Culture Construction Of Chinese Curriculum In Multicultural Point Of View

The Chinese curriculum has a very close relation with culture because of its ownparticularity. The evolution of the Chinese curriculum is associated with the contradiction andconflict, intertexture and amalgamation, decline and innovation of culture. Speaking of theessence, the evolution of the Chinese curriculum is a dynamic cultural process. We are now inthe 21st century, an era of globalization, and many kinds of cultural forms coexist in thecontemporary Chinese society, such as the traditional culture and the modern culture, theeastern culture and the western culture, the dominant culture and the elite culture, the popularculture and the folk culture and so on. It is a special cultural situation. The Chinesecurriculum is faced with a complex multicultural environment, in which there are manypuzzles in the aspects such as the choice of culture, the transmission of culture, and theconstruction of culture. The research of this dissertation is just under the above conditions andthe main points go as follows:Part one: To elucidate the cultural meanings of the Chinese curriculum. First, we revertto the implemental nature and the cultural nature of the Chinese curriculum from theontological perspective. Then we draw a conclusion after dispelling the dualistic oppositionthought in the very nature of the Chinese curriculum, that is, the Chinese curriculum transmitsculture and is a kind of culture as well.Part two: To survey the cultural actualities of the Chinese curriculum. We survey thecontemporary Chinese curriculum carefully from two aspects, the curriculum and thetextbook. Then we discover that the Chinese curriculum presents many negative phenomenain curriculum culture, such as the weakness in cultural functions, the shortage in culturalconnotations, the imbalance in cultural ecology, the short vision in cultural views, thebackwardness in cultural content and so on. These conclusions can provide the bases for theconstruction of curriculum culture.Part three: To construct the cultural ecology of the Chinese curriculum. First, wecomprehend the multicultural spirit of the Chinese curriculum standard and discuss theconstruction of the exterior culture operating mechanism of the Chinese curriculum. Then wedesign some curriculum culture shapes, which have various and dynamic characteristics, tooptimize the interior cultural combination mechanism of the Chinese curriculum.All in all, we try our best to construct the cultural ecology of curriculum, from exterior tothe interior in the multicultural era for the Chinese curriculum, which is rich and colorful,vivid and harmonious. So it can exert the cultural functions to edify the students' life andpromote the students' all-around development. We expect that our research can bring someinspiring suggestions under the circumstances of curriculum reforms in the new century.