An Examination Of The Humanistic Orientation In The Chinese New Curriculum Reform

We can make progress only if we reflect continuously, therefore, we can't stop reflecting anytime for that we pursue progress all the time. From the Chinese New Curriculum Reform's beginning, there were several debates on theories on the Chinese New Curriculum, and there were many problems on the Chinese New Curriculum's practice, therefore, we have to reflect the Chinese New Curriculum Reform in all directions today, nine years later from the beginning of the Chinese New Curriculum Reform's implementation. In this research, we have respected the Chinese New Curriculum Reform's value orientation, which is the spirit of the Chinese New Curriculum Reform, based our practical position on educational research, and we have tried to reflect and reconstruct the Chinese New Curriculum Reform's value orientation in depth. In this study, the research's ideas and perspectives are as follows:The first part is the realistic representations of the humanization of the Chinese New Curriculum Reform. We discussed the humanized representations of the Chinese New Curriculum Reform from the aspect of theory and practice after we summed up the characters of humanistic educational theory:curriculum standards taking palace of syllabus, pursuing people's self-realization and self-liberation on the aspect of curriculum objectives, attending to the life world seriously on the aspect of curriculum content and structure, advocating students'subjectivity on the aspect of views on teaching and the relationship between teachers and students, focusing on students' integrated development on the aspect of curriculum assessment, then we argued the humanistic orientation of the Chinese new curriculum reform.The second part is the review and reflection of the humanistic orientation of the Chinese New Curriculum Reform. First of all, We introduced the origin of the humanistic orientation of the Chinese new curriculum reform briefly, holding that the "humanistic" value-orientation of the Chinese New Curriculum Reform has experienced the process from the "sprout" of 1980s to "explode" of 1990s, and then to the "slay" of the new century in our country; Further, we analyzed the motivation of the New Curriculum Reform, believing that it was caused by the development of China's social and political democratization, economy marketlization, cultural diversity and the repression of traditional education on students' subjectivity and so on, which is from a practical motivation eyes; Simultaneously, from the theoretical motivation eyes, it was the result of the postmodern transformation of knowledge views and the development of our educational theory. Therefore, there are both necessary and subjective motivation on the "humanistic" of the New Curriculum Reform, however, necessity does not mean rationality, then, we clarified our worries about the New Curriculum Reform, considering that we should look out two malignant tendencies such as "generalization of humanistic" and "Westernization" of the Chinese new curriculum reform; Finally, we made a comment on the Humanistic Orientation of the New Curriculum Reform that we should dialectically deal with the relationships between China and west, inheritance and innovation, individual standard and social standard, should avoid the affects of the curriculum researcher's subjective factors as possible as we can, should treat the malpractice and idea of traditional education reasonably.The third part "The thoughts on the value-orientation of Curriculum Reform of Chinese Basic Education" is the ideal construction and the intent explanation of curriculum value-orientation of the author, we considered that the humanization of curriculum value-orientation was confirmed inevitably by the western world as one pole of value-orientation that is not reasonable, and all various signs of our educational practice also revealed that it have inevitably leaded to bias. We hold.that, on the Chinese Basic Education Reform, we should firmly stick to the Marxist Theory as the guiding ideology, stick to Marxism Human Overall Development Theory as theory base, and stick to the "Quasi-subject" of Marxism Human Overall Development Theory as the value-orientation of the Curriculum Reform of Chinese Basic Education, for dealing with the contradiction between the individual standard orientation and the social standard orientation effectively, and constructing the education system of Quasi-subject, exploring the local education theory system to adapt the demands of Chinese social development. Finally, when we review the development problems of our curriculum theories, we have to ponder, why the curriculum reform moved towards the "Humanism" rather than others? What's the source of the problems and malpractice in the process of Chinese local education theory system's development? We believed that the reasons may be retrospected to the problems of Pedagogy and Pedagogy scholars' own, that is they lost the spirit of independence which they should have, and it's necessary to pursue the "genuine independence" of Pedagogy and Pedagogy scholars for constructing the curriculum theory of independent, personality and Chinese style.