What Are Some Curriculum Activities?

Activity courses are also known as experience courses and child-centered courses. It is a course type that is opposed to the subject course. It organizes courses around children's interest and motivation for engaging in certain activities. Therefore, activity curriculum is also called motivation theory. The ideas of the activity curriculum can be traced back to Rousseau, the French naturalist education thinker. From the end of the 19th century to the beginning of the 20th century, Dewey and Kebecu in the United States carried forward this idea. Dewey's courses are "experience courses" or "child-centered courses".

Activity Course

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Activity Course

Generally speaking, learners' motivations can be divided into four categories:

(1)

The main points of the activity curriculum are: the curriculum should be centered on children's activities, not on the subject; the direct experience of children should be used as the content of the teaching materials;

Compared with subject courses, activity courses have the following advantages: First, pay attention to the needs and interests of students, and respect the students'

The limitations of the activity curriculum are mainly manifested in the excessive exaggeration of the importance of children's personal experience, neglecting the study of systematic subject knowledge, which can easily lead to "utilitarianism" and neglect children

The leading value of the subject curriculum is to let students grasp, transfer and develop the cultural heritage of the human system through the curriculum. The main value of the activity curriculum is to enable students to get active and gain direct experience and real experience of the real world. And they can complement each other and complement each other. "After the 1970s, with

Comparison and relationship between activity courses and subject courses

Activity Course Comparison Table

	Subject courses	Activity Course
Focus of value	Knowledge (cultural) standard	Learning experience
Education concept	Education is preparation for life (education is separated from real life)	Education is life itself (education is connected with real life)
Type of knowledge	Indirect experience / academic knowledge / public knowledge	Direct experience / practical knowledge / personal knowledge
Way of knowledge	Knowledge is sluggish and rigid, knowledge is far from action	Knowledge is moving and dynamic, and knowledge is never far from action
Course format	Most subject courses are sub-courses	Comprehensive curriculum (breaking the boundaries of disciplines)
Course organization	Organize courses according to the inherent logic of subject knowledge (emphasis on the systematic nature of knowledge)	Organize courses in the order of students' psychological development (emphasis on the psychologicalization of teaching materials)
Course implementation	Focus on outcomes of course activities	Focus on the course activities
Way of teaching	Emphasis on "training", "guidance and control"	Emphasis on "interest", "freedom and initiative"
Way of learning	Silent passive learning (oral training more than action)	Learn by doing and actively participate (more actions than oral training)
Scope of application	Adult, senior	Children, juniors

Activity Course Relationship Analysis

The relationship between the activity curriculum and the subject curriculum actually reflects the direct and indirect experience of people, personal knowledge and public knowledge, the relationship between children's current psychological experience and the logical experience condensed in the subject, which is also reflected from one side The differences and differences between the learning styles of adults and children. As early as 1902, Dewey profoundly revealed this relationship in the book Children and Curriculum.

Dewey believes that the psychological experience of children and the logical experience contained in the discipline are the beginning and the end of the same growth process. The logical experience is developed from the psychological experience. The difference and difference between the two is that the psychological experience is direct , Living, implicit, uncertain, and logical experience is indirect, lifeless, explicit, and deterministic. Logical experience is the use of abstraction and generalization to systematically psychological experience, Organized results. For educators, what they have to do is to restore the logical experience to the psychological experience of children, or translate the knowledge of various disciplines into the life experience that children can understand and receive. Only in this way can the teaching material knowledge be related to The child's existing experience interacts, a process that Dewey calls psychological of textbooks.

Dewey believes that the teacher's mission is to start from the child's existing life experience and guide the child's existing experience to the logical experience contained in the textbook. This is the essence of the teaching process. It can be seen that Dewey does not deny the educational value of the subject curriculum or logical experience. What he opposes is to learn logical teaching materials in a way that is separate from the psychological experience of children. Of course, the study of subject courses also has its existence value. As those who focus on the subject see, children s lives are trivial, narrow and rough, children s lives are self-interested, self-centered, and impulsive, and children s experiences are chaotic, vague, and uncertain of. Therefore, through the study of subject courses, children can expand their narrow experience, deepen their shallow knowledge, and increase their psychological maturity. Dewey also agreed on this, but Dewey emphasized that we must not mistake the "purpose" of education as a "means". If the subject curriculum represents the purpose pursued by education, and represents the learning method of the individual mature period, then the psychology of activity courses or teaching materials represents the educational method, and represents the individual childhood learning method. From this point of view, there is no essential contradiction between the subject curriculum and the activity curriculum. For preschool children and lower elementary school children, the development of activity courses is necessary. As children grow older and their thinking development matures, they should begin to learn systematic and theoretical scientific knowledge. Otherwise, children's learning is likely to fall into a sloppy and messy place, and they can only obtain piecemeal knowledge, not systematic and in-depth knowledge. Therefore, activity courses are best used in conjunction with subject courses.