The New Context Of Curriculum Reform, Teachers Comprehend The Curriculum Studies

The inquiry has been made on a sample of Chinese-education in "the New Curriculum". The investigation, which involves the methods of survey interview, classroom observation, conversation analysis and teaching plans analysis into the teacher's perceived-curriculum understanding, has been made in L Middle School in Beijing.The thesis is divided into four parts:The first part is the introduction:Retrospect the history of the perceived-curriculum concept, define the characteristics of the curriculum in the sociology. Based on these, conbinating with the curriculum practices at 2001, this thesis clears that the nature of the perceived-curriculum is the curriculum in teachers'mind.The second part deals with the present situation of Chinese teachers' perceived-curriculum understanding and the related research home and abroad.The third part is the core of this thesis, which based on the knowledge of the present situation of Chinese teachers' perceived-curriculum understanding and the related research home and abroad, explores the complicated influencing factors of teachers' perceived-curriculum understanding and the causes of their interaction. Also, it is done in the light of the development of teachers'perceived-curriculum understanding, and in the context of China's educational reform in primary and secondary schools.The fourth part is the practical significance of the understanding perceived-curriculum theory, which puts a brief idea of the way on the promotion to the teacher's perceived-curriculum understanding on our basic education.The issues of education such as curriculum and perceived-curriculum understanding are analyzed in the pedagogical background, and the complicated relationship between them is revealed in the perspective of educational principles.