The Research Of Social Formation Of National Curriculum Standards For American Basic Education

This thesis is on the base of new curriculum reform for basic education in China, takesAmerica as its research country, and analyzes the making of national curriculum standards forbasic education in the United States from sociological dimension. This thesis emphasis lies infinding out the social cause of making national curriculum standards and analyzing its socialmaking course in the United States. The research aims at concluding the good strategies andbad lessons about making curriculum standards in the United States so as to providing somerevelations for curriculum reform for basic education in China. It is useful for us to succeed incurriculum reform. This thesis discusses American curriculum reform for basic educationsince 1980s to get knowledge of background of making curriculum standards. This thesis has six sections: foreword; curriculum reform for basic education since 1980sin the United States; the cause of national curriculum standards for basic education; revelation;conclusion. Author indicates research value, research strategy and defines the concepts in forewordsection. Author discusses the core goal and main strategies of curriculum reform for Americanbasic education since 1980s in the first section. Author analyzes the emergence and development of post-industrial society in the UnitedStates, economic character in post-industrial society, post-industrial society's challenge toAmerica so as to finding out the social cause of making national curriculum standards insecond section. Author takes the making of national standards for history as a case to explain the socialcourse of making national curriculum standards in the United States in third section. Author absorbs the good strategies and bad lessons about making national curriculumstandards for American basic education to discuss our curriculum reform for basic educationin revelation section. Author argues that curriculum has social attribute and comparative education researchershould analyze foreign education comprehensively to make research conclusion objectivelyand scientifically.