Curriculum Effectiveness Generational Principle Research

It is necessary to improving educational quality for high-effective curriculum and curriculum implement. One of important things of curriculum theory and promoting reform of curriculum and instruction is the problem of curriculum effectiveness generation.This thesis consists of four parts. Firstly, the first part of the thesis is an introduction, which analyses the background of the research, introduces the relevant domestic and international researches, and puts forward the purpose, value, thoughts and methods of the research. Secondly, the second part of the thesis introduces theoretical vision of this thesis:structuration theory. Thirdly, the third part of the thesis makes a systematic study of the generational basic principle of curriculum effectiveness along the core threads of the relation between Structure and Action in the Methodology of Giddens' Structuraion theory. The generational principle of curriculum effectiveness can be concluded so that curriculum effectiveness can be produced by curriculum actors in the process of curriculum interaction in making use of curriculum structure. Particularly, the content of the principle consists of three parts:basic principle of curriculum structure, basic principle of curriculum action and basic principle of the relation between curriculum structure and curriculum action. The part of basic principle of curriculum structure analyses three types of curriculum structure:the Paradigms of curriculum comprehension, curriculum norms and curriculum resources. The part of curriculum action analyses three types of curriculum communication:curriculum communication, curriculum sanctions and curriculum power. The part of basic principle of the relation discusses the relation between curriculum structure and curriculum action. Objectivism of'big structure and small action' and subjectivism of'small structure and big action' are criticized. And then, the relation is described, which curriculum structure is the vehicle and consequence of curriculum action, which the medium of the interaction between curriculum structure and curriculum action is structuration modalities. Finally, the fourth part of the thesis discusses the application of the principle: the transformative process from teacher-operating curriculum to experiencing curriculum. The transformative process is the process of curriculum interaction in essence, which can be divided in logic into three levels:curriculum communication level, curriculum sanction level and curriculum power level.