Prof. Liu Lianghua, Prof. Hu Huimin and Prof. Wu Gangping Attended the 19th Symposium on Curriculum Theory with the Representatives from Mainland, Hong Kong and Taiwan

On October 19-23, 2017, Prof. Liu Lianghua, Prof. Hu Huijin and Prof. Wu Gangping, were invited to go to Taipei University of Education to attend the 19th Symposium on curriculum theory with the representatives from Mainland, Hong Kong and Taiwan. They shared and exchanged their opinion widely and deeply about the theoretical basis and practical problem of key competence.

Prof. Liu Lianghua delivered a speech on The Adjustment of Social Change and Key Competence. Through the analysis of the historical changes of social development, which can be divided into three stages, he thought that different social formations need different key competences, and social change always lead to educational reform, thus, different educational reform scheme will appear.

Prof. Hu Huimin delivered a speech on The Development of School-based Curriculum that Focus on Key Competence. By constructing the analysis framework of the development school-based curriculum that focus on key competence, she discussed the possible space and key issues of the combination of key competence and the development of school-based curriculum, and looking forward to the restarting of the development of school-based curriculum focus on key competence.

Prof. Wu Gangping also delivered a speech, he analyzed a phenomenon that in primary and middle school, educators pay much attention to teachers’ teaching instead of students’ learning, and students’ concept of knowledge of indirect experience. Prof. Wu Gangping thought it is necessary to deeply explore the relationship between the three kinds of learning styles, which including factual knowledge, methodological knowledge and value knowledge, and three learning methods, which are learning by memorizing, doing and experiencing, and the significant teaching implications. In particular, we should generally break through the teaching limitations of teaching students only by remembering those factual knowledge, and further strengthen students’ cognitive basis of learning by doing and experiencing. Through the design of teaching procedure, we ensure students’ learning by doing and experiencing can be implemented from time, space and process aspects. Therefore realize the paradigm shift from good teaching to good learning.