The Study Of The Curricular Value And Value Orientation In High School

The curricular value orientation is the soul and the orientation of the curriculum. It is necessary for the richness of the curricular ethic meaning to explore the orientation of curricular value and prompt the educational development.This thesis explores the curricular value orientation from the definition of curriculum, and then, by analyzing the curricular value, this thesis reflects rationally the orientation of curricular value and draws the conclusion the new reform is the radical change of the traditional orientation. This thesis, mainly from aspect of value choice's intention, applying comprehensively ideological theories as well as philosophy, social science, and other relative knowledge, makes an imploration into modern orientation of curricular value. Finally, modern curricular value orientation should form a structure by the human orientation of curricular value, the social orientation of curricular value and the knowledge orientation of curricular value.This thesis includes four parts. The first part firstly explains the meaning of curriculum, value, and value orientation, then introduces the meanings of the analysis of the curricular value orientation. The second part states the historical statements of the curricular value orientation and the factor which are influential in it. This part also analysis the characters of the curricular value orientation's development. The third part and the fourth part are also the key part of this thesis. In these two parts, it first states that the curricular value orientation should regard the social and culture as its background, and then presents, experimentally, that the main idea of curriculum should back to the human themselves after the human all-side development become the core role of value orientation. The value orientation of curriculum in college should make a structure which including the three basic curricular orientation value: the human orientation, the social orientation and the knowledge orientation, and finally makes a statement of these three consisted contends.