The Relevance Research Of Our Basic Education Curriculum Reform

With the coming of knowledge-based economy and information age, to adapt to the social development needs, every country in the world have developed to the education reform that to cultivate the 21st century global competitiveness of the need of talent in last century and the early of this century. People are clearly aware that, whether in politics, economy, science and technology, culture and education reform and development, its ultimate foothold is training and competition in talent. Just like the previous education reform, the basic education curriculum still is the core of the reform. In this background, the basic education curriculum reform in China is developing at the critical moment of the century turn. Therefore, our country issued《the Basic Education Curriculum Reform Outline( Trial use)》in June 2001. In autumn, with the publicity of Ministry of Education and cooperate of the local government, the Ministry of Education established 38 basic education curriculum reform experiment plots in 29 provinces. Since then the basic education curriculum reform start.So far, the Eighth basic education curriculum reform, unprecedented size since the founding of our country, has been nearly ten years. The reform has many options and voice from all social classes. Different attitudes and speech of the mastermind and the sponsors of the reform, and the executors and the practice of the reform has appeared, either in theory or in Primary and Secondary, an argument about the curriculum reform never ceases to stop early of the reform. The educational administrative department and the perpetrator of the reform think that the problems exist in the reform result from the faults in the comprehension, of the understanding of the curriculum of executor from Primary and Secondary. At the same time, the executors from Primary and Secondary think that the problems in process of reform down to they idealize the course scheme, and don't consider the urban and rural disparities or the regional disparities. No final conclusion between right and wrong. The argue about reform of curriculum has flared elsewhere.We try to research based on the facts in this background. Therefore, we conducted a investigation on the basis in the nationwide large scope, with the relevance of our basic education curriculum reform theory as guidance. we make research about the relevance of curriculum reform conditions from the dimensions of the social demand and students' development of curriculum reform. So that we can describe the reform's actual effect from ideal and reality, theory and practice level objectively, to provide reference constructive opinions and suggestions for further promote and perfect the basic education curriculum reform. We visited people relative to the curriculum reform and got plenty of interview material. Also, a large quantities of questionnaires were used to collect data from executors (principas and teachers) and beneficiaries (students and parents) in the curriculum reform. And those have provided indispensable first-hand materials for our quantitative analysis and study. We conclude the objective conclusion based on the collection and analysis of these data, namely the aim and guiding ideology of the new curriculum reform is correct, but there exist many problems in the method, leadership, implementation and evaluation of the reform. We need to clarify it from theory and improve it from practice, so that make some contributions to the further adjustment, revision, perfecting the curriculum reform scheme and implementation rules.