Criticism And Construction: A Research On School Curriculum Culture

As the main place of talent cultivation, schools are not only responsible for establishing a proper education aim to reflect the requirements of our modern time, but also has their duty to let their curriculum culture cover every aspect of school individual to ensure students' healthy development. Therefore, nowadays, on the way to promote quality education, we are in an urgent need to change the laggard curriculum culture and rebuild a new one.This thesis systematically summarizes and reinterprets the definition and structure of school curriculum culture, and the relationship between school curriculum culture and its subject. Through observation method, questionnaire method and interview method, the author analyzes the current situation of school curriculum material culture, system culture, behavior culture and spiritual culture: In school curriculum material culture, the relationship between human and culture is incompatible, while the culture is excessively accentuated and human is neglected. In school curriculum system culture, much attention is put on the stability and convenience while its variation and humanization are ignored. In School curriculum behavior culture, teaching activities are still centered on teachers so that the students learn passively, and in consequence, inefficiently. Students are still corporally punished for their "misbehaviors" considered by their teachers. For the improper evaluation and competition, most of the teachers' time and energy are wasted on how to get good scores thus the communication between teacher and student is insufficient. In school curriculum spirit culture, the authority of teachers is never challenged. As for students' assessment, result-oriented evaluation dominates and those students who are obedient are preferred. Scores in the examination have become the only standard. Therefore, a kind of rigid and exam-oriented school curriculum spirit culture has gradually formed.For the above status quo, this study discusses the influence of negative factors of traditional culture on school curriculum culture; analyzes the reason for the variation of curriculum culture in its implement from the view of external factors which affect the formation of the curriculum; and at last, emphasizes the long and tortuous course of the construction of school curriculum culture.This thesis also systematically discusses the strategies for the construction of school curriculum culture. From the perspective of theory, the author proposes that the value orientation of school curriculum culture should be human-oriented, and on the basis of the common development of three elements: student, teacher and school. During the course of school curriculum culture construction, in order to get rid of the deficiency of "human neglected", we should take our focus on the development of both teacher and student. The concept of human-oriented must be accentuated and applied at any time and everywhere in the whole process. From the perspective of practice, this essay puts forward some practical measures: by making harmonious humanity environment and school mottos, and strengthening the construction of teaching, studying, school and leading-style atmosphere, we are willing to create a spiritual cultural atmosphere of school curriculum; by designing teachers' behavior culture, students' behavior culture and the relationship between the two, we aim to establish an interactive curriculum behavior culture characterized by participation, cooperation, understanding and experience; by constructing conventional school classroom culture, school curriculum management system culture, implementing system culture and evaluating system culture, we want to make our school curriculum system culture normative and democratic; by selecting geographic and cultural environment, programming and distributing school internal culture and building teaching facilities culture, we are to make our school curriculum material culture individualized and human-oriented.