Study On The Curriculum Integration Within Primary Education Major (Undergraduate Level)

With the continuous development of education in China and continuously upgrade of the educational quality, the teacher education in China has been received an unprecedented attention. In recent decades, teacher education system has undergone enormous change:teacher education schools gradually from an closed school in the past to an opening school in today; at the same time, lifelong teacher education gradually been recognized and accepted by the whole society; the centre-of-gravity of teacher education and educational levels appeared to shift upwards:the system of teacher education over the past form three into two and gradually transformed into the present high-level. In this context, the Primary education major in our country has also experienced an unprecedented rapid development and changes, from original Normal school to three-year normal college level, and finally transit into the four-year undergraduate level. This major has been made a lot of experience and reached some of consensus after ten years schooling practice and exploration. Although the Primary education major as a new thing in its exploring and evolving period in our country. However, some problems emerged in the process of running due to lack of mature experience to guide. Among it, the prominent is the four parts of the curriculum in this major are in a mismatched condition——lacks the necessary integration. This separation and isolation is neither consistent with the characteristics of Primary education major nor can fully meet requirements of its practice teaching.This paper tries to form the perspective of professional primary school teacher, combined with the theory of curriculum integration and basic character of primary education to thinking on this topic. This dissertation comprehensive used the research methods of documents analysis,comparative study and case studies, proposed the main problems of current curriculum situation are:pedagogical courses and subject content courses are being heavily separated as well as the theoretical curriculum and practice curriculum are severely apart from each other. Then put forward specific ideas and strategies about integrated-curriculum based on the rational thinking and multidimensional analysis.The whole thesis can divided into four parts:Part One:Preface. General exposition of the research reasons,meanings,basic train of thoughts and methods on this dissertation. From this point, we attempt to answer the question of the necessity and feasibility to this study.Part Two:Current status of curriculum arrangement in Primary education major. These parts firstly make a simple carding with the historical development of this major. Hope that to make a clean positioning and reasonable reference for today's primary education major. Focus mainly on the current situation of curriculum setting in this major through several cases analysis. So as to make conclusion that today's fragmentation phenomenon is lay in the course content and course structure.Part Three:Rational analysis in curriculum integration of Primary education major. Firstly, from a rational view to discuss the relationship between curriculum integration in university and pursue profound knowledge goal of university education; between curriculum integration in tertiary education and curriculum integration in basic education. And then analyzes the necessities of Primary education's curriculum enclose from four aspects:objective,content,implementation and evaluation. Try to explain the necessity of curriculum integration in this major based on the theoretical angle.Part Four:The implementation strategies on curriculum integration of Primary education major. From the analysis of the overall ideas about curriculum integration, bring forward the integration needs to be based on primary teachers 'professional quality as well as oriented by students'practical ability development. On this basis, we attempt to propose three different theme-based curriculum integration modules. Finally, offer some suggestions about how to explore the thematic integrated curriculum.