process curriculum concept is the systematic curriculum notion that treating the curriculum as process. In the viewpoint of process curriculum concept, the process not only is the property but also it has significance and value in thing-in-itself. Further speaking, the process is the way of existence and development for curriculum, and the curriculum is the existence of process. Compared with the traditional curriculum concept, the process curriculum has features as follows: 1. value generation and development to curriculum object;2. pursue the variety and option of the curriculum structure;3. advocate the life and incident closed curriculum content;4. adhere to the curriculum enactment inclined.The third part probes into the practical significance of the process curriculum concept. When the static and prepared curriculum changes to the dynamic and processed curriculum, what does the change means to education practice? Firstly, process curriculum concept brings up a new demand for teachers' ideology and ability. It demands that a teacher should possess the curriculum concept clearly and reasonably, andcultivate a good habit of introspection. What's more, a teacher should teach the value of life in the process of teaching. Secondly, we should reconstruct the nature of teaching. We should treat teaching as the development and process of exploit and realization of curriculum, and obey the true nature of its fluency and instant. At last, we should convert the traditional prepared curriculum assessment into developmental generative assessment. That means the assessment should be based on the process and turn to the future of the students.