A Comparative Study On The Implementation Of Integrated Practice Activity Curriculum Between Mainland And Taiwan

This study firstly combs the historical evolution of the Integrated Practical Activity Curriculum and the "Integrative Activity" Curriculum,and expounds the connotation of the Integrated Practical Activity Curriculum and the "Integrative Activity" Curriculum from the perspective of the development of the times and the curriculum reform;Secondly,from the setting of course objectives,class schedule and credits,course content,teacher status,curriculum resource development,curriculum evaluation and content,the paper presents an overview of the implementation of the Integrated Practical Activity Curriculum and the "Integrative Activity" Curriculum,and then analyzed the main problems encountered in the implementation of both curriculums;finally,a comparative analysis of the implementation and problems of the Integrated Practical Activity Curriculum and the "Integrative Activity" Curriculum is carried out.From the perspective of the curriculum implementation,the objectives of the mainland and Taiwan's Intergrated Practical Activity Curriculums are deepened from the ability orientation to the literacy orientation.It weakens the intellectual goal and presents the behavioral and experiential goal orientation.On the basis of the type structure of the target,the mainland also pays attention to cultivating students' sense of responsibility and taking responsibility.The hierarchical structure of Taiwan's curriculum objectives is deepened;In terms of credits,although the mainland and Taiwan's Intergrated Practical Activity Curriculums are different in terms of class hours,credits,and grades,they reflect the process of mutual learning and learning based on the actual conditions of the two places.In terms of curriculum content,both Curriculums involve people,nature and society,Taiwan's curriculum still retains subjects such as housekeeping,scouting,and counseling in the old curriculum system.From the perspective of teachers,both Curriculums are equipped with a team of teachers with a combination of full-time and part-time jobs.Judging,Taiwan is mainly a full-time teacher with teacher qualifications,and pays more attention to teaching.The expertise of both curriculum's resources extends from the school to the community,but Taiwan's curriculum resources development efforts and social support are greater;in the curriculum evaluation,both curriculums are development curriculum evaluation orientation,the process and results are combined,focusing on The evaluation is diversified,but in addition to the ability dimension,Taiwan's curriculum evaluation has increased the degree of effort and has more specific and clear evaluation criteria.Judging from the problems in the implementation of the curriculum,both places have presented insufficient attention to the curriculum and insufficient professional knowledge of the teachers in the early stage of the curriculum implementation.However,the mainland still needs to strengthen the development of teachers and curriculum resources.Therefore,drawing on the experience of curriculum implementation and improvement in the "Integrative Activity" Curriculum in Taiwan,the following suggestions are proposed to promote the effective implementation of the Integrated Practical Activity Curriculum in the mainland,teachers and students make progress together,teaching and learning;establish a comprehensive curriculum guidance and guarantee system;Create a matching teacher training development mechanism;promote community immersive curriculum resource development.