The Study Of Transition In Curriculum Policy Of Compulsory Education From1978-2010by High Frequency Word In China

As the important content of education reform, the curriculum policy of compulsory education has become aresearch hotpot with plentiful research findings because its involved subjects’ university. While positivismresearch paradigm is always dominating the policy research field which advocates the non-intervention of value inpolicy research. It leads to current curriculum policy research is restricted to the fact analysis while ignored thehidden value.This paper takes the curriculum policy of compulsory education from1978-2010as research subject,selecting the policy high frequency words by term frequency analysis software, analyzing its continuity, epochalcharacter and value orientation through high frequency words.Part one is introduction including the research background, research status, research purpose, researchsignificance, range of study, concept definition, research idea and research approach.Part two is the statistics of high frequency words of the curriculum policy of compulsory education by charts.This paper selects12curriculum policies of compulsory education from the macroscopic perspective throughCED portals and related documents. Using ROSTWordParser software to find out the policy’s high frequencywords and its ranks and arranging its common high frequency words and its ranks into chart.Part three is about to study the continuity, epochal character of curriculum policy of compulsory education bytwo aspects. One is to analysis the curriculum policy’s epochal character by the rank of peculiar high frequencywords and its implied meanings. The other is to analysis the curriculum policy’s continuity by the rank ofcommon high frequency words, its coverage rate of the policies and implied meanings.Part four is to analysis the curriculum policy of compulsory education’s value orientation through highfrequency words. After the rational analysis of the value orientation of the curriculum policy of compulsoryeducation, divided the curriculum policy into four value orientations. They are educational, political, social, andpeople value orientations. And analyzing the policy’s implied value orientations through high frequency words.