Adult Education Curriculum Development Of China’s Remote Rural Communities

China is a large country with numerous rural population. To resolve "Three Rural Issues" completelyand construct a harmonious society, there is an urgent need to improve the overall quality of ruralpopulation comprehensively, especially their scientific and cultural qualities. To this end, great importanceis attached to community education in rural areas in recent years. However, due to China’s large population,weak economic foundation, limited investments in education, the current curriculum development hasfollowing issues in remote rural communities, including lack of governmental strong support, rich theoriesand sufficient staff, low-quality of teachers and conductors, non-standard process. Fortunately, the relatedexperience from the United States, Japan, Nordic countries provides us three very good examples. So, tosolve the above problems, we should absorb the essence and discard the dross, adhere to community-basedand people-oriented principles, regard eradicating actual problems and promoting the development ofcommunities and their people as starting points and end points. Specifically, the following measures shouldbe strictly taken, such as enhancing governmental responsibility at all levels, enriching related theories,strengthening the construction of teachers’ team, so as to promote the quality of curriculum developmentand meet the needs of the residents.The full text is divided into four chapters. Chapter I describes the topics of reason, significance,literature review, research method, the relevant concept definition, innovation and inadequacy; Chapter IIdisplays the current status quo and problems, and their causes of adult education curriculum developmentin remote rural communities in China by the case research of G village, located in Wutai County, ShanxiProvince; Chapter III discusses the experience and lesson of rural community adult education curriculumdevelopment in the United States, Japan, the Nordic; Chapter IV sets out that we should learn from therelevant experience of above three regions, adhere to community-based and people-oriented principles, andput forward specific proposals about how to improve the quality of curriculum development of remote ruralcommunities.