| The curriculum reform, which is considered as the core of education reformation, is a part of social reform. It has shown an ever-increasing social influence all over the world, so it is urgent necessary to analyze and discuss it from multiple perspectives and means. Basically, the current study on curriculum reform follows the technology pattern; more studies focuses on how to improve the efficiency of curriculum reform instead of the rooted principles. Hence, it is hard to grasp the whole characteristic of curriculum due to much more external orientations while less more internal orientations. Nowadays, the curriculum reform is becoming a national campaign, it is the time that we should explore its political orientations and intentions, and to understand the main issues of curriculum reform at all stages applying the relative political theory, which is the focus of the research.The research follows the basic logic of curriculum reform, and applies relative political theories to analyze the main problems of the curriculum reform at every stage and layer, while keep the theme of power and control. From the perspective of political theory, it is almost every stage of curriculum is demonstrated the political characteristics of power operation and political control.This Research is mainly divided into five chapters, where we discuss the political characteristics of curriculum reform in each stage from the perspective of politics.The first chapter discussed the characteristic of curriculum reform launched by various motivations and concentrated by politics. From the macroscopic angle, there were three main reasons of curriculum reform campaign:firstly, it was the development of economy. Economic development and its demand require curriculum adaptation. The nature of curriculum reform is the distribution and redistribution of interests, which embodied a typical market-orientation and interest-orientation. Secondly, it was the changes of culture. The concept of education reform was influenced by the culture value orientation, education reform was induced by cultural collision and conflict; the domination of curriculum was determined by the change of knowledge. Thirdly, it was the reform of politics. Political mission in different period influenced the recognition of curriculum reform backgrounds. Political factors, as a powerful strength in the reform made the political functions of education and political objectives were pretty obvious. Moreover, many statesmen intervene curriculum reform directly to achieve some specific aims. In all, the requirements of economic could only be achieved by transformed to the reforming consciousness of the ruling class, and with the help of political power. However, the immersion of cultural was a superficial way of the modern political "grand narrative". As a consequence, the launch of curriculum reform showed the characteristics of political concentrated.The second chapter discussed the conflict and compromise of curriculum reform through the target establishment. At the same time, in this process, competitive power conflicted and compromised continuously. From the perspective of political, conflict was the basic form of social operation while compromise was the basic means to resolve the conflicts. Specifically, there were two means of conflict and compromise in the curriculum reform:the one of conflict and compromise was in interest and power between state and interest groups, the central and local government, the government and the school. The other was the conflict among different culture including the mainstream culture and subculture, elite culture and popular culture, and conservatism and radicalism. Nevertheless, the existence conflict and compromise could not change the national quality of reform goals. Curriculum reform goal reflected the feature of ideology, the interpretation of its nationalist sentiment and motivation utilitarian, which account for nationalistic tendencies, which was both legal and illiberal.The third chapter analyzed the problem of the power allocation of the curriculum-reform scheme market. In the reform of curriculum, to some extend, compared with the project conducted, who made more decision in the reform program. The reform scheme main maker can be divided into three classes, while they have different curriculum power and have diverse effect on the decision of reform program respectively. The first is the administrative one, who is the keeper of curriculum power on behalf of the state, which is composed by the educational authorities, the government intelligent group and government officials, the individual favorite choice of administrative subject brings direct effect on the formation of reform program, their behavior criteria contribute a lot to the formation of legalization of reform scheme; the second one is the social body, who demonstrated the public interest and is the balance of state power, which composed by interest groups, mass media, intellectual body, parents and students, due to the difference of the inclination of social subject and administrative subject shows some conflict and checks and balances at the same time; the third is the expert body, who is the direct holder of curriculum power, which is composed by education experts from education institutes and teachers from schools in basic education, they are all faced a dilemma when different special body perform their curriculum power. Only the three sides checking and balancing and mutual supervising can ensure the realization of curriculum plan with scientific, democratic and justice.The problem of content legitimacy of educational reform was penetrated in the fourth chapter. Spenser once considered as educational content curriculum through careful organization, thus, the core of curriculum is educational content and the process of curriculum reform is the procedure of educational content reorganization. The educational content reorganization involved the choice of teaching material, the organization and expression of educational content. The three aspects matched with the curriculum knowledge, curriculum structure and textbooks respectively. The research used the theory of politics initiatively explored the legitimacy of curriculum knowledge, curriculum structure and textbooks.The last chapter discussed the problem of political socialization and political control in curriculum implementation and the curriculum regulation. Finally, the implementation of curriculum reform will embody the curriculum practice and the effective implementation of curriculum cannot be done without some control, therefore, all kinds of problems during curriculum reform should focus on the implementation and regulation of curriculum. From the viewpoint of politic, the implementation of curriculum were fulfilled in the control of politics and the control of politics of the implementation of curriculum perform on the orientation of the implementation and the specific process of curriculum; the implementation of curriculum has a close relationship with political socialization, the standard, the purpose and the subject of regulation showed the political characteristics point to the realization of political socialization. In some power control, the curriculum reform move toward formalism, the equity of the implementation of curriculum cannot protect be satisfied and all these can be regard as the result of the controlled against or resist power control. |
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