Research On The Transformation Mechanism Between Curriculum Content And Learning Experience

The relationship between curriculum content and learning experience is an important topic needs constant discussions and researches in the field of curriculum theory and practice.Since there is conflicting dilemma exists between curriculum content and learning experience in three aspects:the generation source, process and utility of their formation, they seem to be in opposite position in theory and practice, so it is difficult for the teachers to master the way of mutual transformation between them. However, there is tension between curriculum content and learning experience, so they can be adjusted for each other. When comes to the status, learning experience can be obviously observed and curriculum content can be regenerated. As a result, it is possible for them to transform from one to the other.There are two kinds of transformation forms——to transform the curriculum content into experience and to transform the leaning experience into curriculum content. On one hand, curriculum content should involve the meaning about learning experience and focus on students’development; on the other hand, curriculum content should give students the learning experience in order to boot learning and development. The premise of transforming curriculum content into experience is to focus on different learning objects. When the learning object is the instrumental content based on daily life, it needs to use the symbiotic transformation mode; when the learning object is the reasoning content based on scientific world, it needs to use the cooperative transformation mode; when the learning object is the problem content based on social life, there need to use the complementary transformation mode. When we translate curriculum content into learning experience, we should find their juncture dependent on different curriculum content, expand the curriculum content, and reduce the third-degree learning structural. To transform the leaning experience into curriculum content means to transform the nonstructural study experience into the curriculum content that include all-round development of function. This transformation can boot the invisible of leaning experience, play the function of sharing the leaning experience, and reveal the creativeness of leaning experience. Not all the leaning experience can be transformed into curriculum content: it is the learning experience which has the function of sustainable development, necessary and visible that can be transformed. The way of transforming leaning experience into curriculum content runs through the whole process of teaching, form the choice of before teaching along the thicken of process and the wisdom responds to an emergence, to the assessment after teaching.The distinction between curriculum content and leaning experience made their connection and tension clear. The division of the three level structures on deep learning is the basis of the three transformation modes of transforming curriculum content into learning experience and the3D transformation routes of transforming leaning experience into curriculum content actually. These transformations are of important significances in promoting curriculum reform:to facilitate the sustainable development of students; to stimulate the effective realization of courses change; to boot the process of teacher professional development in different periods.