Comparative Research Of Sino-Japanese Undergraduate Curriculum And Curriculum Theory Exploration

Higher education today is involved in intensive reform, and assures education and teaching quality and constructs top rank university are key programs. Cultivating talents is one of the most fundamental functions of universities, whose core is curriculum. The undergraduate curriculum lies in special position, partly because it is the bridge between secondary education and postgraduate education, partly because it is the foundation for undergraduates to enter social life. The theoretical research of undergraduate curriculum lags behind practical exploration in China, which leads to a choice whether pay more attention to academic or vocation, or both are equal, combined with how to deal with the relation between professional courses and diathesis courses.In this research, it begins with problem consciousness, follows a mentality that from history to current, from macro to micro, from practice to theory, and uses comparative research, literature analysis and speculative and empirical study, to discuss undergraduate curriculum phenomenon and explore basic theory of undergraduate curriculum formation and exploitation.First of all, basic conceptions of curriculum are the primary element, and educational spirits and value orientation hiding in varied conceptions are revealed. Undergraduate curriculum should establish responsibility, focus on satisfying social and individual demand, and emphasize personalization, flexibility, localization and internationalization, which based on investigation of several classical curriculum research paradigms such as scientifically, humanistic, practicality, criticism and postmodernism. And curriculum will under the trend of diversification.In the following part, the formation of curriculum in universities and the evolution history of Sino-Japanese undergraduate curriculum are investigated in a historical perspective. The production and development of curriculum in universities has generally run in three tracks, the first one is vocational, the second one is academic and the last one is of quality. The development of curriculum has experienced three stages in China since the establishment of P.R.C, including curriculum emphasis on departments and subjects model, professional education model and diversification model. In Japanese, however, it includes "2-2 program system" model which separated general education and professional education, undergraduate curriculum which integrated with liberal education and professional education, and bachelor curriculum education. Furthermore, external and internal main factors of undergraduate curriculum reform are deeply inquired.Thirdly, the current situation of undergraduate curriculum in both Xiamen University and Hiroshima University is studied in practical perspective. The undergraduate curriculum belongs to "module" model in Xiamen University, while "consistent" that integrated with liberal and professional education in Hiroshima University. The undergraduate education goal is highly similar in both universities by comparative study. Yet, in the set of "general education module" and "liberal education course" which in the type of "non-professional course" or "quality education course", has relatively large difference whether in subjects quantity and integration level, or flexibility in course selection and learning ways.Finally, undergraduate curriculum formation and exploitation theory is explored on theoretical level, and basic model of undergraduate curriculum exploitation is also constructed. Formation and exploitation of undergraduate curriculum should dig its essence beyond phenomenon, so as to solve realistic problem in this field. The formation of undergraduate curriculum from determine course goal, then choosing and distributing course contents, to course effect assessment, consists a rigorous chain, each part of which has it own specific demand and value orientation and has a dynamically spiral rise procession, whose rationalization level is resulted from the choice and exploitation of curriculum model. The theoretical foundation of undergraduate curriculum exploitation could contain Philosophy, Educational Sociology and Psychology. Therefore, the possibility, stage choice, diversification tendency and who to implement of undergraduate curriculum exploitation are further study. The main qualities of bachelor in 21^st century is described on the basis of external and internal effective factors, which provides directions and notions for undergraduate curriculum exploitation, so that constructs elementary models of undergraduate curriculum exploitation.