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Module organization in two basic ways

1) subject-centered curriculum content blocks, build course content. For example: social learning in the Palestinian-Israeli issue, we designed the origin and evolution of the Palestinian-Israeli issue; United States how the Palestinian-Israeli problem; four of the Palestine issue focus; principles of settlement of the Palestine issue; discussion on the Palestinian-Israeli problem solution modules. Each module and combined with the values of different levels of ability and training objectives, constitutes a relatively complete set of teaching content. • Division of general processes and methods in accordance with scientific research modules. For example, under troubleshooting, problem analysis, problem solving research process design of modules. Or answer questions, open questions, the medium-term research and reporting, the Division final and reply course stages (modules).
  2) as a combination system built to meet the requirements of the module content. This is a reflection of the concept-centered curriculum content. For example environment of integrated learning programme "integrated learning system": part I basic concepts and methods of learning module: the integrity of the environment 1. Biogeochemical cycling of key elements • red tide was how it happened--nitrogen and phosphorus bio-geochemical cycle • global warming--establishment of the biogeochemical cycle of carbon theme there are a variety of ways, we adopt the following • emotions, values, objectives or ability series modules and curriculum content. For example: environmental education focused on developing students ' critical thinking and value identify oil, integrated decision-making, and we take these themes divided into modules, selecting appropriate cases, comprehensive study of organization environment course. • based on a real hot issue in different sides of the modulo 2. The global energy balance 3. Correlation between environmental problems in different time different place 4. Product life cycle analysis module II: the complexity of environmental issues 1. Urban air quality, urban air quality bulletins • • air pollutant testing of atmospheric pollutants threatens human impact factors of urban air quality 2. Natural and social causes of global warming 3. Focus of conflicts of interest-the rainforest, water and stone 4. Bumpy road of the signing of the Kyoto Protocol module: environment and consumption (lifestyle) 1. Driving forces of consumption--environmental pressures of 2. Factors that affect the consumption patterns of 3. Reasonable choice of consumption module four: environment and production module: module six of the environmental problems in the context of globalization: communities, Government decision making 2. Course organization features dynamic forward annually-with courses, students and environmental problems, teachers can continue to increase, reduce, replace, theme, in order to ensure course content closer to reality and desire to continue to attract students ' interest in learning and exploring. Stability--as the one-year course, teachers can take the right amount of topics in each module, constitute the whole course of basic theoretical system, so as to ensure the relative stability of this course. Flexibility-the real problems of some typical cases, very high, we can have different ways to understand the basic concepts relating to the environment, so that the subject of the case can select from the different modules and branches, used can be focus can also be based on a theme of course subjects, courses from many different perspectives. Practice--through theoretical studies and environmental research study before and after the connection of the two parts, curriculum practice is fully reflected. Used to guide the practice of the scientific method is not only reflected in the curriculum structure of the surface, but in penetration in the appropriate to BACK

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