Problems And Strategies In Implementing Regular High School Chinese Curriculum

At the outset of 21 st century,Chinese curriculum reform in regular high school has begun to enter into a new stage of top-level design and systematic advancement.In 2001,the Ministry of Education of PRC promulgated Reform Outlines for Basic Curriculums(trial).Furthermore,Standards of Chinese Curriculum in Regular High School(experimental)was also enacted in 2003.Trial implementation in four provinces and autonomous regions(Shandong,Guangdong,Ningxia and Hainan)was consequently conducted.A new high-school curriculum reform was publicized and implemented nationwide in September,2010.In January,2018,the Ministry of Education issued the new Curriculum Reform Programs for Regular High Schools and High-school Chinese Curriculum Standards,directing the course for future curriculum reform in Chinese regular high schools.Curriculum reform is a systematic project,in which curriculum implementation plays the most critical part and determines the final success of curriculum reform.Without an effective curriculum implementation,even a flawless curriculum design does not necessarily lead to the accomplishment of curriculum objectives,but making reform a process of formalism.The literature review reveals a series of fruits in terms of connotation,value orientation,influencing factors,implementing patterns and strategies in high school Chinese curriculum implementation,playing a positive role in the combination of curriculum theories and practices.Problems of the disconnection between theories and practices,however,also have arisen in existing researches,reflected in an inadequate analysis of subjective acts behaved by teachers in the process of curriculum implementation,and an insufficient discussion about the dissimilar implementation of different curriculum modules.Based upon the aforementioned reviews,this research carries out a rather inclusive and in-depth probe into the current situation in which regular school curriculum is implemented,by methods such as document analyses,interviews and questionnaires,to summarize and analyze achievements and problems in high-school Chinese curriculum implementation,and provide suggestions for improvement in further implementation in the future.By interviews and questionnaires targeted at “pilot schools for curriculum reform” in the City S,it is found that there are both consistency and dissimilarity in significance and value of different implementation subjects to curriculum reform,role definition given by implementation subjects,and comprehension and command of new curriculum standards and teaching resources.The research demonstrates that curriculum implementation subjects have made achievements through extensive exploration in such aspects as teaching conceptions,class organization,teaching methods,assessment instruments and exploitation of teaching resources.It is focused chiefly upon the following four points: First,the new teaching conceptions formulated by curriculum subjects,including headmasters' new conceptions of management,teachers' new conceptions of instruction,and students' new conceptions of learning;Second,the increasingly highlighted importance of optional courses in curriculum implementation,serving as supply station for resources,venue for competence training,and material library for creativity;Third,modification of teaching and learning modes to reinforced autonomy and initiative in teaching and learning,with flexible teaching patterns adopted for diversified teaching tasks;Four,internal and external environment propitious for smooth implementation of curriculum reform.It is revealed in the research that problems of varying degrees coexist with the curriculum implementation,mainly including: First,teachers do not adapt themselves in professional ability to the demand for further curriculum reform;Second,the types of classes remain problematic in suitability;Third,the pro-convention inertia still dominates excessively in choosing modes of curriculum implementation;Four,supportive system is still far from perfection.The aforementioned problems,if viewed from the angle of curriculum implementation subjects,are attributable to the following facets: First,the inadequate knowledge among headmasters,to varying extent,in core conceptions of curriculum reform,and their lack of confidence in successful curriculum implementation,both leading to their weakened leadership in curriculum implementation;Second,inadequate awareness of most Chinese teachers in their changes of roles,their vague comprehension of design philosophy of new teaching materials,and failure to precisely grasp new curriculum standards,all resulting in inadequate exertion of teachers' key role in curriculum implementation;Third,an almost wrong information interpretation of high school students put on curriculum reform,causing their limited degree and domain in participating in curriculum reform;Four,the resultant imperfect curriculum management induced by the lack of influence exerted by parents and other social organizations.Based upon findings in interviews and questionnaires,this research provides,through documentary analysis and comparative analysis,the following suggestions to improve the implementation of Chinese regular high school curriculum: In terms of objective establishment,curriculum implementation ought to meet the requirement of cultivating high school students' core competencies;In terms of implementation subjects,school autonomy ought to be increased to manage curriculum,and teachers' initiatives ought to be promoted for better curriculum implementation,and students' subjective status ought to be highlighted;In terms of specific implementation procedures,it is advisable to diversify curriculum types,expand and enrich curriculum resources,and optimize curriculum implementation modes;In terms of supportive system,it matters to establish and improve regulations propitious to enhance effects of curriculum implementation,the mechanism for teachers' professional development,and curriculum management joined by participants both interior and exterior to schools.The research provokes the following thoughts: Curriculum implementation is a systematic project involving such facets as organization adjustment,change of subjective roles,and innovation in teaching materials and assessment system,and accordingly it cannot be promoted and enacted merely by unified administrative resolution,but accomplished by better correlations between central and local governments,the authorities and schools,organizations and individuals,teachers and students,by finding the GCM(the greatest common measure)between them,thus really to achieve success in curriculum implementation;The curriculum implementation,therefore,requires a long-term scheme designed by closely centering around the formation of high school students' core competencies in Chinese learning,so as to satisfy the demand for social and individual development.