| Description |
1 online resource |
| Contents |
Foreword; Preface by Guest Author; Preface: A Heart Song Played for a Child; Contents; About the Author; Translatorâ#x80;#x99;s Biography; 1 Theoretical Framework of the Contextualized Curriculum: Unique Features of Cultural Classics; 1.1 Three Dimensions Constructed for the Child; 1.1.1 The Child; 1.1.2 Knowledge; 1.1.3 Society; 1.2 Five Essential Factors of Happy and Effective Learning; 1.2.1 Inspiring Childrenâ#x80;#x99;s Initiative; 1.2.1.1 Arousing the Childâ#x80;#x99;s Curiosity and Thirst for Knowledge; 1.2.1.2 Building Up Self-confidence and Raising Self-esteem; 1.2.2 Strengthening Aesthetic Feeling |
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1.2.2.1 Displaying the Content of Aesthetics1.2.2.2 Selecting Graceful Teaching Methods; 1.2.2.3 Employing the Language of Aesthetics; 1.2.2.4 Showing Teachersâ#x80;#x99; Beautiful Manners; 1.2.3 Focusing on Creativity; 1.2.3.1 Training Childrenâ#x80;#x99;s Feelings; 1.2.3.2 Cultivating Childrenâ#x80;#x99;s Instincts; 1.2.3.3 Developing Childrenâ#x80;#x99;s Creativity; 1.2.4 Penetrating Humanity; 1.2.4.1 Being Rooted in Loving the Home Country; 1.2.4.2 Stimulating Love Through Aesthetics; 1.2.4.3 Guiding Childrenâ#x80;#x99;s Emotion According to Teachersâ#x80;#x99; Love; 1.2.5 Running Through Practices |
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1.2.5.1 Reflecting on the Integration of Comprehensive Activity1.2.5.2 Displaying the Diversity of Symbolic Operations; 1.3 Principles of Facilitating Childrenâ#x80;#x99;s Active Learning; 1.3.1 Actively Engage in Cognitive Processing Driven by Affection; 1.3.2 Implicitly Form an Unconscious Psychological Tendency; 1.3.3 Convert from a Passive Role to an Active Role for Children; 1.3.4 Satisfy Psychological Needs and Produce Active Behaviors; 1.4 Core Elements of the Contextualized Curriculum; 1.4.1 Trueness: Showing the Child the Real World; 1.4.2 Affection: Creating Inner Impulses for the Child |
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1.4.3 Thinking: Widening Mental Space and Developing Potential Wisdom1.4.4 Aesthetics: Improving the Efficiency of the Curriculum with Aesthetic Pleasure; 1.4.5 The Four Core Elements; 1.5 The Latest Findings of Brain Science Research Provide Evidence for the Contextualized Curriculum; 1.5.1 Childrenâ#x80;#x99;s Brains Need an Enriched and Active Learning Environment; 1.5.2 Childrenâ#x80;#x99;s Brains Need to Constantly Improve the Frequency of Links Between Neurons; 1.5.3 Childrenâ#x80;#x99;s Brains Receive Emotional Signals as a Priority and Memories Are Unforgettable |
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2 Four Areas of Constructing the Contextualized Curriculum2.1 Core Domains: Subject Contextualized Curriculum Linking Teaching Content and Childrenâ#x80;#x99;s Activities; 2.1.1 Linking Subjects and the Childâ#x80;#x99;s Life; 2.1.2 Promoting the Teaching Process in a Series of Subject Activities; 2.1.3 Role Effect Helping Children to Devote Themselves to Learning; 2.1.3.1 Taking the Expected Role; 2.1.3.2 Playing a Fairy Tale Role; 2.1.3.3 Taking a Real-Life Role; 2.2 Comprehensive Domains: Children Benefit from Multiple Channels in the Thematic Mega-Unit Contextualized Curriculum |
| Summary |
"Based on the authors' over 30 years of practical research experience, this book shows how situation curriculum design illustrates the new idea of "combining subject curricula with children's activities." Particular attention is given to the subject curriculum, activity curriculum and the optimization of the situation. The curriculum is the most important vehicle of children's learning, and the primary school curriculum is vital to children's growth. Drawing on detailed case studies, the book highlights how situation curriculum design is currently affecting traditional Chinese primary schools."-- Provided by publisher |
| Bibliography |
Includes bibliographical references |
| Notes |
2.2.1 Confirming the Themes of the Mega-Unit Based on Social Background |
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Print version record |
| Subject |
Education, Primary -- China
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Curriculum planning -- China
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EDUCATION -- Elementary.
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Curriculum planning
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Education, Primary
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China
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| Form |
Electronic book
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| ISBN |
9783662557693 |
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366255769X |
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