Introspection Of The New Curriculum Reform Criticism In China

Since the early of 21 st century, the new curriculum reform in China has been implemented as a revolution on the Chinese education system, which has emerged to become an important issue and been criticized by different sectors of Chinese society. The related criticisms to the curriculum have never been ceased, and continuously lasted for over than a decade. As the research objective of this project, the criticism of the curriculum has been intensively studied. I will comprehensively analyze the causes of the criticisms, focus on the internal trajectory of its development and various objectives, therefore, observe the reason behind. By accessing the meanings and defects of such criticism, it will significantly improve the practices of new curriculum reform and criticisms being rational.The criticism of the new curriculum reform in China has experienced three stages: the initial stage(2001-2003), the formed stage(2005-2006) and the expanded stage(2005-2014). In different phases, the criticisms have different characteristics. During the initial stage, most of the criticisms were dull. The criticism points of this stage were not obvious enough to be drawn attention for discussion by public due to the fewer critics, infirm opinions and criticism based on personal experiences. During the formed stage, the debate of knowledge ignored by the new curriculum reform between Professor Wang Cesan and Professor Zhong Qiquan intensified the heat of discussion. The criticisms according to the new curriculum reform had been discussed and debated by different sectors throughout the Chinese society. During the expanded stage, much more heated discussions had been performed by concerning certain criticisms of the new curriculum reform. Either the scopes or contents of criticisms had been dragged to advanced level. Meanwhile the number of criticisms also increased dramatically.In this project, in order to verify the focus spots and contradiction of criticisms, three cases have been studied, i.e. the debate between Zhong and Wang, the dispute of theoretical basis, and the appeal of academician by considering the large-scale of the criticism scope. Integration of these case studies, the focus spots and contradiction of criticisms includes the following aspects: the theme of knowledge concept, the theoretical basis, and the curriculum reform fulfilling issue, and so on, which reflect the different views due to different individual education concepts.Further research has been performed to infer the fact that the criticisms of the new curriculum reform in China are not only subjected to the society sectors, but also the technical vision, education views, and ways of thinking of individual critics. In the meantime, the conflict of interest should be taken into account as a significant practical factor for criticisms.Based on the researches of this project, meanwhile reflected the criticisms by comparing the benefits with shortages, the new curriculum reform should comply with rational criticisms. First of all, the new curriculum reform of criticism needs to unswervingly follow the principle of seeking truth from facts, the rational principle and the principle of combining theory and practice. Secondly, the rational critics need to enhance their self-accomplishment, responsibility and mercy. Finally, to comply with the goal of the new curriculum reform is to build up a better education system in China rather than being dominated by negative criticism. Therefore, the criticisms to the new curriculum reform will be able to tend to developed more rationally, efficiently, and practically.