On Research Of Socio-Critical Curriculum Theory

Arising from Europe and America in the 1970s, Socio-Critical curriculum theory came forth for people's reflection of educational status quo of capitalism society. It is based on the Critical Theory of Society of the Frankfort School, works for revealing social control of curriculum in schools, and therefore forms these three models of "economic-reproductive", "cultural-reproductive", and "hegemonic-state reproductive". After 1980s, some scholars turn their research to resistance theory. They admit there are resistance factors in schools, affirm that curriculum is not transferring the culture of reigning class invariably, but creating culture at the same time. They call for eliminating ideology pervasion to curriculum by textbooks analysis, dialogue and negotiation to train students' awareness and ability of criticism, reflection, responsibility of society and morality.The dissertation consists of seven parts:Introduction. It introduce the reason of being engaged in this research, analyze the present research situation inland and overseas, define the basic concepts, and explain the way and the value of this research.Chapter one: The theoretical foundation of Socio-Critical curriculum. The theoretical foundation of Socio-Critical curriculum mostly originates from the Critical Theory of Society of the Frankfort School. This theory criticizes the traditional research paradigm of positivism and "instrumental rationality" in capitalism society, and regenerates "communicative rationality".Chapter two: Objectives of Socio-Critical curriculum. Many representative figures of this theory analyze the objectives of curriculum of schools in capitalism society, and find out that the crux of curriculum is to reproduce class to defend status and profit of the reigning class. Based on these opinions, they put forward "emancipatory" objective of training students' critical awareness. This objective has the characters of opening, variability and dynamic.Chapter three: Content of Socio-Critical curriculum. Scholars of this curriculum theory point out that the selection of curriculum contents are actually controlled by reigning class, and these contents reflect the cultural capital of the dominant class. They advocate researching curriculum history and analyzing textbooks to eliminate ideology pervasion to curriculum. They also stand for selecting reproductive knowledge and relating curriculum content to students' life.Chapter four: Implementation of Socio-Critical curriculum. Implementation of Socio-Critical curriculum is an enactment orientation curriculum implementation, and it must follow some principles. In this kind of curriculum implementation, teacher is a collaborator and a guide, and Students are meaning creators and equal participators. The relationship between teacher and students is a kind of dialogic, equal and "I-You" style communication. Teacher should use students' language to help them to improve their abilities of understanding and disclosing realities according to their real cognition level.Chapter five: Evaluating the Socio-Critical curriculum theory. Evaluating this theory objectively from two sides: its value and problems.Chapter six: the Socio-Critical curriculum theory and the curriculum reform of elementary education. This theory provides a new thinking or visual angle to the methodology and orientation of curriculum research of our country's elementary education. At the same time, it also brings some beneficial enlightenment to our country's curriculum practice of elementary education.