Research on Methods of Curriculum Design Guided by Problems

Ge Yang; Shi Dong-yan; Teng Xiao-yan

doi:doi:10.11648/j.si.20170502.14

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Research on Methods of Curriculum Design Guided by Problems

Ge Yang, Shi Dong-yan, Teng Xiao-yan

Published in Science Innovation (Volume 5, Issue 2)

Received: 5 April 2017 Accepted: 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), 2024. Published by Science Publishing Group

Keywords

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

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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
PY  - 2017
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

Ge Yang

School of Mechanical and Electrical Engineering, Harbin Engineering University, Harbin, China
Shi Dong-yan

School of Mechanical and Electrical Engineering, Harbin Engineering University, Harbin, China
Teng Xiao-yan

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

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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

Copy | Download

@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}
}

Copy | Download

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
PY  - 2017
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  -

Copy | Download