Research On The Evolution Of The Value Orientation Of Chinese Ordinary High School Technology Courses Since 1949

Curriculum value orientation is the core and basis of curriculum reform. Since the 1949, general high school technology education in China has experienced different course forms, and the theory and practice of the technology curriculum have also developed more in-depth. Currently, faced with the rapid development of technology and economy as well as the new trend of international technology curriculum development, the value orientation of general high school technology curriculum inevitably needs to be optimized and improved. So this study starts from the perspective of historical development and stands on the society and the students, the two main curriculum value subjects. Based on text data such as the lesson plans, curriculum standards (syllabus), teaching materials, this study uses literature methods, text analysis methods, history study methods to investigates the value orientation of technology curriculum in different historical periods.Through the research, the development process of Chinese general high school technology course since 1949 is divided into three main stages:from the 1949 to beginning of the Reform and Opening up, from the Reform and Opening up to the end of the 20th century, from the 21st century to today. Because of the different backgrounds of technology curriculum in these three stages, the value orientations of them exist differently. The first two stages mainly based on the society. The value orientation of the first stage mainly reflects the productive, economic and political value orientations of it; the value orientation of the second stage is the development of economy and science and technology value first and the education value orientation second. And the third stage reflects the people-oriented educational value orientation, but also reflects the social oriented instrumental value orientation, curriculum value orientation achieves the preliminary unity of "man and society". Based on the historical vicissitude of the technology course, the fourth part summarizes the technical evolution laws of curriculum value orientations and concludes that the course objectives have changed from single orientation of "skills" to "literacy" comprehensive orientation, the course contents have changed from the "outside person" to the "inherent", the curriculum implementation have changed from the "unity orientation" to "diversity orientation", and the curriculum evaluation have changed from the "ultimate orientation" to "development orientation". And then, the study reflects and summaries the value orientation of general high school technology curriculum since the founding of new China with the purpose of getting some enlightenment to the improvement and realization of technology curriculum value orientation in the present.