A Study On Second-phase Curriculum Reformation In The General Senior High School Of Shanghai

Since the middle of 1990s, the whole society of China begin to realize that the development of education is the dominant element for China which will decide the rise and fall of our nation in this turn of international competition. So more active measures are made to push forward the reformation of the basic education and the curriculum reformation is regarded as the core of it. Hereinto, the second-phase curriculum reformation in Shanghai is the experiment base and the special zone of curriculum reformation. All kinds of clues make it clear that as the special zone of curriculum reformation, the second-phase curriculum reformation in Shanghai could penetrate and affect the curriculum reformation that is going on in the whole state.Accordingly, this paper would take the second-phase curriculum reformation in the general senior high school of Shanghai as the case of the Chinese curriculum reformation, to analyze the essential character of this reformation.As the subject of this paper, the second-phase curriculum reformation in the general senior high school of Shanghai is made up of four factors. The first is the idea of the whole curriculum reformation, which means not only the new idea of curriculum but also the idea about the reformation. The second is all the organizations of the government done to push this reformation. And these organizations have become the institutional conditions of such reformation. The third one is the new curriculum standards, the new textbooks, and the new curriculums emerging during this process of second-phase curriculum reformation. All of them form the different situation of the curriculums in general senior high school, which is the fourth factor of second-phase curriculum reformation. As the result of such reform process, it is the new curriculum structure.According to the description and analysis on the four factors, we would get to such a conclusion that second-phase curriculum reformation in the general senior high school of Shanghai could not achieve the reformation's aim. And there are two character of the curriculum situation produced by the reformation. One is the instability of the curriculum has increased more than before. Another is that a new program to select curriculum in school has been build, which is also different from the old one. And this new program is not able to select the curriculum the state need.The failure of the curriculum reformation is based on the two interrelated logic included in the reform progress. One is the reformation depend on the curriculum form because the content of it is too difficult to be determined. And the second one is the distinction made by the government during the reform is based on such deflection. Thus the approach of curriculum reformation becomes to copy the curriculum form.To the state, the ability to manage and control education that is the most important kind of Ideological State Apparatuses (ABE) has crippling through this curriculum reformation. At the same time, the ability of the state to adjust the society by the education is also weakening. As the symptom of such weakness, the state has to strengthen the control of government.In such curriculum reformation, there is a mode of the reformation in China today. It is that the reformation always has the correct and imminent aim or orientation and could not find the right way to get it.Finally, the curriculum reformation shows the new complex relation between the state and the education. And the plight of Chinese reformation is also the plight of the reformation taken by the states of the third world in the globalization.