Therefore, the curriculum policy in this period adopted the "state" power model, the curriculum power was highly concentrated in the central government, and the curriculum was almost completely decided by the state. Neither local governments nor schools have the right to formulate courses, so they can only implement the national decisions. This is determined by the historical background at that time. This transitional curriculum policy has laid a good foundation for ending the confusion of curriculum materials as soon as possible, restoring and rebuilding education, ensuring the basic level of national education, improving the quality of education and improving the quality of students, and constructing the curriculum policy in the new period. What needs to be added here is that in a period of time after the founding of New China (including this period), the customization of primary and secondary school textbooks was a historical necessity, and the choice of times was also in line with the level of China's economic and social development at that time, especially in order to safeguard national unity, stability and national unity. Just because the examination and approval system is implemented now. Accuse, arbitrarily belittle or even completely deny the past national customization, as well as the textbooks edited and published under the conditions of national customization. The advantages and disadvantages of national customization of primary and secondary school textbooks should be analyzed and evaluated dialectically and realistically under the historical background at that time.
(B) "National Top Ten" demonstration stage
The approximate time of this stage is from 1985 to 1999, during which China's economic system reform has been planned. With the transformation from planned economy to market economy, the reform of political system has been deepened. When the state implements the reform of government institutions, it constantly devolves power, mainly to local governments, but the curriculum power at the school level is still not much. In most provinces and cities in China at that time, a few people had the right to arrange local courses or local courses to meet the needs of different regions.
1985 "the Central Committee of the Communist Party of China's decision on the reform of the education system" was issued, which stipulated the principle of decentralization and hierarchical management in view of the phenomenon of excessive unified management of schools by relevant government departments, and gradually formed the curriculum power model of "ten places in the country". The "Decision" emphasizes that the fundamental purpose of the reform of the education system is to improve the quality of the people, produce more talents and produce good talents; Transfer the responsibility of developing basic education to local governments and gradually implement nine-year compulsory education; Nine-year compulsory education is implemented, and the principle of local responsibility and hierarchical management is implemented in basic education. 1986 promulgated the Compulsory Education Law of People's Republic of China (PRC), which stipulated nine-year compulsory education in the form of law, guaranteed the right of school-age children and adolescents to receive compulsory education, further deepened the curriculum reform, and changed the national primary and secondary school textbooks from the previous national customization to the examination and approval system. In curriculum management, the idea of "local responsibility and hierarchical management" has been further strengthened. 1988 With the approval of the State Education Commission, Shanghai and Zhejiang launched a pilot curriculum reform focusing on local curriculum decision-making; 1989 the state education commission approved the compilation of different teaching materials according to the actual situation in different regions, conducted experiments in different regions, and then officially promoted them. In addition, the curriculum plan of the May 4th and June 3rd academic systems is designed to enhance the flexibility and selectivity of the curriculum, thus gradually forming a situation of "one program with many books". Since 1990s, China's political and economic reform has entered a new historical period, and the requirements for talents from all walks of life have been further improved. 1992 "Nine-year compulsory full-time primary and junior high school curriculum plan (for trial implementation)" stipulates the local curriculum, and the local government has stipulated a unified curriculum plan and syllabus, and the teaching materials are "one syllabus with many copies". The Outline of Education Reform and Development in China issued by China points out that basic education is a basic project to improve the quality of the people and must be vigorously strengthened. Primary and secondary education should change from "exam-oriented education" to the track of comprehensively improving national quality, comprehensively improving students' ideological and moral, cultural science, labor skills and physical and mental quality, promoting students' lively development and running their own characteristics. 1996 the school issued that full-time ordinary senior high schools should "reasonably set up elective courses and activity courses in their own schools" and "ordinary senior high school courses should be managed at the central, local and school levels", which is another turning point in China's curriculum reform. It can be said that it is the embryonic form of school-based curriculum, which laid the foundation for the later launch of school-based curriculum.
