The Reflection On The History Of The University Curriculum Reform In PRC

It is the university curriculum that is the important carrier of cultivating the advanced intellect and the core of teaching in the higher education. Therefore, it is widely accepted that the reform of the curriculum and teaching is the breakthrough for higher education reform. It is significant to analyze the social background, dissect the guiding ideology, study the features, summarize the experiences, absorb the quintessence, ponder the rules, expose the deficiency and pose the countermeasures by reviewing the process and studying the history of university curriculum reform in the past over 50 years, which is also the spotlight of this thesis.This thesis is composed of the following three parts.Part I discusses the background of university curriculum reform in China in the past 50 years, which can be divided into five periods according to different characteristics of university curriculum:(1) Alteration and Learning Period (1949-1956) is characterized by learning from Russia, executing specialized education and having the whole curriculum system all over China. (2) Researching and Adjusting Period (1957-1965) is characterized by the whole reformation and self-study. (3) Frustration and Reversal Period (1966-1976) is characterized by serious defeat in curriculum reform and the badly confused curriculum system. (4) Restoration and Development F'eriod (1977-1992). In the period, university curriculum ends the confusion and rapidly development again. Our country has given universities more authorities and we obtained great achievement on constructing university curriculum system with Chinese characteristics. (5) Upsurge and Deepening Period (1993-). University curriculum reform is more rational.Part II mainly describes the important policies , the contents and great measures of the university curriculum reform of China in the past over 50 years. This part is the core that involves the reform of major establishment, course offering and textbook construction.Part III mair.ly exposes the relationship between theory and practice,generalizes the achievements by analyzing the history of university curriculum reform in China and also points out the problems in university curriculum reform: On the curriculum theory, the research is so insufficient; On the curriculum aim, the social principal part is very strong; On the curriculum value, it emphasizes social subject, belittles the individual; On the view of knowledge, it pays more attention to teaching knowledge, looks down on training the ability; The curriculum subject is so single; The content is old and the system is ossified; The management is too intensive and centralized; The curriculum is very backward and so on. According to these, the part poses some correspond measures and promotes the present curriculum reform to develop more successfully and efficiently.