Moral Education – The Wind Vane for College Teachers to Carry out Curriculum Ideology and Politics

Moral education is the fundamental task of education. It does not only include the inheritance of the fine traditional thoughts of the Chinese nation, but also the deepening of the new era of education concept with the new development in this changing world. Moral education has been widely implemented in the practical education process of colleges and universities and has achieved some outstanding results, but there are still some areas to be improved. Teachers in colleges and universities are the key to implement the concept of moral education, and classroom teaching is the main channel for the implementation of moral education. Therefore, teachers in colleges and universities need to deeply understand the essence and connotation of moral education, accurately grasp the practical problems existing in moral education, focus on the curriculum construction and the main channel of the classroom, and make every effort to exercise curriculum ideology and politics.

A ‘curriculum moment’ for Adult and Community Education and Training: Acknowledging the voices and experiential knowledge of lecturers and students at community learning sites

Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular ‘curriculum moment’ has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

Research on the Problems and Countermeasures in College Students’ Life Education

Life education takes life as the core and education as the media to enhance students’ self-protection ability, enjoy the life process and experience the meaning of life, so as to obtain the value of life, improve the quality of life and promote people’s all-round development. At present, there are some problems in college students’ life education in China. Therefore, This paper puts forward the problems and countermeasures of life education for college students, analyzes the concept of life education for college students, and puts forward corresponding countermeasures and suggestions according to the problems of life education for college students in China, such as lagging curriculum construction, lack of correct educational concept and educational consciousness, and non-standard implementation of college students’ life education, In order to solve the prominent problems existing in life education.

Exploring the Reform of “Teachers, Teaching Materials, and Teaching Methods” Based on the “1+X” Certificate

In order to promote the reform of vocational education, the state has issued the National Vocational Education Reform Implementation Plan, in which the reform of “Teachers, Teaching Materials, and Teaching Methods” as well as the “1 + X” certificate have been the most prominent topics for discussion. Facing new opportunities for vocational education development, popularizing the blend of “1 + x” courses and certificates, strengthening the integration of production and education, as well as enhancing professional soft skills are urgent issues to solved. This article combines the “1+ X” certificate of civil engineering professional construction drawings and analyzes the necessity of promoting the “1 + X” professional skill level as well as the combination of certificate and curriculum construction in deepening the reform of “Teachers, Teaching Materials, and Teaching Methods.” Several suggestions have been put forward for the reform of “Teachers, Teaching Materials, and Teaching Methods,” which would be helpful for the practical exploration in the reform of “three teaching methods.”

Research on Curriculum Construction Path Based on "DCOI" Concept -Taking Finance Major as an Example

Curriculum construction is the key field of higher education in China at present and in the future, and also the important focus of connotative development of colleges and universities. Starting from the problems existing in the current curriculum construction and drawing lessons from the educational concept of higher engineering certification, this paper puts forward the DCOI curriculum construction concept, creates the "12345" curriculum construction mode with four dimensions of "system construction - resource construction - teaching implementation - evaluation and improvement", and realizes it through the practice in the major of finance. The construction goal of "curriculum system integration, curriculum resource informatization, efficient classroom teaching and scientific curriculum evaluation" has achieved remarkable construction results and formed a relatively complete curriculum construction paradigm.

Research on Construction and Implementation of Kindergarten Vitality Curriculum

The research is based on the construction concept of “teaching with life, teaching for life” and was designed from “clearing curriculum goals” and “constructing curriculum content”. Also, it focuses on improving the implementation level of teachers’ courses in the theme review, enhancing the children’s vitality in project forwarding, and promoting children’s viability at play, which realized the practical vitality enhancement of children. As a result, children will be fond of learning, knowing how to play, becoming more self-independent, and more active participating. The teachers’ professional development has been highlighted, which manifested in the transformation of teaching curriculum perspective and the achievement; the initial scale of curriculum construction preliminary expressed the environment and system of life education.

Perception of University of Tripoli, Faculty of Nursing Students on the Bachelor of Science in Nursing (BSN) Curriculum

The study aimed to determine the perception of University of Tripoli, Faculty of Nursing Students on the Bachelor of Science in Nursing (BSN) curriculum. Specifically, this study answered the following questions: 1) What are the Students’ perception on the Basis of Curriculum Construction? 2) What are the Students’ perception on the Basis of Curriculum Content? 3) What are the Students’ perception on the Basis of Strategies? The findings that the researcher was able to extract from the study were: 1) that the overall mean shows 3.92 which has a verbal interpretation of “Agree”. The students should demonstrate a commitment to civic engagement, an understanding of various cultures, and the ability to apply ethical reasoning. 2) that the overall mean of 3.90 shows that most of the respondents had a verbal interpretation of “Agree” on the basis of curricular content from sequence to relevance in the nursing profession. 3) Most of the respondents with an overall mean of 3.69 and has a verbal interpretation of “Agree” on the basis of Teaching Strategies shows a wide range of instructional activities to facilitate learning. Based on these findings, the researcher was able to conclude that the University of Tripoli – Faculty of Nursing incorporated the principle on curriculum construction on its existing curriculum. However, All of the indicators on each component of the curriculum showed a verbal interpretation of “Agree”, which allows for further enhancement of the curriculum.

Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge

Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.