The biggest feature of curriculum policy in this period is the diversification of curriculum. No matter from the perspective of curriculum management, curriculum structure or textbook system, the flexibility and flexibility of curriculum textbooks have been increased to varying degrees to meet the personality development needs of different regions, different schools and different students. This diversified curriculum policy is embodied in the following points. First of all, it is reflected in the change of curriculum concept. The previous "teaching plan" was renamed as "curriculum plan". All courses in primary and secondary schools are divided into two categories: disciplines and activities, and the subject courses in ordinary high schools are divided into three ways: compulsory, limited elective and elective. Shanghai has set up three major courses: compulsory, elective and activity. This change in name is actually a change in curriculum concept, from emphasizing "teaching" to "curriculum", from emphasizing knowledge to emphasizing students' all-round development, and further emphasizing that students should learn to learn. Secondly, there is a change in the curriculum structure, which not only increases the proportion of elective courses in active courses, but also leaves some room for the development of local courses, so local textbooks can be compiled in combination with local conditions. The third is to realize multiple copies of a program or multiple programs. According to the development of different regions, three kinds of teaching materials with different requirements are established for economically developed regions, moderately developed regions and economically backward regions. According to the different educational systems, they are established separately. "63 system" and "54 system" are two kinds of teaching materials. In addition, Shanghai and Zhejiang can formulate outlines and compile teaching materials according to the characteristics of their respective regions.
Another feature of the curriculum policy in this period is that the textbooks were changed from "national customization" to "authorization system" and the independent editing system was implemented. From the perspective of the world, the teaching material system can be roughly divided into five categories: national customization, examination and approval system, accreditation system, optional customization and free system. National customization refers to what kind of teaching materials are uniformly prescribed by the government, and the prescribed teaching materials are often compiled by government organizations. The examination and approval system refers to the examination and approval of textbooks written by the people by the state or local education administrative departments, and only those who pass the examination and approval can be published as textbooks. The change from national customization to examination and approval system can reflect the downward shift of the center of curriculum policy power. 1986 In September, China carried out a major reform in the current textbook compilation system, separating editing from reviewing, and established the first authoritative textbook examination and approval institution since the founding of the People's Republic of China-the National Textbook Examination and Approval Committee for Primary and Secondary Schools and its subordinate textbooks examination and approval committees, and established the permanent office of the Textbook Examination and Approval Committee for Primary and Secondary Schools of the State Education Commission. At the same time, a series of important documents on curriculum management have been promulgated, such as the Work Charter of the National Committee for the Examination and Approval of Primary and Secondary School Textbooks, the Standards for the Examination and Approval of Primary and Secondary School Textbooks, and the Measures for the Submission of Primary and Secondary School Textbooks. Standardized the compilation and review of textbooks. This curriculum policy of decentralization and introducing competition mechanism has played a very good role in improving the quality of teaching materials and stimulating the enthusiasm of local and non-governmental organizations to develop courses.
(C) "Ten local schools in China" model stage
At the end of the 20th century and the beginning of the 20th century, China seized the historical opportunity to further deepen the curriculum reform. Under the call of "expanding school autonomy" and "loosening education", part of the power of curriculum in China has been further decentralized from local to schools, and the implementation of school-based curriculum is a symbol. From 65438 to 0999, the three-level curriculum model of "national curriculum, local curriculum and school curriculum" was determined at the third national education work conference. At the same time, the Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way stipulates that "the curriculum system, structure and content should be adjusted and reformed, a new basic education curriculum system should be established, and national curriculum, local curriculum and school curriculum should be tried out". The purpose of implementing the three-level curriculum policy is to simplify administration and decentralize power, strengthen macro-control and guidance, transform government functions, appropriately expand the curriculum power of local governments, especially schools, change the passive situation of "waiting for instructions from superiors", and let different power subjects actively participate in the process of curriculum decision-making, curriculum development and curriculum implementation. Its essence is the redistribution of curriculum power, that is, the basic education curriculum should adopt a two-way policy mechanism combining "top-down" and "bottom-up".
