Research On The Variety Of Basic Educational Curriculum In Our Country

The transformation and development of social economy, the environment of multi-cultural orientations, the adjustment of educational policies and the change of educational view, the great breakthrough of educational theories, the new trend of basic educational reform in the world, the standardized problem of our country's basic educational curriculum build a context for the diversification development of basic educational curriculum in our country. Diversifying curriculum has been an important problem in our country' basic education, it's also an objective that we should realize in basic educational reform, and also is the needs to go tide of world basic educational curriculum reform. To this problem, our country's educational researchers have made extensively study from many perspectives, and made a great achievement. But there are many problems, such as the weakness of theoretical study, shortage in operating, single study methods, the lacking of systematic research and centralization of curriculum documents.The variety of basic educational curriculum in our country refer to different curriculum objectives, contents, implementation and evaluation methods and styles, which are based on the educational goals according to characteristics of different areas, schools, teachers and students. From the point of connotations, the diversification of basic education curriculum is a kind of curriculum ideology sense, policies, normal state, basic development trends, and an important method of solving standardized problem in our country's basic education curriculum. To study the curriculum diversification, we should completely deal with the relationships between curriculum diversification and standardized curriculum, curriculum diversification and diversified curriculum, curriculum diversification and selection, diversification and individualization. Diversified curriculum has characteristics of pluralism, selection, flexibility, adaptability, humanity and entirety. The values of diversified curriculum are manifested in many respects: the realization of educational quality of high level, the improvement of educational value of promoting student's overall development; the value of humanity of dealing with individual differences scientifically and promoting every student's complete development; the value of society of promoting curriculum right's rational sharing and improving democratic progress; the value of culture of improving curriculum's adaptability and promoting multi-cultural development; the value of curriculum of remedying curriculum loopholes and promoting curriculum's values itself.To the exploring of basic educational curriculum diversity in China, we experienced a process from difficult exploring in old china, the reflecting of single curriculum and the building of the curriculum diversity at the initial stage of the found of People's Republic of China, the irrational change in "great culture revolution" period, careful reform since opening up, to the initiation of new view of curriculum diversity and curriculum diversity policies. The achievement of this exploring are as following: the view of overall development was established, the exploring was returned to rational, more diversity essences was formed, diversified curriculum had build up. But there are many problems, such as the add of subjects that curriculum diversification simply manifested, the increasing of teaching time, the unbalance of subjects, the shortage of curriculum's flexibility, the losing of student's living reality, the lacking of modern spirits, the backward of theories studies, the lacking of readjusting and operating characters. The modern knowledge theories, the multi-cultural education theories, the theory of multiple intelligences, the modern theories of education and learning provided a theoretical rational for curriculum diversity construction. Curriculum diversity also rely on the reality which are the trend of classification and integration of knowledge, the societies' different needs to curriculum, the individual character's differences within students, huge differences and unbalance in developmental levels within areas, environment consisted by different views and thinking coexist side by side and different schools and education forms.Curriculum diversity manifested to the varieties of curriculum's objectives, contents, styles of organization and implementation and evaluation's factors.The feasibility of curriculum diversity is a kind of characteristic that the curriculum diversity should be implemented in practices. Whether rely on curriculum theory, practice or curriculum itself, curriculum diversity possesses feasibility. But it also possesses infeasibility owing to the curriculum diversity faced with the danger of laying aside, painful historical experiences and lessons, and the curriculum's problems itself. The policy environment provided by compulsory education and literacy education's promoting, the practice foundation built by curriculum reform, the material foundation from economic development, teachers prepared by teacher education, the technical equipment provide from modern educational techniques, the improvement of research methods and rules and regulations becomes basic conditions for curriculum diversity's feasibility. Traditional perspectives, administer system's tendency, fearful psychology created by irrational curriculum change, confined limitations persistent in "run after model", and special classroom conditions are becoming barriers to feasibility of curriculum diversity.To build curriculum diversity, we should make an effort in following steps: first, to change our ideology, which need us to promote curriculum diversity according to the education value of all-round development, to extend functions of basic education with spirits of reform. Second, to build rules and regulations, which need us to set up effective rules and mechanism, especially the rules of textbook's releasing. Third, to optimize structure of curriculum, which need us to optimize curriculum' substance structure and form structure. Fourth, to change our methods, which need us to use in various kinds of models and methods, to improve curriculum adaptability and accessibility, to deal with the education diversion and individual character differences appropriately, to realize curriculum integration, to carry out small class education and offer mini-course. Fifth, to make environment optimize, education policy should pay attention to whole students' rear achievements, to make schools' modern transformation, to construct characteristic school and class, to improve and optimize curriculum exercise structure, to exploring curriculum resources, to realize the variety of teachers' instruction methods. We should realize: curriculum diversity cannot solve all problems of curriculum; we also should not realize curriculum diversity by giving up educational quality and equality of education, we should not make the curriculum diversity become the fragmentation and disintegration, we should not regard the curriculum diversity as tasteless' eclecticism.