Research On The Operating Mode Of Curriculum Integration

Curriculum integration is an effective way to achieve the curriculum’s value and function, study on its basic theories and operating mode is imperative. Study on the construction of the practice mode of curriculum integration in our country is already many, but, in the condition that theoretical foundation is not solid yet, practice mode that already constructed is always ineffective or doesn’t know what to do. So, this paper first devotes to the study of the basic theory of curriculum integration form. Generally speaking, curriculum integration can be specifically divided into the integration of knowledge, the integration of empirical and the integration of social three forms, certainly, they are not completely separated or the opposite, but are interdependent and even blend, the division is to have a in-depth analysis of the curriculum integration’s connotative meaning in all aspects and the operating paths, to help us understand how to carry out integration. The paper firstly gives a theoretical overview of the three concrete forms of curriculum integration, and constructs the operating mode of curriculum integration on this basis, then discusses the general principles and strategies of the operating mode. Lastly, it selects the eighth grade’s physics textbooks PEP "buoyancy" knowledge point, and designs the curriculum integration in accordance with the idea of the above operating mode, in order to verify its feasibility on the text level. And, through the interview to survey the practical feeling of teachers and students, and further validates the above operating mode’s feasibility and necessity on a practical level.This research is divided into five parts. The first part is the introduction. This part mainly discusses the reasons of choosing the topic, reviews about the research at home and abroad, outlines the contents of this paper, the research significance, research methods, and has defined the key concepts involved in research.The second part is the theoretical overview. This part first discusses the theoretical basis of curriculum integration’s specific form of division, then introduces the connotation of the three forms and their relationship, lays the theoretical foundation for the construction of the subsequent part of the general operation modes.The third part is the model construction. This part first explains the general operation path of intellectual integration, empirical integration, social integration respectively as well as the problems that need to pay attention, and then constructs the complete operating mode of curriculum integration on this basis.The fourth part is the principle. This part mainly discusses the general principles based on the three specific forms of curriculum integration, to ensure its smooth implementation in practice.The fifth part is the strategy. This part discusses the strategies of the operating mode based on the three specific forms of curriculum integration, to further standardize and guide the teachers in the specific operation practice.The sixth part is the theoretical verification. In this part, through the selection of the eighth grade’s physics textbooks PEP "buoyancy" knowledge point, and designing the curriculum integration in accordance with the idea of the above operation, then can verify its feasibility on the text level.The seventh part is the empirical research. Through the investigation about the practical feeling of teachers and students on the curriculum design of buoyancy, it Provides further empirical demonstration on the feasibility and necessity of the curriculum integration’s operating mode.