In terms of what to learn, the humanism course considers the curriculum content to include those asp

1. Humanism:

"Humanism" focuses on the cultural function of the Chinese curriculum for the influence of students' thoughts and feelings and the characteristics of the humanities in the curriculum. The humanistic nature of the Chinese curriculum emphasizes the process of Chinese learning, which not only allows students to achieve self-growth, but also stimulates students' creativity and vitality. Teacher Yu Yi thinks:

The connotation of humanistic spirit should include knowledge, affection, and intention, mainly referring to the personality, hand, emotion, will, character, and psychological quality.

2. Uniformity:

The Language Curriculum Standards clearly stipulate that language is the most important communication tool and an important part of human culture. The unity of instrumental and humanistic is the basic feature of the Chinese curriculum.

The "instrumentality" of Chinese courses refers to the ability of students to use language tools proficiently and to participate in communicative activities smoothly through the learning of language courses.

The "humanism" of the Chinese course mainly reflects the care for students' personality, personality and spiritual world, and cultivates students' positive emotions, correct values, outlook on life and noble aesthetic awareness. The instrumentality of language is the foundation and carrier of humanism; Humanism is the sublimation of instrumentality, which makes the instrumentality of language full of vitality and spirituality.

Instrumentality and humanism are interrelated and organically unified. Therefore, in Chinese teaching, we should not only cultivate students' reading ability, enrich students' basic knowledge, but also let students understand the humanistic connotations such as thoughts and emotions contained in the textbooks through language and writing.

Introduction to Linguistics, Modern Chinese, Ancient Chinese, Introduction to Literature, Ancient Chinese Literature, Modern Chinese Literature, Contemporary Chinese Literature, Foreign Literature, Children's Literature, Writing, Class Management, Introduction to Chinese Culture, Secretarial Basics, Sanbi Calligraphy, Putonghua, Oral Chinese for Teachers, Pedagogy, Child Development and Educational Psychology, Psychology, History of Chinese Education, Chinese Curriculum and Teaching Theory, Teaching Practice of Chinese Curriculum, Foundations of Educational Research Methods, etc.

Training Objectives: This major cultivates interdisciplinary talents with good ideological and moral qualities, solid basic theories and knowledge of humanities majors such as literature, history and philosophy, and can be engaged in the teaching of comprehensive humanities courses and related sub-subject courses in basic education schools and secondary vocational education schools.

Training requirements: Students in this major mainly learn the basic theories and basic knowledge of humanities, receive basic training in the main methods of humanities, and master the basic abilities of humanities education and scientific research.

Graduates are expected to acquire the knowledge and abilities in the following areas:

1. Master the basic theories and basic knowledge of humanities;

2. Master the basic rock-based methods of humanities;

3. Basic ability in humanities education;

4. Familiar with the national guidelines, policies and regulations related to humanities education;

5. Understand the theoretical frontiers and development trends of humanities education;

6. Have certain scientific research and practical work ability, and have certain critical thinking ability.

Main disciplines: education, literature, history, etc.

Core courses: Introduction to Humanities, Chinese Literature, Foreign Literature, General History of China, General History of the World, History of Chinese Philosophy, History of Western Philosophy, Principles of Economics, Psychology, Education, etc.

Main practical teaching links: educational internship, educational practice, educational survey, etc.

Duration: 4 years.

Degree awarded: Bachelor of Education.

A classroom with a good classroom culture is a humanities classroom.

Ways to achieve: through the educational wisdom of intelligent teachers, create and stimulate a vibrant and effective classroom, so as to form an understanding, care and respect for life; open, free, harmonious, intelligent; A classroom culture that enhances the quality of life for teachers and students.

The classroom culture of the humanities classroom has a certain situationality, which mainly reflects an atmosphere and a kind of people's spiritual atmosphere, which should be based on the care and attention to people from the perspective of people, and be based on heart-to-heart exchanges and communication. In this way, students can let go and develop relaxedly.

The classroom culture should fully reflect the personality and humanitarian spirit, so as to form an internal quality cohesion and promote the formation of personality. To a certain extent, the classroom culture shows the style and atmosphere of a class or even a school. A good classroom culture has a strong cohesive force.

On "The Unity of Instrumentality and Humanities", "Full-time Compulsory Education Language.

In the first part of the "Nature and Status of Curriculum Standards", the DAO of ZHI Curriculum Standards points out that "language is the most important communication tool and an important part of human culture. The unity of instrumental and humanistic is the basic feature of Chinese courses.

—This statement clarifies the most intensely debated theory of humanism.

Answer]: The main viewpoint of the eternalist curriculum school is: the value orientation of the rational curriculum is the "eternal discipline" is the core of the curriculum; "Retro style" is the principle of Xunxun and Xuncheng; The teaching philosophy of "humanistic education" is the core.

The Humanism course considers the curriculum to include (Maslow, Rogers):

1) Academic courses: a high degree of academic logic and scientific knowledge.

2) Social Experiment Course: The theme is to take the practical issues closely related to students' social life, such as war and peace, racial discrimination, economic poverty, population growth, and environmental protection, so as to arouse students' concern for the society and learn to compare, interpret and synthesize.

3) Self-awareness and self-realization courses aim to awaken children's sense of meaning in life, and promote students' personality growth and the establishment of self-discipline.

Evaluation: I saw the shortcomings of discipline-centrism and the role of students in learning, which played an important role in theoretical guidance for the transformation of modern curriculum.

The shortcomings lie in the emphasis on experience over knowledge, psychological logic over disciplinary logic, practicality over academics, and strong pragmatism and naturalism.