Thoughts on the Implementation Path of General Technology Curriculum in Senior High Schools from the Perspective of New Productive Forces
Abstract
From the perspective of new productive forces, the general technology curriculum in senior high schools should not only cultivate students’ technical knowledge and practical abilities but also focus on the development of innovative thinking to meet the demand for interdisciplinary talents in the future society. Based on the chapter “Common Conception Methods” in the Jiangsu Education Edition of Technology and Design 1, this paper explores the implementation path of the general technology curriculum, focusing on the optimization strategies in four aspects: Project-based learning (PBL), strengthening technical practice, STEAM interdisciplinary integration, and a diversified evaluation system. It also analyzes the application of divergent thinking (brainstorming) and reverse thinking in the curriculum through cases. The research shows that optimizing teaching methods and enhancing practical links can effectively stimulate students’ creativity and teamwork ability, improve the effectiveness of curriculum implementation, and provide strong support for the cultivation of future technical innovation talents.
References
Wang X, 2024, Legal Regulation Path of Data Elements Empowering New Productivity. Journal of Guangdong University of Finance & Economics, 39(6): 112–128.
Yang H, Fang M, 2024, Qualitative Change of Productivity: Representation, Motivation and Process. Research on Financial and Economic Issues, 2024(8): 3–21.
General Technology International, 2024, Strategic Planning, Transformation Empowerment, Empowering New Productivity with Financial Digital Intelligence. New Finance & Economics, 2024(7): 37–40.
Liu W, 2024, Theoretical Innovation and Practical Requirements of New Productivity. Theoretical Guide, 2024(6): 11–14.
Zhou B, Yang L, 2024, Financial Empowerment to Accelerate the Development of New Productivity: Focus Points, Implementation Paths and Basic Principles. Journal of Hebei University (Philosophy and Social Science Edition), 49(4): 11–21.
Liu Y, 2025, A Case Study on Project-Based Implementation of Senior High School General Technology Curriculum. Guangxi Normal University.
Zhou W, 2021, Exploration on Teaching Strategies of Senior High School General Technology from the Perspective of Core Literacy. Today, 2021(15): 70.
Zhou Y, 2018, Discussion on Several Issues in the Implementation of General Technology Teaching in Regular Senior High Schools. New Curriculum (Middle School Edition), 2018(3): 138.
Zhao Y, 2021, Research on the Application of Experiential Learning in General Technology Teaching in Ordinary High Schools. Secondary School Curriculum Coaching: Teacher Communication, 2021(6): 111–112.
Chen H, 2019, Practical Exploration on Improving the Efficiency of Senior High School General Technology Classroom Teaching. New Curriculum, 2019(27): 2.
Zhao J, 2023, Exploration on the Teaching Path of Senior High School General Technology under the New Curriculum Reform. Middle School Curriculum Guidance, 2023(24): 75–77.
Wu T, 2022, Problems and Countermeasures Faced by Senior High School General Technology Courses under the New Curriculum Standard. Legendary Stories, 2022(11): 75–76.
Yan C, 2019, Paths for Cultivating the Quality of Senior High School General Technology Teachers in the New Era. Basic Education Research, 2019(15): 2.
Chen S, 2021, Research on Strategies for Improving Students’ Comprehensive Practical Ability in General Technology Teaching in Senior High Schools. Shanhaijing: Education Frontier, 2021(2): 222.
Wei C, 2019, Constructing a New Teaching Model for Senior High School General Technology Discipline under Core Literacy. Exam and Research, 2019(36): 1.
