The Curriculum Development: A Children Culture Perspective

The curriculum research of return to children's life is aimed at changing the fact that children passively accept the social culture caused by "technical interest", and at returning the right of positive and initiative socialization for children. Meanwhile, this thesis attempts to discard the common detailed life to seek the cultural meaning of children's life and begin a dialogue on curriculum. Based on curriculum value of children cultural development, the aim is to build the core concept of "children cultural curriculum" and explore the model of children cultural curriculum development.Children culture is the living meaning for them as human beings, the activity for them to understand life and respond to the challenges to the environment, and the process for them to improve their subjective personality. Compared with the adult culture, the character of children culture represents sagacious charm, the language of it is filled with the romantic style, the form of it shows various games and the exchanges of it impart the natural state. Children cultural curriculum is on the basis of the curriculum of children cultural development. This curriculum, as an enactment of children culture, means wakefulness, nurture and conflict.The development of children cultural curriculum explores understanding tactics between children culture and cultural object- including cultural analysis, cultural exchanges and cultural acknowledgement. Cultural analysis requires teachers to study children culture and lead students to choose learning field on their own initiative. In the common cultural analysis of teachers and children, children reflect their experience, consciousness and actions, simulate the expectation of cultural development, and choose appreciated cultural object for exchange and study. Cultural exchanges are the main activities of the development of children cultural curriculum. For children are the subjects of cultural exchanges, they make full use of their experience to seek the growth meaning of cultural objects. And they connect their experience with the objective culture in order to incorporate the life presented by cultural objects and the function of environment improvement in their cultural structure, essentially to develop themselves. Teachers are both objects and subjects in children cultural exchanges. On the one hand, they transform cultural objects and make it easy for children to understand so that children will seek the cultural meaning through their cultural sights. On the other hand, they need further study childrenculture and deepen the cultural exchanges with children. Through it, children culture and cultural objects bring about integration. This means children realize the meaning construction of cultural objects actually which is cultural acknowledgement. Cultural acknowledgement presents respectively that children approve the meaning of cultural objects and put it into their cultural structure to be an individual cultural meaning, and that children, from the attitude of others, seek self-understanding and approval of the construction, and strengthen awareness of self-cultural construction to promote the development of the new cultural structure. The former acknowledge is called as subjective acknowledgement, the latter one as objective acknowledgement.Since the new curriculum of China's basic education is returning to the children's life, it requires us to build a fresh curriculum development model. The research on children cultural curriculum has responded to the voice of curriculum reform of China's basic education, and met the request for the new curriculum. It provides schools with a cultural sight into implementing effectively the state curriculum, with a new model for the school-based curriculum development and with the definite direction for the development of curriculum culture.