On The Conception Of Human-based Chinese Curriculum And Its Construction

Curriculum reflects the basic, requirements for a country to school education. It also affects the level of school education and the training quality of talented persons. Curriculum is the most important way for achieving training objectives and the main foundation of organizing teaching activities, however, there is no consensus of opinions on the definition of curriculum for a long period of time. This is the same story with Chinese curriculum. The variety on definitions of curriculum actually reflects the variety on conceptions of curriculum, which are required to answer some basic questions, such as the essence of curriculum; the value of curriculum; and the position of students in curriculum. The conception of curriculum, which is the soul of curriculum dominates curriculum design. This thesis brings forwards the opinion on construction of the conception of human-based Chinese curriculum on basis of analyzing and criticizing some typical ones in Chinese history. The thesis is divided into three parts:Part I :Evolution and criticism on the conception of Chinese curriculumThis part mainly analyzes and criticizes three typical conceptions of Chinese curriculum. That is: conception of society-based curriculum; conception of knowledge-based curriculum; conception of ability-based curriculum. The first one which is mainly served as training "safeguards" of feudal society and takes no consideration of individual development mainly exists in ancient Chinese education history. The second one which laying excessive stress on "double basises" and constructing Chinese knowledge system rashly runs through Chinese education after the People' s Republic of China wasfounded. It is directly affected by education theory of Soviet union. The last one results in narrow comprehension of ability and mechanized ways of ability training.Part II :Evolution and connotation on the conception of human-based Chinese curriculum.According to domestic and foreign history of curriculum development, this part first makes a brief introduction of curriculum theory about Rousseau and Dewey and puts emphasis on analysis of the conception of humanism curriculum, then sets forth the definition of "human-based","curriculum", "human-based Chinese curriculum" .PartIII:Innovation and construction on the conception of human-based Chinese curriculum.In this part the author brings forward some opinions and perspectives in view of deficiencies of current curriculum reform after making a comparison with the conception of human-based Chinese curriculum which is to be constructed from the following respects:Curriculum objective is to integrate behavior objective with expressive objective.Curriculum content is to integrate institutional content with life content.Content implementation is to integrate sense of teaching with sense of Curriculum .Curriculum learning method is to integrate acceptance learning method with discovery learning method.Curriculum evaluation is to integrate selective evaluation with promoting evaluation.