The Curriculum Theory Upon The Perspective Of Constructive Postmodernism

The constructive postmodern curriculum theory was prosperoused in the late 80's of 20th century. It's part of postmodern curriculum theory with apply the constructive postmodern philosophy to the field of curriculum.It criticizes the modern curriculum theory, for the target of curriculum is preinstalled, the content of curriculum is closed, the implementation modalities of curriculum is indoctrination, and the main function of evaluation is distinction. The constructive postmodern curriculum theory tries to reverse this situation. In the framework of Postmodernism, the target of curriculum move towords to generation from preinstalled, the content of curriculum move towords to open from closed, the implementation modalities of curriculum move towords to discourse from indoctrination, and the main function of evaluation move towords to premote development from distinction.This kind of curriculum theory is characterized by opening, diverisity, creativity and internality. It affect the field of curriculum by providing a new perspective and also provide fully constuctive advices for the reformation of curriculum.The dissertation is devided into five parts:Foreword. In this part, the reason for putting forward and the significance of the study are analyzed, and the conception of postmodernism and constructive postmodern curriculum theory will be definited exhaustive.Chapter one, the theoretical foundation of constructive postmodern curriculum theory are introducted. It is the constructive postmodern philosophy. Besides, the curriculum theory also absorpted biological worldview, dissipative structural theory and process philosophy.Chapter two, this part presented the perspective of Doll and Slattery.Chapter three, this part summarized the features of constructive postmodern curriculum theory, and appraised it briefly.Chapter four, this part drawed on the basis of using constructive postmodoern curriculum theory as reference, and point out some systematic advices for ongoing reformation of curriculum.