Regional Culture And Curriculum

The current curriculum reform in China highlights the transformation of curriculum structure from empathizing "the general" to "the particular" in order to fit in with different needs of regions, schools and students. As a result, regional culture gains more attention and popularity. In fact, regional culture has been integrated into school syllabus with homeland study since 1980s and attracted the attention of researchers, however, more efforts are needed to focus on the topic. To our surprise, great improvement can been found in the realm of "regional culture study " which may give us great help to examine the theme. This article trys to explore some puzzles on how to integrate regional culture into curriculum .The essay focuses on three problems:The first one is how to integrate the research of culture into the study of curriculum. The answer is to introduce the relationship between "culture and human-being" into curriculum study. The second one is "what spirit of curriculum culture should be encouraged today?" The answer is "'to enjoy multiculture. to be more critical, and creative ". The third one is "how to establish an effective curriculum system including regional culture?" The answer is to establish a curriculum framework which is life-based , making a point of critical attitude, real -life- situation, integrity and speciality of regional culture and reasonable point of view of culture.The methodological consideration of the article emphasizes two aspects, one is what called "problem-centered" analysis. We'll find the essay deal with the problem though the analysis of "the relationship between culture and human being" with different views of sociology of culture, anthropology of culture, anthropology of education, study of regional culture and so on. The other is that the essay highlights the condition of current Chinese culture and analyzes the subject under the context . Situated in the characteristics of current Chinese culture, the essay trys to analyze the culture of Chinese curriculum as well as the practice in Wu. The article extends itself in five sections. The first one analyses the concept of culture, curriculum, and the culture of curriculum to help to understand the undermentioned discussion. The second one trys to address curriculum culture. Here the article argues that a spirit "enjoying multiculture. critical, creative" should be encouraged in the condition of China today which characterizes itself by " social transformation in the trend of globalisation". The third and the fourth section pay much attention to the integration of regionalculture into school syllabus .The former examines the definition of "regional culture", as well as it's characteristics and role in education, then it gives a conception to the regional -culture-included curriculum system emphasizing critical attitude, situation of authentic life, integrity and speciality of regional culture and reasonable point of view of culture. The latter takes the practice in the region of Wu for example to explore the feasible ways in the realm.At the end of the article a "conclusion" gives a review of the discussion in the paper, and some suggestions are mentioned to the further efforts on the topic.