Based On Objective Comparative Study On The Taxonomy Of The Old And The New Compulsory Education History Curriculum Standard

A quantity of researches has been done on the History Curriculum Standard in Compulsory Education since early2012. This paper attempts to classify the content standards from both the version of experimental draft and the version of2011of the History Curriculum Standard in Full-time Compulsory Education by using the method of Bloom’s Taxonomy. The goal of the classification is to consider the trend of history curriculum development through the changes of the target frequency which has shown in different historical stages.This paper is presented from the following four different aspects.The first part is the Preface which mainly states the reason of topic selection, the research methods, and the latest research status in this field. Both the syllabus and standard of History curriculum have been the focus of attention because the History Curriculum Standard plays a very vital role in guiding the development of history curriculum. The History Curriculum Standard in Compulsory Education was finally published in early2012after10years of experimental reform. Adjustments have been done in the2011version of the standard based on the summary of the achievements and problems of curriculum reform in the past ten years, particularly in terms of content standards. This paper attempts to classify the content standards from both the version of experimental draft and the version of2011of the History Curriculum Standard in Full-time Compulsory Education by using the method of Bloom’s Taxonomy. The development of the History Curriculum is clear when comparing changes on quantity of different combinations based on the classification of the two versions of the standard. There has been abundant research in this field in interpreting, comparing, and evaluating the History curriculum.The second part focuses on the changes of the framework of the two versions of History curriculum standard. Then, a comparison would be done on the nature of the curriculum, the concept, the design, and the methods.The third part is the change of the content standard in the classification table. This section is mainly discussed from three parts:1) the way to apply the classification table in the analysis of the History curriculum standard;2) the results of the classification of the content standards in the two versions of standards;3) the analysis of the changes in value orientation and the view toward history in the History curriculum.The last part is about the existing problems and suggestions which fall into four different points:1) the insufficiency of certain details in knowledge addition or elimination;2) the dramatic reduction of procedural knowledge which is not conducive to students’mastery of the main clue of history learning;3) the insufficiency of rigors in using action verbs in history curriculum standard;4) the lack of the cultivation of student’s evaluation and creation ability. Further studies are needed in solving above problems.