Perspective and Outlook on the Reform of Basic Education Curriculum

Author: Duan Zuozhang et al.
Publisher:
Publish Date: 2004-05-01
Features: First, the book focuses on major issues in the reform of basic education curricula and serves the purpose of supporting curriculum reform. Adhering to the principle of linking theory with practice, it addresses key problems that are crucial for curriculum reform, as well as those that confuse and challenge primary and secondary school teachers, such as the philosophy of curriculum reform, its objectives, integrated curricula, school-based curricula, dialogue-based teaching, inquiry-based learning, and curriculum evaluation. The book aims to clarify thinking and provide strategies, offering theoretical references for the substantive advancement of curriculum reform in primary and secondary schools, demonstrating a strong sense of problem awareness and service orientation. Second, it avoids being all-encompassing but seeks depth in a vertical direction. The current curriculum reform has multiple goals and numerous issues, making it a complex systematic project. The book does not intend to address all problems but instead highlights key areas, breaks through difficulties, and strives for innovation, contributing to the development of curriculum theory. For example, in its research on integrated curricula, the book not only analyzes the history, current state, and opportunities for the development of integrated curricula but also explores the new paradigm of "multidimensional-integrated curriculum integration subjects" and investigates the dynamic operational mechanisms of the curriculum integration community in the process of curriculum integration. These insights are novel and insightful, advancing and developing the study of integrated curricula. Similarly, in its research on dialogue-based teaching, the book not only analyzes the connotations of dialogue, dialogicity, and dialogue-based teaching from a philosophical perspective but also examines the ideological and theoretical roots of indoctrination-based and monologue-style teaching as stemming from rationalism. It further explores the "revolutionary significance" of returning to dialogue-based teaching in terms of both philosophy and methodology, studies the essential characteristics and implementation principles of dialogue-based teaching, and offers strong guidance for curriculum reform in primary and secondary schools.