The Analysis And Comparison Of Basic Education Curriculum Management System Between China And Vietnam

In this era, where is witnessed by the world confront varied challenge. To every country, to improve the overall national strength, the first task is improving civil quality. Education has been the most important factor in the overall national strength competition among countries. In order to satisfy actual requirement. From 1980s, many countries have already begun to reform the general education, the core of which is curriculum reform. Because curriculum is the core of the general education and represent the state's will as well. So the general curriculum system must break away from single course goal, stiff course structure, stereotyped teaching mode and turn to emphasize research learning, develop students' creative and practical ability. In order to provide convenient prerequisite for students' personality development. In the curriculum management system, not only the reform of target, obtain, teaching approach, teaching organization form, evaluation method, but the curriculum management system reform is also an important part. As the world reform tendency, the countries that implement centralized management of curriculum have gradually devolved part of curriculum power to regional government. At the same, the country which take decentralized management mode have revoked local rights back to the central government. No matter centralized or decentralized management mode, they share the same target that is aiming at balancing the distribution relations among the central, local government and school, playing each role adequately which makes their curriculum power more balanced, coordinated and curriculum management process more deeply.As other developing countries, china has always been adjusting the central, local and school three-level curriculum management power. The main aspect is as follows: the country continues simplifying administration and devolving powers; strengthen macroscopical control and guidance; change the government's function; Broaden the local and school's curriculum power so as to create convenient condition for them to take part in decision making, formulating and carrying out procedure. After entering socialist market economy industrialization and modernization period, Vietnam education has been influenced by three crossed factors:market economy, socialist system and knowledge economy trend. At this background, centralized management mechanism has already no longer adjust to basic education. So the reform is the urgent matter. China is the precedents and Vietnam is the later. And china as the forerunner has mature opinion and corresponding measure for Vietnam to learn and Vietnam must borrow china's successful experience about primary education curriculum reform on the base of Vietnam's backward status. So based on the combination of the theory and practice, this research aims at understanding china's basic education curriculum management system reform and the situation of Vietnam's elementary education curriculum management system. Then summing up the china's reformation experience serves as the theory modal for the construction of practice model.To achieve the research goal, this thesis carry out study according to "bring forward the problem——elaborate the concerned theory——explore and reflect the current situation——compare the analogy and difference——propose operated suggestion and experience worthy of learning——summary".Except introduction and conclusion, the body includes five parts, the thesis bring out new thinking approach to understand the basic curriculum management system on the foundation of extensive collection the related document. The new thinking modes are institution setting, affiliation and delineation of power and so on in the field of compulsory education. That is to say, compulsory education curriculum management system is the general term that consist of organization system and regulation institution. In the guidance of the new thinking pattern, through the research on three-level curriculum management system, we can see that the policy's appearing publicly is a wise decision which is consistent with international trend and conform to china's reality as well. Three-level curriculum management system takes top-down and down-top two way management system. Gradually and partly devolving curriculum power to local part and school makes the local party and school participate in curriculum decision so that the basic education is more open, participant and adaptive, at last it will lead to great success. In Vietnam, the centralized curriculum management system has been strengthened (central curriculum management institution organizes, construct, write, check and issue current basic education curriculum and textbook), further adjustment has been made according to Vietnam's real situation. But at present, the main defect are that:short of hierarchical management system, the unbalanced responsibilities and obligations.The dissertation researches the political basis, architecture, organization system, operation pattern, actual effect, multi-dimensional comparison and so on.China basic education tree level curriculum management reform leaves precious experience:Follow international trend, manifest homeland's advantages, concentrate on breakthrough and creation, keep pace with the times, allocation rights and duties, emphasize the administrative levels, Enhance the supervision on local curriculum management, highlight and ensure the principal role teacher playing in curriculum decision. Those practice experience is not only helpful to the reform of next stage but also meaningful for other countries. Vietnam is a country that turns from planned economy to socialist market economy and is similar with china in the aspects of politics, economy, traditional culture. China's three levels curriculum management is the valuable experience for Vietnam.As the challenge faced by society and people in the new times, the new mission born by basic education, contemporary Vietnam elemental education curriculum management system need Integrating a variety of factors:turn the curriculum management theory reform mode into hierarchical curriculum policy organization structure, curriculum management policy, teachers and officials' mission and power, curriculum approaches, which is a long and complicated process, on the different stages, Vietnam government should bravely clear up antiquated and out-dated experience, borrow the trend of modernization, achieve Vietnam's future goals.