Retrospective And Reconsideration: The Implementation Of Objective-teaching In Chinese Elementary And Secondary Schools

Nowadays, the development of the world trends to diversification and nearly every country is facing with the impingement and influence of outside education teaching thought. In the field of educational reformulation, the urgent problem which many countries are facing with and need to solve is how to mirror the advanced educational reforming experience from other countries and absorb locationally. The educational reformulation in China has the same puzzle.Objective-teaching, which is based on the theory of the taxonomy of educational targets proposed by American Educational Psychologist Bloom, is a kind of teaching reformulations developed in Chinese primary schools and the secondary schools. From the beginning of 1980s, a lot of primary schools and the secondary schools started the study of objective-teaching and it has over twenty years of researching history until now. The implement of objective-teaching in Chinese primary schools and the secondary schools has several major stages: the stage of introduction, learning, development and innovation, the system construction and dreariness. The reformulation of objective-teaching in China has ever been put in practice all over the country, and its extent, time and influence are quite unprecedented. The reformulation of objective-teaching in China promotes the development of Chinese basic education, makes a miracle in the history of Chinese educational reformulations, and is a mark in the present educational teaching reformulations.However, currently, with another round of new basic educational curriculum reform running high, people's studies on objective-teaching have become more and more dormant. Objective-teaching is a national-wide teaching reform movement, but the question is why such a big reform can't attract people's attention any more. Objective-teaching has initiated our many thoughts on foreign cultures, how to combine foreign cultures with both our indigenous cultures and teaching practice, and the large-scale educational reform itself as well. By the studies on objective-teaching, the focused points in our future didactical reform are as follows: we should actively absorb foreign excellent cultures on the base of our indigenous culture; we should pay a positive regard on teaching reform at abroad; we should strengthen the trainings of teachers and educational administrators; we also should strengthen the studies on reform practice itself to provide professional support and help for the future didactical reform.