T/GZEIIA 1005-2018 Active Group standards

T/GZEIIA 1005-2018 Interdisciplinary inquiry course development standards and application guide V1.0

Publish Date: 2018-12-30 Implement Date: 2019-01-01 For services related to genuine standard inquiry, procurement, translation, and other related services in China, please Contact Us

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Basic Information

Standard Code: T/GZEIIA 1005-2018

Standard Type: Group standards

Standard Status: Active

is_force_gb: no

CCS Name: Economic and cultural

ICS Name: Terminology (principles and coordination and cooperation)

Publish Date: 2018-12-30

Implement Date: 2019-01-01

Scope

Scope: The "Standards and Application Guidelines for the Construction of Interdisciplinary Inquiry Courses" systematically set out the goals, principles, R&D processes, theme systems, application models, application norms, and service norms for the construction of interdisciplinary inquiry courses. This standard provides a systematic set of standards and norms for interdisciplinary inquiry course R&D institutions, schools, in-school curriculum service agencies, and study tour activity service agencies in the basic education stage in terms of course objectives, R&D principles, R&D processes, theme selection, and application and service design; Main technical content: Interdisciplinary inquiry courses refer to a curriculum form that integrates the knowledge and skills of discipline courses, thematic activities, and comprehensive practical activities courses to understand, analyze, and solve real-world problems, enhance comprehensive quality, and focus on developing core competencies through theme-based activities. This course helps students adapt to the needs of rapidly changing social life, professional world, and personal autonomous development, and meet the challenges of the information age and knowledge society. Inquiry-based learning typically includes the following four forms: structured inquiry, guided inquiry, open inquiry, and cyclical inquiry. Among these, the first three forms form a progressive relationship and are divided into three levels. Structured inquiry and guided inquiry are often used in the design of project-based learning, while open inquiry is often used in problem-based learning. We encourage interdisciplinary theme inquiry courses to adopt a cyclical inquiry model that integrates project-based learning and problem-based learning.