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Research on Methods of Curriculum Design Guided by Problems

Received: 5 April 2017     Published: 6 April 2017
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Abstract

Focus on the learners to master such curriculum knowledge as comprehensive content, logic process and learning effect, a two-way course system was put forward with "creative problem" as the center to meet with changeable, continuous and fast demands for knowledge expansion. The method established a two-way course process with the "problem" as the guide, and to ensure the sustainable and efficient expansion in knowledge content. Through the learning of concept innovation and logic guide, innovative approaches were organically integrated with curriculum design. The results of five consecutive teaching years show that through "problems" orientation and a two-way interactively incentive effect, autonomous learning fully met the curriculum requirements of innovation and design. The rapid feedback to incentive process ensured students' autonomous learning. Thus, the course has a two-way selective in content to strengthen the transform strength for learners in learning the curriculum concept and logic knowledge. The elasticity content verified the effectiveness of this method.

Published in Science Innovation (Volume 5, Issue 2)
DOI 10.11648/j.si.20170502.14
Page(s) 89-96
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Problem Orientation, Two-Way Motivation, Curriculum Design, Innovative Approach, Course Study

References
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  • APA Style

    Ge Yang, Shi Dong-yan, Teng Xiao-yan. (2017). Research on Methods of Curriculum Design Guided by Problems. Science Innovation, 5(2), 89-96. https://doi.org/10.11648/j.si.20170502.14

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    ACS Style

    Ge Yang; Shi Dong-yan; Teng Xiao-yan. Research on Methods of Curriculum Design Guided by Problems. Sci. Innov. 2017, 5(2), 89-96. doi: 10.11648/j.si.20170502.14

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    AMA Style

    Ge Yang, Shi Dong-yan, Teng Xiao-yan. Research on Methods of Curriculum Design Guided by Problems. Sci Innov. 2017;5(2):89-96. doi: 10.11648/j.si.20170502.14

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  • @article{10.11648/j.si.20170502.14,
      author = {Ge Yang and Shi Dong-yan and Teng Xiao-yan},
      title = {Research on Methods of Curriculum Design Guided by Problems},
      journal = {Science Innovation},
      volume = {5},
      number = {2},
      pages = {89-96},
      doi = {10.11648/j.si.20170502.14},
      url = {https://doi.org/10.11648/j.si.20170502.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20170502.14},
      abstract = {Focus on the learners to master such curriculum knowledge as comprehensive content, logic process and learning effect, a two-way course system was put forward with "creative problem" as the center to meet with changeable, continuous and fast demands for knowledge expansion. The method established a two-way course process with the "problem" as the guide, and to ensure the sustainable and efficient expansion in knowledge content. Through the learning of concept innovation and logic guide, innovative approaches were organically integrated with curriculum design. The results of five consecutive teaching years show that through "problems" orientation and a two-way interactively incentive effect, autonomous learning fully met the curriculum requirements of innovation and design. The rapid feedback to incentive process ensured students' autonomous learning. Thus, the course has a two-way selective in content to strengthen the transform strength for learners in learning the curriculum concept and logic knowledge. The elasticity content verified the effectiveness of this method.},
     year = {2017}
    }
    

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  • TY  - JOUR
    T1  - Research on Methods of Curriculum Design Guided by Problems
    AU  - Ge Yang
    AU  - Shi Dong-yan
    AU  - Teng Xiao-yan
    Y1  - 2017/04/06
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    N1  - https://doi.org/10.11648/j.si.20170502.14
    DO  - 10.11648/j.si.20170502.14
    T2  - Science Innovation
    JF  - Science Innovation
    JO  - Science Innovation
    SP  - 89
    EP  - 96
    PB  - Science Publishing Group
    SN  - 2328-787X
    UR  - https://doi.org/10.11648/j.si.20170502.14
    AB  - Focus on the learners to master such curriculum knowledge as comprehensive content, logic process and learning effect, a two-way course system was put forward with "creative problem" as the center to meet with changeable, continuous and fast demands for knowledge expansion. The method established a two-way course process with the "problem" as the guide, and to ensure the sustainable and efficient expansion in knowledge content. Through the learning of concept innovation and logic guide, innovative approaches were organically integrated with curriculum design. The results of five consecutive teaching years show that through "problems" orientation and a two-way interactively incentive effect, autonomous learning fully met the curriculum requirements of innovation and design. The rapid feedback to incentive process ensured students' autonomous learning. Thus, the course has a two-way selective in content to strengthen the transform strength for learners in learning the curriculum concept and logic knowledge. The elasticity content verified the effectiveness of this method.
    VL  - 5
    IS  - 2
    ER  - 

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Author Information
  • School of Mechanical and Electrical Engineering, Harbin Engineering University, Harbin, China

  • School of Mechanical and Electrical Engineering, Harbin Engineering University, Harbin, China

  • School of Mechanical and Electrical Engineering, Harbin Engineering University, Harbin, China

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