Development of comprehensive courses

Author: (Canada) Susan M. Drake (USA) Rebecca C. Burns
Translator: Huang Jinghui Pan Wen
Canada/Canada
Publisher:
Publishing Date: 2007-01-01
Features: This book has several prominent characteristics:
Systematic. The framework of the entire book is very clear, starting from the definition of integrated courses, explaining the reasons for implementing integrated courses, and then providing specific steps for implementation. The authors present the content in a clear and structured manner, centered around the "Know/Do/Be" framework, progressing layer by layer and gradually unfolding. This ensures both the rigor of the course itself and its alignment with students' actual needs.
Easy to understand. The writing in this book is fluent and free of complex or obscure language. While theoretical explanations of abstract concepts are provided, numerous examples are offered to aid readers in comprehension. Additionally, highly practical integrated course design templates are introduced, demonstrating an excellent integration of theory and practice.
Very practical. While the authors outline the specific steps for implementing integrated courses, they also address potential issues that may arise during the process, offering readers targeted guidance.
Professor Susan M. Drake and Professor Rebecca C. Burns, the authors of this book, summarize their extensive research on integrated courses, presenting an in-depth yet accessible theoretical framework and operational model for their development. In the book, they elaborate on the definition of integrated courses and the necessity of their development; discuss how to use the "Know/Do/Be" framework in conjunction with curriculum standards to integrate courses; introduce templates for integrated course development and practical case studies from various schools; and provide concise answers to teachers' real-world questions in the course development process. This book serves as a valuable guide and reference for teachers engaged in integrated course development.
It is not only suitable for school administrators and educational theorists to conduct in-depth discussions on integrated courses but also provides practical reference and guidance for frontline prospective teachers and practicing teachers.
This book has several prominent characteristics:
Systematic. The framework of the entire book is very clear, starting from the definition of integrated courses, explaining the reasons for implementing integrated courses, and then providing specific steps for implementation. The authors present the content in a clear and structured manner, centered around the "Know/Do/Be" framework, progressing layer by layer and gradually unfolding. This ensures both the rigor of the course itself and its alignment with students' actual needs.
Easy to understand. The writing in this book is fluent and free of complex or obscure language. While theoretical explanations of abstract concepts are provided, numerous examples are offered to aid readers in comprehension. Additionally, highly practical integrated course design templates are introduced, demonstrating an excellent integration of theory and practice.
Very practical. While the authors outline the specific steps for implementing integrated courses, they also address potential issues that may arise during the process, offering readers targeted guidance.