On The Basis Of The Reform From "Three-dimensional Target" To "Key Competency" To Study The Development Of Chinese Instructional Objectives

From 2001 new reform, the eighth basic education reform has been carried for more than sixteen years. During this period, our country's education has had a great achievement. However, with the sharp development of country and times, the educational philosophy which we have owned has far fallen behind the requirement of development.So, the ninth education reform must be enforced. To make it, our education field proposing "Key Competency" published the basic connotation and structure. In order to give some valuable suggestions, This paper studies the connotation of "Key Competency" and the properties of Chinese instructional objectives.Chapter one is going to study the properties of Chinese instructional objectives guided by "Three-dimensional Target" for contrasting with "Key Competency" which will be studied in the following sections. Firstly, this chapter will introduce the contexts and causes of "Three-dimensional Targe" shortly. on the basis of this study, this chapter will study the effect of theory to Chinese instructional objectives. Then, it will study the properties of Chinese instructional objectives——knowledge-centered, formalism.otherwise,this chapter will study the problems of Chinese instructional objectives guided by "Three-dimensional Target". Chapter two is going to study the properties of Chinese instructional objectives guided by "Key Competency". Firstly, this chapter will introduce the contexts and causes of "Key Competency" and the connotation of "Chinese Key Competency" in detail. On this basis, this Chapter will study the connotation and denotation of the "Key Competency". Then,it will study the properties of Chinese instructional objectives.Chapter three is going to study the the properties of Chinese instructional objectives which is influenced by the change from "Three-dimensional Target" to "Key Competency" on the basis of chapter one and chapter two. Firstly,this chapter studies three relationships between "Three-dimensional Target" and "Key Competency"-inheritance,criticism and development. Secondly it is going to study the development of Chinese instructional objectives——"Three-dimensional" to Multidimensional","Knowledge" to "Competency","Futurity" and "Sociality". Then,it will give some advice to Chinese instructional objectives which is guided by "Key Competency".