Research On Curriculum Development Of Elementary Education

Ten years have passed since the Chinese education system started to upgrade its elementary teacher education from a type of technical preparation programs to the regular four-year undergraduate programs in higher education institutions. In this ten years, this major solve the problem of primary teacher gaining their high education. With the construction of elementary teacher education, the system of teacher education in China has been transformed from a three-level module (middle-normal-school, junior college, undergraduate university) to the two-level module (junior college, undergraduate university). Such a reform takes the advantage of high normal university, enhances the quality of elementary teacher training and meets the demands for high quality teachers. Meanwhile, it presents new ideas to develop innovative models of domestic teacher education. Nowadays, many scholars have done various studies on the relevant issues of the construction of elementary teacher education, including thorough theoretical analysis and empirical exploration, such as historical development, training orientation and model, curriculum structure, and etc. But we haven't worked out unified training model, curriculum structure yet. All are still under exploring stage.This research bases on both quantitative and qualitative research. Plan analysis, questionnaire and interview are used to collect data in order to study on the item of elementary education curriculum structure deeply. This thesis is divided into six parts.First, I introduce the reason of how the question was listed, the meaning of this research and the specific method. Second, illustrate the background of research which contains elementary teacher in four-year undergraduate programs from domestic and overseas aspect. In addition, generalize the necessarity and feasibility of we set up this major. Introduce the three development period of primary education, moreover the meaning, characteristic of this major, training goal and its model. Third, analyze the training plan of elementary teacher in four-year undergraduate programs based on the 21 universities'. To begin with, concept of curriculum development should be defined and what are the factors should be considered. Then move to the guiding ideology and principles of this curriculum development. Next, introduce each model of curriculum condition, such as proportion, what's the current situation in the other universities and what're the differences. Furthermore, compare the three models from curriculum proportion and content. Forth, expound the present situation of the curriculum structure of elementary teacher in four-year undergraduate programs. This part based on the data collected in the interview and questionnaire. Fifth, point out the problems of curriculum structure and the strategies of them. Suggestions were given from the factors which affect curriculum development, for instance, training goal, personnel structure, curriculum content and curriculum proportion. Finally, make the conclusion. Generalize the issue found in the research and the way we solve them, and show the direction I will focus on in the future.