Research On The Comparison Of Sino-russian Pedagogical Education Curriculum Reforms

The level of pedagogical education curriculum determines quality and peculiaritiesof the pedagogical education. For a long time Russia and China in the pedagogicaleducation curriculum area had had similar experiences, but after the USSR dissolutionthese countries started to develop their own special experiences. It has led to theappearance of some differences in the pedagogical education curriculum of twocountries. This research is about peculiarities and valued experiences of two countries inthe pedagogical education curriculum. And it has a great value to the pedagogicaleducation of Russia and China.This dissertation has six main parts. Introduction is the first part, it views aims,urgency, methods and ways of the research. The second part includes the study of thesources, which are closely connected with China and Russian pedagogical educationcurriculum. The third part describes the history of China and Russian pedagogicaleducation curriculum reformation, views the main steps of reformation, analyzessocial-economic backgrounds of both countries. The forth part of the research discribesthe contemporary situation of the pedagogical education curriculum reformation inRussia, it includes the main aims and trends of the reformation, current state of thepedagogical education curriculum, and present problems, for instance, the incompetenceof cultural and spiritual education, the inability of the pedagogical education to establishfuture teachers professional skills, the necessity to refresh pedagogical andpsychological training of future teachers, the necessity to improve quality ofpedagogical practice and so on. The fifth part describes contemporary pedagogicaleducation curriculum reforms in China, including aims, trends and policy of the reforms.It also analyzes the problems of the curriculum structure, content, quality assessmentand the curriculum standards. In the sixth part China and Russian pedagogical educationcurriculum reforms are compared, and their similar and different experiences areanalyzed. The similar experiences are: competence approach in the pedagogicaleducation development, two-level (governmental and university) pedagogical educationquality control system. The difference is in the diversity of curriculum content, the sumof pedagogical practice hours. In the conclusion part the value of the research to the pedagogical education in Russia and China is determined.