British Sixth Grade Science Curriculum Reform Study

This thesis describes and analyzes the curriculum reform of Sixth Form in 2000 in U.K, with the aim of resolving problems facing in the high school curriculum of China.There are many problems in high school curriculum in China. For example, the learning contents are only server for students' further study in university, and ignored that of vocation. The curriculum structure is inflexible. The subjects are separated and far from students' experience and social reality. The curriculum evaluation is only about students' academic learning, ignores every students' multi-facet development. The academic level of Sixth Form in U.K is just like that of high school in China. Both are faced with the similar problems in development. Sixth Form resolved these problems by following measures: First, they offered some vocational curriculum to students. Second, they implemented elective system, in which the activity curriculum and some students-interested curriculum are also recognized for developing students' capability and personality. Third, they adjusted the structure and evaluation of subject-centered curriculum and vocational curriculum to enable learners to combine academic and vocational studies. At last, they combined the curriculum reform with the evaluation reform. There are several reasons for the curriculum reform in Sixth Form, but the important one is the continued pursuit for the educational democracy in U.K.The curriculum reform of Sixth Form in U.K. has some implications for high school of China. First, we should put importance to vocational education in high school and care every student's development. Second, we should emphasize elective curriculum and connect it with evaluation. Third, we should reform the evaluation and curriculum at the same time, thus improving the curriculum reform by the evaluation reform.