Curriculum Design of “National Training Plan” in View of Professional Development

Abstract

In education training, professional development is the primary goal of curriculum design, good curriculum design is the guarantee to dispose professional development. If there is no connection between professional development and curriculum design, the problem that teachers’ training lacks pertinence and effectiveness will still not be radically solved. Thus we must design creative curriculum according to the requirement of professional development to solve this problem. Keywords—professional development; national training plan; PE teacher; curriculum design I. RAISING OF THE PROBLEM PE teachers in rural middle and primary schools meet many problems in PE and health curriculum and fail to solve them, the root cause of which is that the development of their professional ability is hysteretic and can’t keep pace with education development. The national training plan is here to help them to solve this problem, the major step of which is to design timely curriculum design for PE teachers joining in the training are all grown ups and have high professional title and rich teaching experience. Some have short teaching years, who has just joined in work for few years, some have strong sports skills but weak PE theories, but some are on the contrary. Because the in-service teachers have independent self-concept and can train their own study, how to formulate training target, choose training content and training method according to the features of adults’ study and professional features conforming to curriculum of PE teachers’ professional development in middle and primary schools becomes especially important. In other words, “the quality of curriculum design concerns pertinence and effectiveness of training and whether PE teachers’ professional growth and new curriculum reform in middle and primary schools can better advance. II. CURRICULUM DESIGN OF “NATIONAL TRAINING PLAN” FOR PE TEACHERS IN RURAL MIDDLE AND PRIMARY SCHOOLS Idea of Curriculum Design of “National Training Plan” for PE Teachers in Rural Middle and Primary Schools. For they are located in remote areas, PE teachers in rural middle and primary schools have blocking access to information, their studies have strong purposiveness which is to solve some teaching difficulties in present new curriculum reform, but these difficulties can not be solved in an action, the key to which is curriculum design, and the primary mission of curriculum design is idea [1]. As for the idea of curriculum design of “national training plan”, firstly it shall analyze the professional qualification of PE teachers in rural middle and primary schools, analyze the content which they shall study, their opinion of curriculum reform and value orientation, and their most urgent problems at present. Analyze all the elements such as studying demand of joining teaching process, study content and features of learners with most optimized idea and opinion and systematic method according to curriculum idea of PE and health, arrange all the elements of curriculum with special method, and form a training curriculum scheme for PE teachers in rural middle and primary schools with special curriculum structure [2]. Its biggest feature is strong pertinence, which benefits to improve professional development and the attraction and charisma of training curriculum at the same time. III. TRAINING CURRICULUM DESIGN OF “NATIONAL TRAINING PLAN” FOR PE TEACHERS IN RURAL MIDDLE AND PRIMARY SCHOOLS Conduct “modeling” and “classification” to training curriculum design according to the subject characteristics and professional characteristics, making curriculum operable, targeted, effective and developmental. A. Modeling——Mode of “Curriculum Structure Borne by Point-Line-Surface Case” In the training, the universal-significant content structure of PE training curriculum presents an opposing organizational form, which is vertical structure and horizontal structure. Training curriculum for PE teachers in rural middle and primary schools under the requirement of professional development is constructed taking subject logic of PE and content and method required by professional development of learners as the principal line. As shown in “Fig. I”, here, “principal line of content” is in vertical structure, which is arranged according to the standard of PE and health curriculum in middle and primary schools and the order of Fund program of Scientific Research of Yunnan Education Department, project number: 2103Y263 International Conference on Economics, Management, Law and Education (EMLE 2015) © 2015. The authors Published by Atlantis Press 459 curriculum in middle and primary schools, solving confusion of teachers while keeping the overall consistency of teaching. “Principal line of method” is in horizontal structure, which breaks the limit of subject and traditional knowledge system, connecting knowledge and skills such as all kinds of opinions, subjects and strategy, stressing the width but not depth of knowledge of PE and health, caring about practical application but form of knowledge to make it convenient for PE teachers in rural middle and primary schools to better explore new curriculum reform and the problems concerns them most. Fig. 1. Curriculum structural mode bearing point and line to plane TABLE I. THE CURRICULUM TYPE UNDER THE REQUIREMENT OF PROFESSIONAL DEVELOPMENT Comparing item Research curriculum design Semi-Open curriculum design Full-open curriculum design Preparing work in early stage Full research, form curriculum under the requirement of professional development Full research, form curriculum for learners to select, form executed curriculum Let learners fully propose curriculum, satisfy the requirement of professional development, develop curriculum which has not existed at once The training organization’s control to studying content Self control Control part of curriculum Actively develop curriculum The learners’ control to studying content Non Control within selection range Fully self control Designing feature Trainer-oriented Learner-oriented Problem-solving-oriented Limitation Imperfect teacher group leads to formulating curriculum according to person, single traditional teaching method Can only meet the most learners’ requirement of professional development High requirement of teacher group and training organization, require refined systematic curriculum design system Applicable scope Imperfect training conditions like teaches, teaching facility and management Learners have weak self-judging ability, the training own mature training conditions The learners have good academic basis, the training organization own mature training conditions “plane”:adopt theory, technology and teaching behavior assessment in class practice, improve teaching level and teachers’ control on the teaching content of PE in middle and primary schools “Point” in the layer of method: Problems in idea, strategy and skill “Point” in the layer of content: arrange teaching content according to the teaching process of middle and primary schools “Principal line of method”: teaching idea-teaching strategy-teaching skill “principal line of content”: PE and health theory of middle and primary schools-teaching process-class teaching structure