This Research Report describes the trialling of the Curriculum Design Coherence (CDC) Model in the Knowledge-Rich School Project in New Zealand. The Project’s findings suggest that a CDC Model curriculum development design programme may be of use more widely. The CDC Model achieves conceptual coherence and progression, firstly by using generalising subject concepts as the mechanism to create coherence; secondly by using connected content to materialise the subject concepts; and thirdly by employing the cohering subject concepts in competencies for real-life application. It is argued that a curriculum designed according to a subject’s internal cohering mechanism gives rich depth and breadth to a national curriculum. It also assists students in acquiring deep understanding as their engagement with knowledge builds cognition. The sections in this report, ‘Introduction’, ‘The Knowledge-Rich School Project’, ‘Knowledge Project Findings—Teachers’ Practice’, and ‘Knowledge Project Findings—the CDC Model’, provide accounts of the Project’s methods which have been used to create the findings. The collaborative design by researchers and teachers of ‘worked examples’ which apply the CDC Model was looked at first. Secondly, the ongoing refinement of the Model was investigated as the worked examples revealed its strengths and limitations, refinements which were fed back into the Model’s application. The sections ‘The Curriculum Design Coherence Model’, ‘Knowledge Types’, ‘Knowledge and Learning’, and ‘Knowledge and Language’ contain discussions of the realist (rational) theory of knowledge which informs the Model as well as explanations of how this knowledge theory justifies the Model’s design as a concept-cohering tool. The CDC Model’s theoretical strength as a curriculum design tool makes it useful for professional programmes and teacher education. It avoids the limitations of both content-list and skills-based approaches for a concept-cohering ‘rich’ approach to the curriculum.

中文翻译：

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知识型学校项目中的课程设计连贯模型

本研究报告描述了在新西兰知识丰富的学校项目中对课程设计连贯性 (CDC) 模型的试验。该项目的调查结果表明，CDC 模式课程开发设计程序可能会更广泛地使用。CDC 模型实现了概念的连贯性和渐进性，首先以泛化学科概念为机制来创造连贯性；二是利用关联内容将主题概念具体化；第三，在现实生活应用的能力中采用连贯的学科概念。有人认为，根据学科的内部凝聚机制设计的课程可以赋予国家课程丰富的深度和广度。它还帮助学生获得深刻的理解，因为他们对知识的参与建立了认知。本报告中的“引言”、“知识丰富的学校项目”、“知识项目发现——教师实践”和“知识项目发现——CDC 模型”部分提供了该项目已使用的方法的说明创建调查结果。首先研究了研究人员和教师对应用 CDC 模型的“工作示例”的协作设计。其次，研究了模型的持续改进，因为工作示例揭示了它的优势和局限性，并将改进反馈到模型的应用程序中。“课程设计连贯模型”、“知识类型”、“知识与学习”部分，和“知识和语言”包含对现实主义（理性）知识理论的讨论，该理论为模型提供信息，并解释了这种知识理论如何证明模型的设计作为概念凝聚工具的合理性。CDC 模型作为课程设计工具的理论优势使其对专业课程和教师教育非常有用。它避免了内容列表和基于技能的方法的局限性，以实现概念一致的“丰富”课程方法。