Abstract
Human knowledge continues to increase, but the contents of school curricula are limited. In recent years, the national curriculum standards of the United States, Canada and Australia have connected the knowledge system in their curricula by using big ideas. The study of big ideas can be traced back to Bruner’s model of teaching. At present, the big ideas used in curriculum design are differentiated in a broad sense and in a narrow sense with different categories and levels, and are of great significance to the development of students’ transferable skills. With the “unit” being an important carrier, important elements of big idea-based teaching include the goal of concept understanding, potential learning materials, situation creation, and independent construction.
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Lv, L. (2023). Curriculum Design Based on Big Ideas: Connotations and Implementation. In: Guo, D. (eds) The Frontier of Education Reform and Development in China. Educational Research in China. Springer, Singapore. https://doi.org/10.1007/978-981-19-6355-1_4
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DOI: https://doi.org/10.1007/978-981-19-6355-1_4
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