A Study Of The Higher Education Curriculum Reform Based On Transformation Of Views Of Knowledge

Curriculum is closely related to knowledge and the view of knowledge determining the curriculum design and implement. The history of curriculum reform reveals that each curriculum reform is the product of the interaction of different knowledge views, in which, being driven by one knowledge view, means rejecting another knowledge view. In light of such understanding, this thesis mainly discusses the direction of curriculum reform in Chinese universities under the background of transforming modern knowledge view into post-modern knowledge view in early 21st century.The thesis consists of five parts. Part one introduces the source of the topic, its research methods and procedures as well as the relationship between knowledge, knowledge view and curriculum. Part two from comparative point of view analyzes transformation of modern knowledge view into post-modern knowledge view in thinking, nature, types and production of knowledge. Part three briefly reviews and introspects about the history of curriculum development in Chinese universities while analyzing problems caused by the challenge of knowledge economy as well as modification of society forms and knowledge forms, with a discussion of reasons from perspectives of history, society and knowledge views. Taking developed countries as examples, part four studies trends and issues of curriculum reforms. Moreover, it also illustrates reform direction of curriculum objectives, contents, implement, evaluation and learning styles as well as the relationship between teachers and students. The final part puts forward several suggestions about curriculum reforms based on practical situation in Chinese universities in the early 21st century.