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一、教育工作的复杂性以及目标的一致性特点决定了学科整合的必然性自然及社会科学的细致分类决定了与此相适应的教育分科教学的存在。教育对象的复杂性和教育目标的相对一致性又决定了学科间在教学目标、课程结构、运作方式方法等方面既存在着有别于其他学科的个性,也存在着相同或相近的共性。从系统工程学说的角度出发,综合实践活动与体育等诸学科统一于一个素质教育大系统之下,有着共同的素质教育培养目标和相似的学
First, the complexity of education as well as the consistency of the target characteristics determine the inevitability of subject integration Nature and social sciences meticulous classification determines the existence of education sub-teaching. The complexity of educational objects and the relative consistency of educational goals also determine the same or similar commonalities between disciplines in teaching objectives, curriculum structure, mode of operation and other aspects that are different from other disciplines. From the system engineering theory point of view, the integrated practice activities and sports and other disciplines unified under a quality education system, with a common goal of quality education and training of similar