Research On The Basic Characteristics Of Teaching Reform Experiment In China Since Reform And Opening

Since China’s reform and opening-up, the basic educational reform experimentsare from gradual recovery to flourish, they not only promote the diversification ofeducational practice, but also improve and rich educational theory, and play animportant role in improving the quality and level of basic education. Over the years,domestic researches on educational reform experiments are quite rich, involving theconcept, essence, guiding ideology, value orientation, evaluation system,achievements,problems, future trends and so on, however, researches on the basic characteristics ofthe educational reform experiments are rare. Checking literature, they scattered insome monographs, papers, some studies focus on a single item of reform experiments,some on the longitudinal analysis, and others on superficial analysis of certaincharacteristics, very few people analyses the basic characteristics of the reformexperiments since reform and opening up from a broad perspective, in particular, ouranalysis are short of interaction between educational reform experiments and basiceducation. This is not to conducive to understand reform experiments and conduciveto accurately grasp the future direction of reform experiments, but also not help us topromote the reform and development of basic education to deepen.In this paper, I analyze and summarize the basic characteristics from objectives,basic content, model of teaching, value orientation of the educational reformexperiments more than30years, trying to clarify its basic characteristics, provide abasis framework for understanding the problem. This study consists of the followingsix sections:The first part is an introduction. It includes the origin, a review of the domesticresearch on educational reform experiments situation, the purpose, significance andresearch methods.The second part has combed the target trajectory of educational reformexperiments since the reform and opening up. It is divided into five parts: bring orderout of chaos, establish order, return to the “double base” stage (1978--the early of1980s), emphasize the “double base”, intelligence and ability development stage (theearly of1980s--the late of1980s), pay attention to non-intelligence factors stage (thelate of1980s--the early of1990s), quality education stage (the early of1990s--the early of the21st century), emphasize the cultivation of core literacy stage (the early ofthe21st century--today). The study analyzes the goals of educational reformexperiments from national policy, theory and practice.The third part is the basic content of educational reform experiments. The studyhas carried on the two most important parts of educational reform experiments, theyare curriculum reform experiments and teaching reform experiments.The fourth part is model of teaching. The study analyzes model of teaching, theteacher-student relationship changes in teaching.The concrete changes caused byeducational reform experiments are analyzed in detail.The fifth part is the value orientation of educational reform experiments. Thevalue orientation showed the following changes: from the concern of social valuegradually transition to the concern of individual value; from the focus on scientismgradually transition to the humanistic; from the focus on learning gradually transitionto the focus on capacity development; from the emphasis on teachers center graduallytransition to the emphasis on students center.The sixth part is some thinking and future outlook. Through the systemarrangement and analysis, on one hand, this part concluded five reflection on theeducational reform experiments, educational reform experiments not only promoteeducation development but also has the profound social attribute; experiments mustadhere to the value of promoting students’ development; experiments are necessary tohighlight the theme of students’ development; scientific and standardization are theonly way for experiments; the experiments must deal with the relationship betweeninheritance and innovation, handle the relationship between foreign experience andChinese characteristics. On the other hand, this part prospects the development trendin the future.