Generating-relating Strategies Of Curriculum Implementation

In the curriculum implementation process, students as individual in multiple differences participate in teaching activities, and this multiple differences in performance for the generating development. Paying attention to the students multiple differences is the foundation of curriculum implementation. However, students are often overlooked generating-relating by teachers in the implementation of the curriculum. Thereby reducing the efficiency of curriculum. Based on the theory and practice of curriculum implementation in this article, proposes "Generating-Relating Strategies of Curriculum Implementation" and builds a static model and dynamic model. In the model, there are the students’ motivation, gender, learning experiences and emotions differences in curriculum implementation of the "runway", the students’ multiple differences are not stationary, but are moving constantly in the course of the implementation of "track", while other factors, teachers and learning materials, like the "invisible hand" as applied to students to make students multiple differences in scanning recognition.By scanning the need for teachers to students as the starting point of the static differences,then take the dynamic as the generation.This prompts teachers in curriculum implementation to create multiple differences a dynamic based on static multiple differences, thereby multiple differences toward a static. So the spiral rise, for students to create suitable for the development of the curriculum implementation environment.Therefore, the paper focuses on this idea, adopted literature research, case studies and theoretical study, divided into four parts of the generating-relating curriculum implementation to study and discussion:Part I: The dimension of generating-relating curriculum implementation comprises motivation, gender, learning experience and emotion.Generating-relating curriculum implementation requires teachers to meet the static pluralistic differences of students, encourages students to continue to generate dynamic multivariate differences, and then creates next static multiple differences.Part II: According to implementation of curriculum for the students’ multiple differences generating-relating concern the lack of analysis and interpretation of the phenomenon, the other hand the harm arising during the implementation of the curriculum in reality, and then analyzes the reasons.Part III: Through the interpretation of the static model, and constructing generating-relating model, deepen the understanding of generating-relating curriculum implementation, and based on the model proposed generating-relating curriculum implementation steps.Part IV: According to generating-relating model to put forward relevant policies, make the students feel the "I am I," "my courses", "I live in the curriculum."Generating-relating curriculum implementation requires teachers to identify the starting point for curriculum implementation, student self-construction grasp the overall context of learning, teachers and students to participate wholeheartedly in the curriculum implementation to achieve maximize development.