Sino-us Education Curriculum For Master Studies

On the base of a large volume of collected materials and documents and a detailed investigation, the thesis presents a comprehensive comparison and an exhaustive analysis of the postgraduate curriculum provision of education major in the United States and in China. The comparison scope includes goals, rights, principles, structures, and contents of curriculum provision. It is found in this thesis that the main difference between the curriculum provision in the United States and that in China is that the curriculum provision in the United States is society-oriented, while that in China is subject-oriented, due to their different education goals. The common trend of curriculum provision in these two countries is the same: internationalization and socialization. Furthermore, merits and drawbacks are compared in details. The curriculum provision in America has the merits of flexibility and concentration on the provision of courses on methodology and practice. However, the drawback is that high flexibility also causes inefficiency in those students with low self-control ability. As to the situation in China, a lot of attention is paid to the integrity of knowledge system in curriculum provision. Any course is provided in consideration of the knowledge system of this major. Compared to the curriculum provision in the United States, this is an advantage. The weak points of curriculum provision inChina are: (a) Choices and quantity of optional courses are rather limited; (b) Teaching materials are quite obsolete; (c) Courses with a focus on practice are not provided; and (d) The number of humanity in common basic courses is not enough.