A Comparative Study Of The British “Design And Technology” Curriculum And The Comprehensive Practical Activities Curriculum In China

In 2001, China launched a new round of primary and secondary school curriculum reform. One of the important measures is to add comprehensive practical activity curriculum as a compulsory course in primary school and high school. This course aims to break the dominant curriculum pattern of the traditional subject curriculum, aiming to cultivate students' innovative spirit and practical ability. The practice of 10 years shows that the theory construction and practice have made considerable progress and had a positive impact on the in-depth development of the new curriculum reform. However, reviewing the related research and practice, problems can be found in terms of curriculum content, curriculum organization and qualities of teachers, such as course content lacks of continuity and innovation, teachers and students' autonomous inquiry subject are not enough. In addition to this,the problem of single curriculum organization, not really let the students out of the classroom and campus, teachers' professional problems are also outstanding. The education authorities do not have a strong regulatory efforts to form a joint force of education. Whether we can solve these problems is not only related to the effect of the new curriculum reform, but also will have a great impact on the implementation of quality education.In fact, training students' innovation spirit and practice abilities through activity curriculum and other forms is not our original, many countries in the world have made successful experiences for reference, such as the "Design and Technology" in Britain. The course has already been implemented for more than 20 years and has been widely recognized in curriculum model over the world. The curriculum objective and many other aspects between “Design and Technology” course and Integrative practical activity curriculum are similar. And courses all experienced confusion stage in the beginning. Through a series of reform measures, Britain has made continuous improvement. We can also do this. By contrast, we will find disadvantages of the integrative practical activity curriculum in our country. On this basis, we can put forward strategies to promote our country's new curriculum reform implementation.This study is divided into four parts. The introduction included raise of the question, explains the purpose and significance of the research, current status of the situation and research method. In the first part, it gives a detail introduction of the curriculum of design and technology in Britain from the background, content, value orientation, evaluation mechanism and implementation of the curriculum. In the second part, it systematically reviews the progress of the comprehensive practical activity curriculum in our country. In the third part, the paper makes a comparative study of the two courses in the curriculum, including the content, goal, cognition, evaluation and implementation effect, and puts emphasis on the analysis of the problems existing in the curriculum of comprehensive practical activities in China. In the fourth part, it puts forward the countermeasures and suggestions to improve the comprehensive practical activity curriculum in our country from the aspects of curriculum development, curriculum resource development, full-time teacher training and so on.