Research On Dewey’s Thought Of Inquiry Based Curriculum

Among many educators who have influenced the curriculum reform in China,Dewey’s influence can be said to be the first to bear the brunt.His concept of students’ active learning is still of research value for today’s curriculum,which is still seeking a way out in the traditional receptive learning.In this paper,Dewey’s thought of inquiry based curriculum is named after "inquiry based curriculum".Following the research idea of "origin search-Theoretical Overview-practical analysis-Implementation Strategy-value evaluation",Dewey’s thought of inquiry based curriculum is deeply studied.The thesis includes introduction,five chapters and conclusion.The introduction mainly expounds the reason of the topic selection,literature review and concept definition,and clarifies the research purpose and significance,research ideas and methods.In the first chapter,by combing the formation of Dewey’s thought of inquiry based curriculum,it is clarified that the theory is based on a certain social,cultural and experience background;it draws on the theoretical thoughts of Darwin,Pearce,James and Hall;it is constructed on Dewey’s criticism and Reflection on the prevailing "new" and "old" educational thoughts at that time,as well as his own theoretical integration and reconstruction.The second chapter summarizes Dewey’s theory of Inquiry Curriculum.Based on the three propositions of material theory,control theory and action theory,this paper interprets Dewey’s main curriculum ideas as the essence of inquiry activities,the purpose of rational inquiry,the curriculum model of five step thinking,the curriculum content of social homework and the curriculum implementation of subject experiment The essential characteristics of Wei’s inquiry based curriculum thought are embodied,situational,instrumental,tendentious and interactive.Based on the case analysis,the third chapter explores the implementation of Dewey’s theory of inquiry based curriculum in classroom practice by connecting with the curriculum case of Dewey school,and concludes that the curriculum content begins with children’s inquiry interest,the curriculum process naturally follows the inquiry mode,the curriculum progress depends on children’s inquiry ability,and the curriculum achievement is children’s inquiry experience and curriculum evaluation They are loyal to the conclusion of children’s inquiry process.In the fourth chapter,combined with the thinking gained from Dewey’s inquiry based curriculum thought,a case of Dewey’s inquiry based curriculum thought falling into the primary school comprehensive practical activity curriculum is created,which shows that Dewey’s inquiry based curriculum thought can put forward optimization suggestions for the development of primary school comprehensive practical activity curriculum in China from two levels of macro enlightenment and specific measures.The fifth chapter objectively evaluates Dewey’s thought of inquiry based curriculum from two aspects of value and limitation,pointing out that Dewey’s thought has not only brought positive contributions such as reversing the separation of knowledge and practice,clearing up the gap between factors,enriching the traditional curriculum system,unifying the curriculum value orientation,but also has some problems,such as one-sided dependence on instrumental epistemology,emphasizing children’s subjective experience,partially highlighting the ideal effect of curriculum,and partial bias It also has some shortcomings such as maintaining the single dimension of evaluation.