| The international comprehensive strength is becoming increasingly fierce since thebeginning of the21st century which causes the increasing demand for talent. Therefore,the world make the education development and technology education into their strategicplanning. China and Australia are no exception.At this stage of the educational reform, China is mainly based on the curriculumreform in the field of middle school’s history education. The purpose is to achieve thecomprehensive modernization of the middle school’s history curriculum system. In2001, our Ministry of Education promulgated the" Basic Education Curriculum ReformProgram (Trial)" which lay the foundation for the Compulsory Educational Reform. Inthe same year,“The Full-time Compulsory Education History Curriculum Standard(Experimental Draft)”was established. It reflects that curriculum objectives，our middleschool’s teaching methods，evaluation methods and materials have been changed a lot.Today, the Australian history educational reform mainly treats the civic educationas the starting point to establish the contemporary young people’s national awareness.However, all Australian state’s educational reform situation are unbalanced, by theimpact of Australian educational system. In1998, New South Wales promulgated thefirst" Australian New South Wales History Curriculum Standards”. The contents aremainly against the reform of middle school’s history educational objectives and goals，the writing of textbook and teaching assessment. The prominent reform is theeducational goals and the writing of textbook. In2006, the Australian Ministry ofEducation held the “Australian history summit " that aimed at the revitalization of thenational history education in Canberra. Social celebrities were invited to explore the historyof the Australian middle school’s educational methods.The participants discussedthe educational situation of Australian history and the basic principles and outlines ofAustralian history education, etc. On the summit, Australian Minister of Educationexplicitly required that every state should learn from New South Wales to establish anindependent history curriculum.In recent years, the history education of Sino-Australian have suffered big changes.There is little detailed research on the1998New South Wales history education reformin Australia’s history. This thesis aims to argue the this period of Australia’s historyeducational reform, and presents the current situation of the Sino Australian middleschool’s history education. By contrast， explore the experiences and lessons from theAustralian history educational reform to lead our middle school’s history curriculumreform to keep better.This paper mainly uses comparison, literature, and illustration. The comparisonmethod is the main research method which is an important kind of research methodLiterature is the important method in this paper. This paper’s content are derived fromthe New South Wales history textbooks4to5stage and the98edition course standardsas well as network. In order to convince readers, the thesis also uses more illustration.Through the comparative analysis of educational goals, textbook, teaching methodsand teaching evaluation between Chinese and Australian middle school’s historyeducation, the study made the following achievements: First of all, on theory, theresearch is the icing on the cake in this area. Secondly, it shows the status of middleschool’s history education in Australia. Thirdly, finding out the similarities anddifferences between Chinese and Australian middle school’s history education, anddiscovers the advantages to learn by contrast.Chinese and Australian middle school’s educational reform are parts of the worldcurriculum reform, which reflects the development trend of the history curriculum and highlights the basic characteristics of the two countries’ history education. I think theAustralian educational reform can inspire ours after the paper research on thecomparative studies and examined characteristics of gains and losses. |
PDF Full Text Request