Research On The History, Current Situation And Developing Way Of High School's Curriculum Frameworks Since The Founding Of PRC

In the new century, every country adjusts and reforms high school's curriculum frameworks in order to cultivate competitive person who can adapt to the rapid changes of social demands. And every country starts to design high school's curriculum frameworks from the background of globalization, and constructs advanced level courses. High school's curriculum frameworks is also important in the basic education field in our country . So, researching on our country's high school's curriculum frameworks has great theoretical significance and practical significance.This paper uses literature research method, comparative research method, historical logic method and text analysis method. Then analysing the real situation of high school's curriculum frameworks since the founding of our country by curriculum texts. And comparativing analysis the development trend of high school's curriculum of some foreign countries and HongKong and TaiWan. Studying high school curriculum frameworks in certain historical condition and using dialectical point of view assessment realistically according to the specific historical conditions at that time .This research is divided into four chapters. The first chapter is based on the occasion of the topic, describes the purpose and significance of the research, clears the research approach, content and method, defines the core concepts, and analyzs the progress of the research about "high school's curriculum" at home and abroad, points out the shortcomings of existing research and find out the value of this study and research perspective.The second chapter reviews the high school's curriculum frameworks of the United States, Britain, Japan, France, Russia, Hong Kong and Taiwan, analyzs the features and the trend of development of high school 's curriculum frameworks in foreign countries and Hong Kong and Taiwan in order to provide some worth experiences for china.The third chapter combs relevant policy documents from the curriculum categories, curriculum subjects, the time of curriculum and the percentage, analyzs the characteristics and the changes of reasons. By the analysis we can know that: Firstly, the value of high school's curriculum frameworks stresses subject centered curriculum and ignores student centered curriculum; Secondly, stresses subject curriculum and ignores activity curriculum; stresses compulsory curriculum and ignores optional curriculum; stresses separate curriculum and ignores integrated curriculum; stresses academic curriculum and ignores career curriculum; Thirdly, from the structure of the academic curriculum, tools curriculum in the dominant, stylistic and technical curriculum needs to be strengthened; science curriculum has been valued and social curriculum emphasized insufficiently.The fourth chapter is based on related theory, according to the comparative research and historical comb of high school's curriculum frameworks in china , there are some suggestions: Firstly, emphasize the balance of subject curriculum and activity curriculum; Secondly, emphasize the balance of compulsory curriculum and optional curriculum; Thirdly, emphasize the balance of separate curriculum and integrated curriculum; Fourthly, emphasize the balance of tools curriculum, knowledge curriculum and stylistic and technical curriculum; Fifthly, emphasize the balance of sciences curriculum and social curriculum.