The Comparative Study Of Cross-strait Journalism Curriculum

Curriculum is not only the heart of journalism education, but also the key factor to decide journalism education to be successful or not. Although mainland China has formed a multi-level educational system and the set of curriculum has its own characteristics, there are still some problems. Being compared with the countries and regions where there are journalism education, especially are more scientific set of curriculum, can undoubtedly help to understand better and solve these problems. Taiwan was chosen for comparison because although the homologous cross-strait journalism education, Taiwan journalism education curriculum has increasingly formed its own unique style and pattern in recent years.There are mainly three parts in this paper. Part one:To analyze the selected study sample from Mainland China and Taiwan, and to analyze the features of cross-strait journalism education in the respects of training objectives, curriculum design, curriculum content, curriculum structure on the basis of summarizing the curriculum of institutions:National Chengchi University, Shih Hsin University, Fudan University, Renmin University of China.Part two:To compare the cross-strait journalism education curriculum from four aspects:curriculum objectives, curriculum content, curriculum implementation and evaluation, to illustrate the inadequacies that Chinese mainland in the curriculum.Part three:After the definition of some problems in mainland journalism education curriculum:inadequate coordination of curriculum structure proportion; theoretical curriculum content; inadequate resource and teachers; low open degree of curriculum system, several suggestions to improve its curriculum will be given:to improve and refine the training objectives; to increase the proportion of elective courses, practical courses and new media courses; to enhance the training of students'practical skills and ability to think; to deepen the reform of curriculum content and structure; to improve the teaching hardware facilities, and to establish effective forms of curriculum implementation and evaluation mechanisms.