A Comparative Study Of The Undergraduate Curriculum System In Taiwan Universities And The Mainland Universities

The improvement of teaching depends on the level of quality set by the curriculum system and the guidelines of course value orientation. How to learn and establish scientific and rational curriculum system and curriculum value orientation from other advanced areas is a question to worth pondering. Throughout the continent’s comparative studies on the existing system of university courses, most of them focused on the experience in higher education reform and development of the western developed countries, as well as macro perspective on issues. This paper selects Chinese Language and Literature curriculum for the case as a breakthrough point, to explore the surface course system elements setting and deep value orientation of the curriculum of Chinese Language and Literature in National Taiwan University and Shandong University, and to promote the development of the theory and practice of the continent’s higher education curriculum.There are many similarities and differences between the course objectives, course structure, course content, curriculum implementation and curriculum evaluation in Department of Chinese Literature of National Taiwan University and Chinese Language and Literature of Shandong University. In the course objectives, the former adheres to the "behavioral targeting" orientation and rationalism educational philosophy, the latter pursues the "objective of universality" orientation and utilitarian educational philosophy. In the course structure, the former declines proportion of the ideological and political classes and tools skills courses on the basic courses, and increases the proportion of the core courses of general education and elective courses, the latter foundation course focuses on social and political functions, but the proportion of core courses of general education courses and elective courses of professional education courses are lower. In curriculum content, the former pays attention to teaching the classic Chinese subjects to teach the traditional classic in Chinese subjects, and emphasizes on timing dimension and spatial dimension of curriculum content selection, the latter pursuits new change in Chinese subjects and lack of unified planning in the timing dimension and spatial dimensions. In curriculum implementation, both of them are very focused on the improvement of teaching methods, as well as teachers, support security and foreign exchange on the promotion effect of teaching. In course evaluation, both of them try the application of diverse evaluation methods to ensure that the measured academic performance more reliability and validity.Through the comparative study, I found the main reason that caused the differences on the curriculum system of two universities is the different curriculum Value Orientation. Universities in Taiwan pursued the "knowledge-based value orientation", they promoted education should be built on the basis of the nature of knowledge and its importance. The universities in mainland pursued the "social standard of value orientation", they emphasized that the needs of the community should be the objectives of the curriculum, setting standards and content standards. Of course, two kinds of value orientation had their own strengths. The former highlighted the systemic and progressive of knowledge, which was easy to organize teaching and evaluate, the latter was more conducive to social stability and sustainable development.To learn beneficial practices of Taiwan University, we need to change the concept of "social identity" as the only value orientation, to innovative curriculum system and to draw comprehensive curriculum goals. We should design a scientific and rational curriculum system which is based on the knowledge logic and learning psychology, give full play to the role of the national classic culture in the curriculum, at the same time, actively absorb the advanced culture of other countries, improve teaching methods, constantly improve the teaching quality and establish a quality evaluation criteria which can adapt diversity goals.