Cultural Construction Theory In Chinese Curriculum

Curriculum is closely related to culture, especially our Chinese curriculum thatloads culture;Chinese curriculum is a kind of culture in itself. However, what oureducation realm probed into was the relationship between tools and Chinesecurriculum--treating Chinese curriculum as a kind of tool, which made the Chinesecurriculum become "the tool of the culture". The direct result caused was that in ourChinese curriculum, there were merely pre-established normative contents andspecific knowledge in the curriculum, indicating the technique and program tendencyof Chinese curriculum. The analysis of culture construction in Chinese curriculumtheory is aimed at breaking the closeness of the Chinese curriculum's tool theory, anddedicated into the cultural construction of Chinese curriculum, making it a cultivatingprocess, in order to improve the personality of human beings. Cultivating a humanbeing as a "person" will promote the integrity of him.The text is mainly divided into four parts.First, the contents of the cultural construction of Chinese curriculum. Chinesecurriculum and culture are always placed in an open and dynamic movement process;Chinese curriculum and culture are coexistent, like flesh and blood. On the one hand,culture is the source of Chinese curriculum, determining the cultural characteristic andquality of Chinese curriculum. On the other hand, Chinese curriculum carries out thedelivery, selection and creation of culture. In fact, this course is also a dualconstruction process, i.e. Chinese curriculum's construction to person and person tothe construction of Chinese curriculum.Second, the cultural perspective of Chinese curriculum. As culture, Chinesecurriculum is a dynamic "cultural" process in itself;as a tool, its mission is topreserve the current culture and to "produce" and rebuild people. As a "cultural tool",Chinese curriculum embodies the culture requirement of a certain class in the society,and "produce" people that needed by the class in the society. The cultural constructionof Chinese curriculum is virtually the returning of essential culture;culturalcurriculums do not exist as the inheritor or copy of the extrinsic culture, but as theintrinsic and essential culture. It has the cultural character of independence andinstructiveness. Its mission is not to civilize, "mold" or train people, but to create,construct and develop the meanings of human life.Third, the cultural constructional properties of Chinese curriculum. (1) Integratedproperty, which is mainly expressed by the integration of Chinese curriculum for theobjects of education, multiple cultures, and various ways of studying. Integratedproperty provides lots of inspirations for Chinese teaching: one aspect is that teachersshould be open-minded. (2) The property of experience. As for Chinese curriculum,experiences generally consist in Chinese fulfillment. Its characteristics are thatlanguage experience is a life experience, with strong sentiment and individual style,aiming at exceeding the meaning of life. (3) Property of comprehension. The originalmeaning of Chinese curriculum is to "understand", which means Chinese curriculumis always an activity that seeks understanding and self-understanding. Understandingis an essential existence;understanding is historical;understanding has lingualproperty.Fourth, the cultural constructional mission of Chinese curriculum. (1) The lifeform of Chinese curriculum: life-formed Chinese curriculum pays attention to theinternal dimensions of people, and pursues the life meanings of people. Seen from theobjects of Chinese curriculum, building a spiritual basis for the students by theinternal meanings of culture (which includes the mother language), is the culturalmission of Chinese curriculum and the nature of it.. Seen from the content selection ofChinese curriculum, life-formed Chinese curriculum should select with cultural viewwhen choosing the main body, and should select contents with cultural meanings andlife energy. (2) The process mode of Chinese curriculum: the Chinese curriculum isessentially a dynamic process of cultural construction. In regard to the direction offulfillment of Chinese curriculum, it pursues the creation of curriculum meaninginstead of the faithful execute of curriculum plans;it purses the freedom andliberation of life instead of the obedience or following of external culture. In regard tothe direction of evaluation, Chinese curriculum should value the process more thanthe results. Process evaluation is generally connected to the development of people;what it usually evaluates are the values and the meanings of life. (3) The outdoingquality of Chinese curriculum: the essential mission of a curriculum lies in trainingpeople for the future society;seeking outgoing is the internal quality of curriculums.Generally speaking, the outgoing quality of a curriculum lies in its "future meanings"(cultivating masters for the future society) and construction nature (constructing a newcurriculum culture).