Subject Education

Author: Tao Ben, Editor-in-Chief
Publisher:
Publish Date: 2003-01-01
Features: The main purpose of this book is to establish a theoretical system of subject pedagogy. The introduction discusses the necessity and rationality of establishing such a theoretical system. Chapters 2, 3, 4, 5, and 6 respectively elaborate on the six levels of the subject pedagogy theoretical system: Talent Standards; Subject Curriculum; Subject Learning; Subject Teaching; Modern Educational Technology and Subject Education; Subject Education Assessment. The author's approach is as follows: School education consists of two main parts: concentrated, holistic, and explicit subject education, and dispersed, to a certain extent, implicit non-subject education. Among these, subject education has been the part that has received ample attention so far (people rarely realize the distinction between subject education and non-subject education in school education, and pay little attention to the dispersed, highly pervasive non-subject education. However, this does not mean that non-subject education is unimportant). The fundamental purpose of subject education is to achieve talent standards, hence the chapter titled "Talent Standards." The essence of the subject system is a knowledge system (in a broad sense). The process of subject education can essentially be reduced to the process of knowledge education, which includes the basic levels of curriculum, learning, teaching, and assessment. These basic levels are the means to achieve the purpose of subject education, i.e., talent standards. Among them, the curriculum is essentially a process of differentiation and construction of knowledge; learning is essentially a process of acquisition and growth of knowledge; teaching is essentially a process of dissemination and cultivation of knowledge; and assessment, as the final stage of subject education, is a judgment and evaluation of the effectiveness of knowledge education, and through this, an improvement of subject education. At the same time, modern educational technology has become a significant new platform for subject education. This forms the main titles of Chapters 2, 3, 4, 5, and 6: Differentiation and Construction of Knowledge; Acquisition and Growth of Knowledge; Dissemination and Cultivation of Knowledge; A New Platform for Knowledge and Teaching; The Effectiveness of Knowledge and Teaching. Following this approach, a theoretical system of subject education is formed.