Chinese Middle School Interdisciplinary Curriculum Design Based on Systems Thinking and Data Visualization

With the development of global education, in order to cultivate compound innovative talents who adapt to the rapid economic and social development and increasingly international competition, the development of subjects in middle education in China is moving towards diversification and interdisciplinary development. The complexity of the interdisciplinary curriculum brings great challenges to young teachers in curriculum design. Therefore, this study is to interpret the interdisciplinary curriculum from a holistic systems perspective to provide clearer ideas for curriculum design and development. This study uses systems thinking to analysis and abstract the component of interdisciplinary curriculum and curriculum design to make the relationship between purpose and curriculum element is clearer, and uses data visualization tools to analyze complex knowledge areas, making interdisciplinary knowledge groups explicit. Therefore, using the dual analysis of qualitative and quantitative, the study provides a Systemic Visualization Model to help teachers view the curriculum standards intuitively and holistically, control the direction of curriculum design, quickly locate interdisciplinary knowledge points and quickly define curriculum modules combine with scenarios to complete the curriculum design.