The Reflection On "Post-Curriculum Reform":Curriculum Theoretical Construction In China

Since the early twentieth century, the course of China’s reform has been in various forms,as well as curriculum studies, which has been nearly a century of ups and downs. Curriculumtheories in recent years continue to encounter the questioning from the practice areas and theactual effectives of the curriculum reform is worthy reflecting. Meanwhile the theoreticalbasis of the curriculum reform is controversial, so to build the national curriculumincreasingly becomes a rational appeal.The domain of this paper is the current level of China’s course of Constructivism, theformation of paths and the direction of Construction principles for future courses. The papermainly uses literature research, text analysis and comparative study to research and analyzethe practice and theory of curriculum in both China and the US. By analyzing the mainteaching materials in China and the US the first chapter analyze the existing achievements inthe two countries, which gain the rapid speed of curriculum research, emphasizingconstruction and pure theory research of the curriculum theory system, which is highly similarwith the diagnostic conclusions of the US. The second chapter compares to analyze thetop-down form of the reform of curriculum, single theoretical basis and the separation oftheory and practice in China by clues on comparative. The third chapter combs the ideas andachievements in the theory of curriculum construction, and analyzes the difference betweenChina and the US in sociological perspective angle. The last chapter concludes the problemsin recent curriculum construction, that is to say, the lack of scientific regulations, theinadequacy of attention for theory and low level original creation. The paper points out thatwe should combine the study of history and logic unity, reflection and construction, theoryand practice, and take an outlook of our future curriculum contractions.