| In June 2001, The Decision on the Foundation Education Reform and Development of State Council has clearly stated to speed up the reconstruction of the basic education curriculum system reflecting quality-oriented education. Then, in response to the call for curriculum reform of basic education, in July 2001, The Ministry of Education has promulgated The Full-time History Course Standard of the Compulsory Education(experiment draft)(hereafter referred to as Course Standard)which put forward the guiding ideology of history course reform in the stage of basic education, and conducted some huge reforms about the content and implementation in course characteristics, course objectives, course content and teaching evaluation of basic education. Compared with the 9-Year Compulsory Education Full-Time Junior Middle School History Teaching Syllabus(revised edition)(hereafter referred to as Teaching Syllabus), this Course Standard changed a lot in some aspects not only the course standard structure system and guiding ideology, but also the concrete course objectives and content, which made the idea of quality-oriented education more particular and profound.This paper adopts the method of documentary to compare Teaching Syllabus and Course Standard in course structures, teaching objectives, course content and teaching evaluations to study the deficiencies of Teaching Syllabus and summarize the new characteristics of Course Standard,by comparing, give some suggestions on how to carry out this new reform of history course standard.The full text is made up of six parts.The first part is an introduction, which introduces research background, meaning and status of the topics.The second part is the comparison of course structures, which compares Teaching Syllabus and Course Standard from the adjustment and changes in addition and deletion of course sections.The third part is the comparison of course objectives from the content and levers,then makes some reflections about this question.The fourth third part is the comparison of course content from formulating rules and difficulties, then makes some reflections about the content.The fifth part is the comparison of teaching objectives which compares the content of teaching evaluations, then makes some reflections about the evaluations.The sixth part is some suggestions which includes the combination of the integrity of history course and studying subjects, the operability of course objectives,improvements of teachers’ humanity knowledge, the diversity of Course Standard editions and the digging and broadcast of culture with national features. |
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