The rise of school curriculum is a historical necessity and the result of our reflection on national curriculum. For a long time, our country has taken the country as the main body of curriculum development, devoted itself to the formulation of national curriculum plan, and carried out curriculum development with national strength. The decision-making power of curriculum is basically concentrated in the Ministry of Education. Therefore, the national curriculum has always been the only curriculum in our country. What to teach and how much time to teach in all kinds of schools at all levels are uniformly stipulated by the state, and the curriculum content is uniformly compiled by the state, which is unquestionable authoritative and mandatory. Therefore, from educational administrative leaders to school teachers and educational researchers, they only need to pay attention to how to teach the teaching content stipulated by the state, and don't care about what to teach and what to teach. The course is dominated by subject experts, and schools, teachers, students and even parents have lost the opportunity to participate in the course. As for textbooks, we dare not go beyond the line, follow the book, step by step, and there is a situation that "schools rely on textbooks, teachers teach textbooks, and students recite textbooks". Teachers are only actors, not developers. Their enthusiasm, initiative and creativity were suppressed, and the school became a knowledge processing factory. Teachers become soulless machines, and students naturally become containers for accepting knowledge.
If the national unified curriculum played a positive role in centralizing educational resources and ensuring the quality of education under the historical conditions at that time, with the continuous deepening of China's economic and political system reform, the limitations and defects of this unified curriculum policy have become increasingly prominent: it has no way to take into account the differences among localities, schools and students, which is not conducive to adapting to the specific reality of different regions and schools, giving full play to the autonomy and enthusiasm of localities and schools, and not conducive to teachers and students participating in the curriculum process. The three-level curriculum policy emphasizes the school curriculum, which just makes up for the above defects. It can meet the different needs of different schools and students with diversity, give full play to the characteristics of schools and cultivate students' personality, help teachers play an active role in curriculum development, be close to the life of students and communities, be conducive to lively curriculum activities, and ultimately help cultivate students' creative spirit and practical ability, so that the "school" with real curriculum can occupy a place in curriculum development.
The characteristics of the new curriculum policy are shown in the following three aspects. First, democracy. Democratization of curriculum policy means reasonable and legal sharing of curriculum power, and it also means that curriculum power moves from centralization to decentralization, from singleness to diversity. A remarkable feature of the new round of curriculum policy is to fully mobilize and give full play to the enthusiasm and advantages of all parties, and to establish an effective mechanism for educational administrative departments, universities, scientific research institutions, publishing departments, experts and scholars, teachers, students, parents and all sectors of society to participate in curriculum development extensively, so as to protect the interests of different people, groups and social forces to the maximum extent and reflect the reasonable requirements of various interest groups. At the same time, we should increase the transparency of curriculum decision-making. This curriculum reform not only gradually decentralized, but also introduced the competition mechanism, and implemented the national basic education curriculum reform project bidding system, which made the construction of curriculum materials develop in a healthy and orderly direction. Second, development. Judging from the guiding ideology and specific objectives of this curriculum policy, it really embodies the idea of "student-oriented development" and the concept of "all for students, all for students, all for students". This means that China's basic education curriculum system will definitely go out of the indoctrination mode with single goal, rigid structure and mechanical methods, and move towards inquiry learning and research learning that emphasize innovative spirit and practical ability, so that each student's personality can be fully developed. Third, openness. From closed to open, it can be said that it is a remarkable feature of this curriculum policy. On the one hand, it emphasizes the connection between curriculum and life world, emphasizes the connection between curriculum and social development, strengthens the sociality of curriculum, cultivates students' practical ability, social responsibility and realistic attitude of caring about social life, and moves towards the life, socialization and practicality of curriculum. On the other hand, it is necessary to realize the integration of courses, break man-made discipline barriers and establish an open curriculum system. It is necessary not only to strengthen the integration between liberal arts and science, but also to strengthen the integration between liberal arts and science and humanities, so that different learning fields and disciplines can penetrate and open to each other. New courses such as comprehensive liberal arts, comprehensive science and comprehensive practical activities are being actively promoted in China, aiming at breaking down the barriers between disciplines, enabling students to know themselves and the world in the relationship with nature, society and self, and seeking the harmonious development of students with society and nature.
Second, 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 no matter how it is reformed, it seems that it cannot be separated 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".