A Study On The Value Of The Curriculum Construction Of A Poverty-alleviating School In Minority Areas

Taking a poverty-alleviating high school in the northwest minority area as the research object,this paper intends to discuss the value logic in the curriculum construction of senior high school in the relatively poor area.In the post-alleviating era,it has become the deep value pursuit of education to let the relatively poor students "Go to school" and enjoy fair and quality education.As an effective carrier of poverty alleviation by education,the curriculum construction of high school in mountain areas should turn from extension to connotation and realize value turn.However,due to the inaccurate identification of curriculum issues,the curriculum construction of high schools in Ningxia mountainous areas neither probes deeply into the issue of value,nor abides by well-grounded rational practice and effective achievement,which leads to the separation of "Result" and "Process","Purpose" and "Means" in school curriculum construction.Thus,the positive generation of value meaning in the course of school curriculum construction is restrained,which directly leads to the rootless and empty value of school curriculum construction,and hinders the promotion of high school education quality in mountain areas.In order to get out of the bottleneck of curriculum construction,the high school in Ningxia mountainous areas should realize value solution and path unlocking.In 2003,invested 330 million yuan,the Poverty-alleviating School A is established.Being a full-time boarding school for children from poor mountainous areas,it is a model school for educational equity,balanced development of the compulsory education and progress of national unity.Since the founding of the school,it has faced a storm of national curriculum reform.With the concerted help and support of the Ningxia Hui Autonomous Region and national curriculum experts,its curriculum construction has been in the forefront of the curriculum reform in Ningxia and even in the whole country.Therefore,school curriculum development is the foundation and source of development of the school.Therefore,its logic and path of school curriculum construction have certain reference value.Dewey’s theory of value assessment changed the ultimate question of value research.By overthrowing the dichotomy between fact and value,purpose and means,and constructing the value research method of experimental empiricism,it has certain guiding significance to the present situation of the separation of "Result" and "Process","Means" and "Aim" in the research of value.By adopting the method of educational ethnography,the research is conducted from the theoretical perspective of value evaluation under the category of Dewey’s philosophy of value.To make the field work more systematic and orderly,this author constructs a theory framework,with value judgment,value evaluation and value creation as the main line.Through participatory observation and in-depth interview,the ethnographic description of the curriculum construction of the School A is to be carried out from the dimension of the target,content and implementation,aiming to extract the value logic and to sort out the path of curriculum construction of the school in order to standardize and guide the curriculum construction of high schools in Ningxia mountainous areas.This thesis is developed in accordance with the following framework.Based on the analysis of the background in the post-alleviating era,the first chapter clarifies the curriculum reality of the high school in mountain area and presents the present problem existed in the curriculum construction,which is featured by the lack of value.The second chapter is the theoretical basis of this paper.First,the thesis briefly expounds the basic concept and content of Dewey’s value evaluation theory,and deeply analyzes the ideological gist of his philosophy overthrowing the "Dualistic Opposition Theory".Then by combining the theory with school curriculum construction,it constructs a value analysis framework of school curriculum construction.The third chapter systematically combs the development course of the curriculum construction of the School A,and presents the development panorama of the curriculum construction of it through the detailed explanation of the curriculum construction of each period.The fourth chapter is the field work of this paper.From the three dimensions this paper gives a deep description of the ethnography of the curriculum construction of the School A,and presents the dynamic picture of the value action of the school curriculum construction through the narrative mode of the explanatory ethnography.The fifth chapter has refined the value logic of the curriculum construction of the School A,and combed out the path direction of its curriculum construction.Using this analytical framework to interpret the curriculum construction of this poverty-alleviating school,it can be found that the curriculum construction of the School A is carried out under the dual valu e logic:namely individual value and social value,aiming at the deep coupling of both values.To be specific,it not only promotes the development of individual value of the overall development of the self,arouses the life attitude of individuals,but also enriches the life practice of individuals toward the society,and promotes the development of individual socialization.On the one hand,this study provides a new focus for the current research of school curriculum construction,on the other hand,from the perspective of value evaluation,it adds a new analytical method on the school curriculum construction research.This study provides a practical reference for promoting the curriculum construction of high schools in mountainous areas of northwest minority areas from extension to connotation,and improving the quality of life of relatively poor students.