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Comparative Survey On Some Issues Related To Subjects Of Secondary Schools In Mongolia And China

Posted on:2007-08-17Degree:MasterType:Thesis
Country:ChinaCandidate:Y M M E BaFull Text:PDF
GTID:2167360182998822Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
Beyond reflecting the past and analyzing the present to look forwards to development, itis very important for the curriculum reform to learn from the other country. The latestCurriculum Standard of China embodies the times ideas and bright characteristics. Throughanalyzing the documents, observing and interviewing, this paper analyzes the BasedEducation Curriculum of Mongolia and China in details in order to find some virtue toimprove the curriculum in Mongolia. With analyzing the Based Education Curriculum ofProvince Ontario in Mongolia and China, the new curriculum design takes on a multiplestructure and adopts credit system. It exhibits student-based idea and emphasizes theunification of complete development and personality of students. It builds up aims to fosterstudents' personality and variety. The curriculum content introverts with the modern life. Itadvocates co-operative education, integrating the theories and experiences that have beenlearned from school with the business and industry society. It emphasizes role of informationtechnology.At the basis of using the Chinese reform ideal and measures for reference, this is thethought of the curriculum in Based Education in Mongolia. First of all, we should make clearcurriculum aims, develop student-based idea, focus to improve the student' growing andpreparing for future rich life, focus to heighten the level of present and future life and promotesociety progress and continuing development. Secondly, we should make sure that there aretwo tasks in the Based Education stage, one is to from the knowledge base, the other is tobranch off. The curriculum design should prepare for entering university or college, but it alsoshould fulfill the deferent demand of foundation in all fields for the sake of branching off atthe same time. It should embody both longitudinal join and transverse diversity. Thirdly, itshould make the students and school and society form one combination in order that the threeelements can function harmoniously. After the society and school and students functionharmoniously during the curriculum design in deferent lays and stages, the curriculum withbring into integrated particular effect to the students. Fourthly, it should achieve fourintegrations: subject curricula and activity curricula, learning curricula and applying curricula,learning curricula and IT curricula, compulsory curricula and selective curricula, and it shouldset up and perfect the credit hour system.
Keywords/Search Tags:Mongolia, China, Based Education Curriculum, Comparison, Analysis
PDF Full Text Request
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