"Learning To Be Self":Research On Zhu Xi’s Curriculum Thought

In the history of China curriculum thoughts,zhu xi,a famous neo-confucianist and educator in the southern song dynasty,was a very important representative figure.He has accumulated abundant theoretical resources of the curriculum,which was the classic heritage of the ancient China curriculum thoughts.From the standpoint of modern curriculum theory,zhu xi’s curriculum thought of "learning to be self" had many brilliant insights and profound discussions on curriculum knowledge theory,design theory and experience theory,forming a unique curriculum theory framework.In terms of theory of curriculum knowledge,zhu xi’s inheriting and developing traditional Confucian education thought,with "benevolence","the ritual","tao" as the core elements and value orientation,summed up the " learning to be self " thoughts origin of curriculum knowledge and cultural genes,with the learning ideology of Confucius,mencius,cultivate one’s morality culture and the thought of xunzi demasking as representatives of the pre-qin Confucianism into "knowledge" and "the make informed decisions",and translated into " learning to be self " type of curriculum knowledge.He was not satisfied with the subject setting,examination content and form of the imperial examination system,and scholars only used it as a tool to catch fame and gain benefits,and required scholars to learn Confucian classics and conduct business on the basis of cultivating good morality.In the aspect of curriculum design theory,zhu xi innovatively proposed the humanized design principles such as "wide deadline,close curriculum" and "small course and great effort",and thus formed the epistemological basis,cultural logic and basic mode of " learning to be self " curriculum design.In terms of epistemology,zhu xi advocated "knowledge of things" based on people’s exploration of the external world.Centering on the transformation of the inner world,the author advocated "knowledge and action".Centering on the integration of people’s inner and outer world,it is advocated to be "enlightened".In terms of cultural logic,zhu xi held that "one unified principle and different embodiments" were the basic rules of human development,"school and order" was the internal order of human development,and "temperament" was the ultimate representation of human development.In terms of basic patterns,zhu xi accorded to students not period of growth regularity and characteristics of people and social development needs,put forward and introduced with emphasis on the "learn the thing","teaching" type primary curriculum,with emphasis on the "Ming" and " understanding" type of university course,with emphasis on the "Benedict does","emphasizing" type college course and so on three big types and patterns.Thus,a series of " learning to be self " courses with internal coherence can be formed to promote human development.In terms of the theory of curriculum experience,zhu xi proposed the theory of "must be experienced",emphasizing the human nature foundation,cultural path and learner image of curriculum experience.On the basis of human nature,zhu xi believed that "heart" was the condense of all things.Nature was the unity of nature and humanity.Feelings were controllable objects.In terms of the cultural path,zhu xi emphasized internalization,deepening and externalization of learning through various ways,such as "examining oneself by oneself","respect and self-cultivation by the master" and "earnest practice by genuine knowledge",so as to turn knowledge and experience into practical ability,so as to realize the ideal personality of " learning to be self " in Confucianism.Zhu xi’s " learning to be self " curriculum thought,although inevitably had the history of the brand and their time limit,but it was zhu xi of the southern song dynasty era of the social transition faces a tentative rational response,and promotion of the southern song dynasty and the later scholars scholars to the deep concern and strong support of our students self development.The course theory resources formed and driven by it not only have profound historical influence,but also have important ideological enlightenment and practical significance to the contemporary course theory research and course reform practice.