The Choice Of Curriculum Knowledge Power Control

The selection of curriculum knowledge is the question that can not be avoided inthe study of curriculum theories, it is also one of the cores of curriculum theories.The curriculum is a carrier for carrying and transferring knowledge, and theknowledge constitutes the raw materials of the curriculum. In ancient times, what thecurriculum transfer is the experience and skills, the people accumulate in theproduction practice. And there was no need to choose the curriculum knowledge. Withthe development of human society, especially during this two centuries, science andtechnology have rapid development, especially the augments of the overall knowledgeincreases rapidly. However, there is still one problems. That is knowledge that can betransferred by the school curriculum is still limited, how to adopt knowledge into thecurriculum field from the vast ocean of knowledge to meet the requirements. And thisproblem has become one of the highlights of the course studies of Jurists.Before the20th century, curriculum experts pay more attention to the value ofknowledge itself as the fundamental starting point of selecting curriculum knowledge.Until Apple raised the question of “whose knowledge is of most worth”, people beganto consider the choice of curriculum knowledge at the point of the relationshipbetween curriculum and society. At this point, the center of gravity of the research tothe course knowledge has transferred from knowledge to other fields. The study isbased on the change of focus to explore the relationship of selection of courseknowledge and power control.The dissertation is divided into five parts.The first part is the preface. It mainly expounds the reason of the topic and thesignificance of the study, and combs the status quo of the relationship betweencurriculum knowledge and power both at home and abroad, and I also illustrate theideas and methods of the study.The second part is the theory interpretation of curriculum knowledge and power.Firstly this part defines the concept of knowledge, curriculum knowledge and power, it also reveals the relationship between curriculum knowledge and power.The third part is about the selection of curriculum knowledge and power control.This section analyzes the power how to control the selection of curriculum knowledge,including who own the curriculum knowledge, who choose the curriculum knowledge,and how to choose the curriculum knowledge. In the end of this part, it mainly revealsthe value orientation in the process of the selection of curriculum knowledge based onour current primary school language textbooks.The fourth part presents a rational orientation of curriculum knowledge,basedon the perspective of civil society theory and game theory. This part attempts toconstruct a reasonable curriculum knowledge selection framework, based on civilsociety theory and game theory, according to the aforementioned problems “who ownthe curriculum knowledge, who choose the curriculum knowledge, and how to choosethe curriculum knowledge”.The fifth part of the article is aimed at the possible impact that is brought by theover power control in the process of the selection of curriculum knowledge, and thenputs forward some suggestions from two angles of society and curriculum, in order tomake the power control in the process of curriculum knowledge selection morerational and moderate.