The Development Trend of Basic Education Curriculum Policy in China
Judging from the trend of curriculum policy reform of basic education in the world, countries that belong to centralized curriculum power model have gradually implemented partial decentralization; Countries belonging to the decentralized curriculum power model began to gradually adopt partial power concentration. No matter whether it is decentralization or centralization, the essence is the same, that is, it is necessary to better coordinate the power distribution relationship between the state, local governments and schools, give full play to the role of the three, make them coordinate and cooperate with each other, and jointly promote the deepening of curriculum reform. Similar to other countries in the world, China is constantly adjusting the curriculum power of the state, local governments and schools. The general trend is that the country is constantly simplifying administration and decentralizing power, strengthening macro-control and guidance, transforming government functions, appropriately expanding the curriculum power of local governments and schools, and allowing them to actively participate in the process of curriculum decision-making, curriculum development and curriculum implementation. From the first part of the development history of basic education curriculum policy, we can know that China's curriculum reform has gone through an uneven road and achieved several major changes, but in any case, the reform seems to be inseparable from the core of power redistribution among the state, local governments and schools.
Therefore, from the perspective of international climate and curriculum reality in China, China's future basic education curriculum policy will pay more attention to the following aspects.
(A) policy concept: student-oriented development
Judging from the basic value orientation of curriculum policy, China has been emphasizing the concept of social-oriented curriculum policy for many years. We can confirm this from the educational objectives of basic education and a series of curriculum documents promulgated by the government. From 65438 to 0985, the Central Committee of the Communist Party of China's Decision on the Reform of Education System pointed out that "education should cultivate qualified talents at all levels for China's economic and social development"; The Outline of Education Reform and Development in China issued by the State Council and the Central Committee of the Communist Party of China 1993 pointed out that "schools at all levels and of all types should conscientiously implement the policy that education must serve the socialist modernization and must be combined with productive labor to cultivate builders and successors with all-round development in morality, intelligence and physique". The guiding ideology of China's current compulsory education curriculum plan is to "follow the strategic thinking of education facing the present, the world and the future, implement the national education policy, insist that education serves socialist construction, and combine education with productive labor." Moral education, intellectual education, physical education, aesthetic education and labor education should be given to students to improve the quality of compulsory education in an all-round way, and at the same time "lay the foundation for cultivating talents at all levels in socialist construction." From these expressions, we can easily understand that these curriculum policies are basically a value orientation facing the society. In the knowledge economy and information age of 2 1 century, China lost no time to deepen quality education, and the concept of curriculum policy is also changing. "Based on students' development, cultivating innovative spirit and practical ability" has become the common choice of the state and local governments, forming a more obvious value orientation of children's development. Shanghai put forward three basic curriculum concepts in the second phase project of compulsory education curriculum reform facing the new century: paying attention to the development of students, paying attention to the cultivation of innovative spirit and practical ability, and building a new concept of academic ability. In a traditional society that has always emphasized the orientation of social needs, it is very necessary to consider the child development standards in combination with social standards. "Student-oriented" proposed in the Shanghai curriculum design is the embodiment of the essence of basic education and the unity of students' development and social progress in the fundamental interests and value system. What needs to be emphasized here is that children, subjects and society are the three main factors that restrict school curriculum, and they are closely related and indispensable. No matter which factor is ignored or emphasized, schools and courses will be out of balance, which will make the training goal of education unable to be fully realized. Starting from this value orientation, the curriculum policy of quality education in China will be balanced, comprehensive and selective. The future curriculum policy emphasizes the following three aspects: the reform pays too much attention to the bias of intellectual education and knowledge inheritance, and emphasizes that the curriculum should promote the healthy development of each student's body and mind, cultivate good moral character and cultivate the desire and ability of lifelong learning; Reforming the curriculum structure overemphasizes the tendency of discipline independence, too many categories and lack of integration, and strengthens the comprehensiveness, balance and selectivity of the curriculum structure; The reform tends to overemphasize the rigor of the discipline system and the classical content in the course content, strengthen the connection between the course content and modern society, scientific and technological development and student life, and reflect the modernization and adaptability of the course content. In short, we should pay attention to students' learning status and emotional experience from the needs of their all-round development, pay attention to the embodiment of students' dominant position and the play of their dominant role in the teaching process, emphasize respect for students' individuality and individuality, encourage discovery, exploration and questioning, cultivate students' innovative spirit and practical ability, and let them learn to learn to learn.
(b) Curriculum decision-making: towards balance
Generally speaking, a country's curriculum decision-making model has certain internal relations with its political system. From a global perspective, there are two tendencies in the political system: centralization and decentralization. Accordingly, there are two tendencies in curriculum decision-making: France, the former Soviet Union and China have a centralized tradition in curriculum decision-making, emphasizing the development, management and control of curriculum by the central government; America. Britain, Australia and other countries have a tradition of decentralization in curriculum decision-making, emphasizing the autonomy of local and schools in the curriculum process. These two decision-making models have their own advantages and disadvantages. Nowadays, the development trend of curriculum decision-making is that centralized curriculum decision-making begins to attach importance to the autonomy of local and schools in the curriculum, and decentralized countries begin to strengthen state intervention in the curriculum. Although there are differences in ways, they all go to the same goal in different ways, aiming at democratization and scientific curriculum decision-making. At the same time, with the enhancement of people's curriculum awareness, more and more individuals, organizations, groups and other non-governmental organizations participate in curriculum decision-making with a positive attitude, so that curriculum knowledge can reflect the interests of the overwhelming majority of people to the greatest extent. In the process of curriculum decision-making, in addition to the role of administrative departments, government officials and curriculum experts, some scientific research institutions, interest groups, universities, publishing departments, social organizations and the media all participate directly or indirectly in the process of curriculum decision-making, and the status of teachers, parents and students in curriculum decision-making has also been improved to some extent.
This shows that the subjects of curriculum policy involved in quality education begin to diversify. The policy subjects mentioned here can be simply defined as individuals, groups or organizations directly or indirectly involved in the policy-making process, which are generally divided into official and unofficial categories. Officials refer to those who have the legal authority to formulate curriculum policies (of course, some of them may actually be subject to unofficial political parties or pressure groups), including government heads, legislators, administrative personnel, etc. Unofficial refers to individual interest groups, political parties and citizens, and their extensive participation is an important step towards the balance of curriculum decision-making.
(c) Policy formulation: towards science.
Curriculum policy is not only a static text but also a dynamic process. These two processes include four main links: policy issues, policy decisions, policy implementation and policy evaluation. From this process, although there are some defects in the formulation of quality education curriculum policy, compared with the previous empirical policy, it has made a great step forward in the scientific aspect of policy formulation. As far as policy is concerned, the curriculum problem of quality education is the core of quality education, which involves a wide range and has great influence. It has the nature of a national problem and is a problem that the government must pay attention to. As far as policy decision-making is concerned, this curriculum policy not only adapts to the world's advanced curriculum concept conceptually, but also has clear policy objectives and plays a good role in policy evaluation. As far as policy implementation is concerned, although there are also problems of policy distortion in different regions, the effect and influence of practice are enormous and the achievements are worth going. As far as policy evaluation is concerned, we have changed the situation that we only promulgated and implemented policies and lacked policy evaluation in the past, and strengthened the renewal of curriculum policies; Revision, supplement and improvement, the improvement of this feedback system makes the policy process always in a virtuous circle, which is conducive to the scientific curriculum policy. From this point of view, regardless of the transparency, appropriateness, feasibility and continuity of the policy, China's basic education curriculum policy is changing from "empiricism" to "scientism".