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The Specialization Research of Basic Education Curriculum Culture in Minority Poor Pural Areas

Author: TangYingYing
Tutor: JiangShiHui
School: Guangxi Normal University
Course: Curriculum and Pedagogy
Keywords: Nation in poor rural areas Basic education curriculum culture Particularity Diversification
CLC: G423
Type: Master's thesis
Year: 2011
Downloads: 106
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Abstract

The 21st century is the century of cultural criticism and reflection, the various social contradictions and conflicts prominently in the cultural level, education is no exception. Culture of human health, due to the cultural and save; curriculum as a cultural choice also truly experience the culture. The emergence and existence of any kind of course has its specific cultural background, the new curriculum of basic education in China is no exception. From a cultural perspective, the new curriculum is a whole new culture, the new curriculum reform is reshaping the entire basic education curriculum culture. The national poverty-stricken areas of rural China to promote the weak link of the new curriculum reform of basic education, and is also one of the bottlenecks constraining the overall development of China's basic education. Through the analysis of the status quo of the rural basic education curriculum culture of poverty-stricken areas of the nation, we can reveal the particularity; the same time, through the analysis of the causes of these peculiarities, we can identify the cultural resistance to limit the implementation of new courses in these areas to rebuild the nation in poor rural areas of basic education curriculum culture, promote new courses in these areas as a whole, continued to effectively implement. Unlike previous studies, mostly from the perspective of economic and social problems of the nation in poor rural areas of basic education theoretical speculation, this study adhere to cultural perspectives and empirical research to examine the new curriculum reform of basic education in rural areas in the national poverty-stricken areas , concerned about the \multicultural context, the cultural construction of national poverty-stricken areas of rural basic education curriculum path. The framework of this study include the following six parts: the introduction, first briefly describes the origin of the national poverty-stricken areas of rural basic education curriculum cultural specificity and literature review; followed in the design of the study described the purpose of this study, innovation and theoretical basis of research involving important concept defined. The body of the second chapter, the rational analysis of S School case study data and found that the four aspects of the particularity of the nation in poor rural areas of basic education curriculum culture: curriculum goals and culture - \Content cultural - national mainstream culture and local culture \The body of the third chapter, from a cultural perspective to reveal the reasons for the formation of a national poverty-stricken areas of rural basic education curriculum cultural specificity: a strong sense of national self-esteem in minority cultures so that they consciously local cultures, especially minority cultures into the curriculum being content; while poor cultural inferiority complex while filling their curriculum goals alienation has become the pursuit of \throughout the course of practice in the areas of basic education in rural areas, and its course and culture is blind obedience course evaluation culture has closed; addition, the increasing complexity of the multicultural structure of the nation in poor rural areas with the infiltration of the national mainstream culture and world culture, plural values ??cultural conflict has become the root causes that lead to its curriculum culture conflicting and even contradictory. Chapter of the body, on the basis of the first two chapters of the status quo and Causes of Looking to the prospects of the national rural poverty-stricken areas of basic education curriculum cultural reconstruction has considered it necessary three courses system for the national curriculum, local curriculum and school-based curriculum premise, to achieve the basic education curriculum of cultural pluralism. The body of the fifth chapter, specific strategies: cultural reconstruction of rural basic education curriculum in the poor areas of the nation in the cultural aspects of the course objectives, from the local culture, national mainstream culture and world culture at three levels to determine the course objectives, knowledge and skills, processes and methods, attitudes and values ??3D target diversified; cultural aspects of the course content, the local culture, national mainstream culture and world culture into the curriculum content of the system, and using the straight-line propelled core radiation type, three-dimensional integrated and other diversified way to organize the course content; curriculum change in the curriculum cultural advocate cooperation mode and multi-language Latin \course evaluation culture in a wide range of measures is the use of a wide range of evaluation methods of quantitative evaluation and qualitative evaluation of the combination, the combination of the external evaluation and internal evaluation, so that students, teachers, principals, parents, educational administrators and curriculum specialists diversification - diagnosis, development, summarize, education and other diverse subjects involved in the entire process in the course evaluation, course evaluation purposes. Conclusion, summary summarizes the main outcomes of the study and the main point of the full text and study existing shortcomings and the direction of future efforts: Institute of establishing the national rural poverty-stricken areas of basic education curriculum theory of cultural construction system is still not enough system and perfect, and also the lack of education practice test; The case representation argument insufficient, leading to difficult to guarantee the reliability of the study.

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