| General education is relative to professional education and vocational education.Broadly speaking,besides professional education and vocational education,all can be called general education.General education involves not only personnel training issues,but also national strategic issues.In the course of coping with the fragmentation of knowledge caused by the sharply differentiated professional education,the modern general education ensures that students will continue to be well-behaved and free in the future while becoming a variety of experts,and have the ability to deal with the challenges posed by complex society outside professional fields.More importantly,in an increasingly diversified and globalized era,general education is also responsible for building social consensus and cultivating qualified citizens.Especially in the modern democratic society which advocates freedom,general education is not only to create the individual’s free personality,but also to provide basic value consensus for the society,for fear that individual’s free choices should disintegrate basic social values in the diversity community,shaking the foundation of human civilization.The thesis focuses on the university general education curriculum during the Republic of China,and makes a systematic study on the curriculum reform of general education by the internal and external clues.External clues mainly refer to the specific development background,a certain period of educational ideas and education systems and policies.These factors externally affect the reform and development of general education curriculum.The internal clues refer to the inherent logic of the reform and development of general education curriculum.Based on the inherent structure of the curriculum,this thesis examines the curriculum reform of general education in theRepublic of China from these aspects: curriculum objectives,curriculum structure,curriculum content,curriculum implementation,curriculum management and curriculum evaluation.It belongs to empirical research,and the whole research insists on the principle that combines historical facts with theory and theory stems from historical facts.In general,this thesis is divided into two sections.The first section is mainly about "history",including the second,third and fourth chapter.The second one is mainly about "theory",including the fifth and sixth chapter.Among them,each chapter of the first section is divided into two parts: "history" and "theory".The front parts of each chapter is history combing,and the latter is theoretical argument and elaboration.The paper consists of seven parts,the contents of each part are as follows.The first part is introduction.It describes the reason for choosing this topic,and combs the relevant research literature,which provides the necessary theoretical and realistic basis for the research,as well clarifies the basic direction of the study.The second part is about the nature and history of general education curriculum.This chapter explores two basic questions of general education(curriculum),namely "what" and "where",defines the concept of general education curriculum,clears the basic connotation of general education(curriculum),Combs the evolution history of general education curriculum in Chinese and western universities,and clarifies the historical origins of universities’ general education curriculum.The third part examines the general education curriculum from 1912 to 1927,which was the first stage of general education curriculum reform.This chapter mainly analyzes the basic form of general education curriculum reform from four aspects:development background,educational thought,related system and practice exploration.It was found that general education curriculum in this stage presented the following characteristics: curriculum objectives focused on basic knowledge,curriculum structure was different and curriculum form was diverse,curriculum content was very rich but difficult to teach,curriculum implementation focused on basic knowledge,curriculum management was from concentration to decentralization,and curriculum evaluation payed attention to process evaluation.The fourth part explores the general education program from 1928 to 1937,which was the second stage of general education curriculum reform.This chapter follows the analytical framework of Chapter 2.The study found that the general education curriculum at this stage presented the following characteristics: curriculum objectives focused on cultivating students’ common basis,curriculum structure was basically formed,each school’s curriculum contents was similar,curriculum implementation wasnot limited,curriculum management was comprehensive but not unified,curriculum evaluation was perfect but single.The fifth part examines the general education curriculum from 1938 to 1948,which was the third stage of general education curriculum reform.This chapter is still based on the analytical framework of the previous two chapters.The study found that the general education curriculum at this stage presented the following characteristics:curriculum objectives focused on cultivating a complete person;curriculum structure was unified and comprehensive,curriculum content emphasized both in knowledge and morality,curriculum implementation focused on quality,curriculum management unified common compulsory subjects,curriculum evaluation focused on the quality of student learning.The sixth part probes the overall characteristics and trends of the curriculum reform of general education in the whole period of the Republic of China from a more macro perspective.It was revealed that the goal of general education curriculum in the Republic of China has been changed from stressing "basic" to cultivating "perfect person",the rich and various structure of university general education curriculum has been turned to be basically unified,The content of general education curriculum has been changed from emphasizing on knowledge to both knowledge and morality,The implementation of general education curriculum has been changed from emphasis on quantity to quality,The curriculum management of general education curriculum has been changed from concentration to decentralization,and finally to concentration.The evaluation of university general education curriculum has been changed from stressing examination results to learning quality.The last part mainly discusses the enlightenment and reflection of the curriculum reform of general education in the period of the Republic of China.Based on the orientation of curriculum objective,the determination of curriculum structure,the selection of curriculum content,the promotion of curriculum implementation,the optimization of curriculum management and the specification of curriculum evaluation,this chapter expounds the modern enlightenment of the curriculum reform of general education in the Republic of China. |
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