The Specialization Research Of Basic Education Curriculum Culture In Minority Poor Pural Areas

21 century is a century of cultural criticism and self-examination. Various types of social contradiction and confliction outstand at the layer of culture, the same as education. Culture is created from man, and man subsists based on culture; as a kind of selection of culture, curriculum also deeply feels the influence of culture. Each types of curriculum is created from and exists in a particular cultural background, the same as the new curriculum of our country's basic education. From the viewing angle of culture, new curriculum is a completely new culture, and new curriculum reform is a remodeling of the whole basic educational curriculum culture. Minority poor rural areas'basic education is a frail link of our country's basic educational new curriculum reform and a developing bottleneck of the whole basic education. By actual analysis to the curriculum culture of minority poor rural areas'basic education, we can reveal its specializations; at the same time, by causing analysis to these specializations, we can also find the cultural resistance which confines new curriculum putting into effect in these areas and reconstruct the basic education curriculum culture in minority poor rural areas, which would accelerate new curriculum carrying out entirely, continually and effectively in these areas.Different from former researches which took theoretical though of the minority poor rural areas'basic education problems from the viewing angle of economy and/or society, this research inspects the basic education's new curriculum reform in minority poor rural areas insisting the cultural viewing angle and empirical researching form, concentrates on three cultural facts' influence——"minority", "poor" and "rural"——to their basic education curriculum culture, and explores hardly the means to construct basic education curriculum culture in minority poor rural areas under the multicultural background which contains local culture——minority culture, poverty culture and rural culture, national main stream culture and word culture.This thesis's researching frame includes the following six sections:The instruction section first briefly introduces the genesis and literature review of the specialization research of basic education curriculum culture in minority poor rural areas; then elaborates this research's aims, contents, methods, creative ideas and theoretical base in the part of researching design, and defines important conceptions of this research's.The second section discovers four specializations of minority poor rural areas'basic education curriculum culture by rational analysis of S middle school's case-researching information:curriculum object culture——losing ego in the dream of "wining promotion and getting rich", curriculum content culture——"two skins" of national main stream culture and local culture, curriculum implementation culture——"loosing voice" in blind following and curriculum evaluation culture——closed "evaluating for itself.The third section reveals the reasons which cause the specializations of basic education curriculum culture in minority poor rural areas from cultural viewing angle:Intense national self-respect in minority culture makes them consciously put local culture, especially minority culture into their curriculum content; while self-abasement in poverty culture makes their curriculum object change into the pursuit of going out of rural areas to "wining promotion and getting rich"; on the other hand, because of the influence of conservative concept in rural culture, new curriculum still cannot penetrate into the whole practice of basic education in minority poor rural areas, which leads to the blind-following curriculum implementation culture and the closed curriculum evaluation culture. In addition, with the infiltrate of national main stream culture and world culture, the construction of multiculture in minority poor rural areas is more and more complex, and the cultural confliction which aroused from multivalues has become the root reason that makes their curriculum culture inter-conflict, even self-contradict.The forth section looks forward to the reconstructing prospect of basic education curriculum culture in minority poor rural areas on the basis of pre-sections'actual analysis and causing analysis, and considers that it must achieve the diversification of the basic education curriculum culture premising three-grade curriculum system——national curriculum, local curriculum and schools'curriculum.The fifth section puts forward the specific strategies of the reconstruction of the basic education curriculum culture in minority poor rural areas:In the aspect of curriculum object culture, determining curriculum object at three layers——local culture, national main stream culture and word culture, and accomplishing the diversification of three-dimensional objects——knowledge and skill, progress and methods, affection and values; in the aspect of curriculum content culture, putting local culture, national main stream culture and world culture into curriculum content system, and organizing curriculum content by multimethods——straight advancing form, core radiating form and stereo integrating form; in the aspect of curriculum implementation culture, promoting the cooperative curriculum reform modal and the multilanguage-multiwords "bilingual introduction", which achieves the diversification of curriculum implementation culture in two fields——reform modal and introduction modal; in the aspect of curriculum evaluation culture, the measures of diversification are that combining quantitative evaluation and qualitative evaluation, external evaluation and internal evaluation, to diversify evaluating methods, making students, teachers, schoolmasters, parents, educational administrators and curriculum experts participate into the whole curriculum evaluation, and accomplishing the diversification of curriculum evaluation objects——diagnosis, development, summary and education.The conclusion section generalizedly sums up the research's main achievements and the thesis's main viewpoints, and presents the research's imperfections and future direction:the theoretical system of construction of minority poor rural areas'basic education curriculum culture that comes from this research is still unsystematic and imperfect, and lacks the check of educational practice; the demonstrational insufficient of the case's representativeness leads to the loss of warranty to the research's reliability.