First of all, let's take a look at the causes of the eight-year study: in the 1920s, the progressive education in the United States widely influenced primary schools and junior high schools, but in the course of reform, we also encountered such a problem: there was no pressure to enter higher schools in the past, but after the 1920s, although the enrollment of American middle schools continued to increase, for various reasons, only one-sixth of middle school graduates often had the opportunity to enter higher education, especially1. In addition, the middle school curriculum at that time focused on the college entrance examination, only paying attention to students' academic performance, and rarely considering students' other abilities, which made it difficult for a large number of middle school students to find suitable jobs after graduation. At that time, the gradual education reform experiment did not consider the problem of linking with the college entrance examination. In this way, it is difficult for students to take the entrance examination, which has caused widespread dissatisfaction.

In this regard, progressive educational reformers are unwilling to admit their mistakes. They think that there is something wrong with the college entrance examination system, which focuses on the memory of knowledge and ignores the value of most education, thus causing people to re-evaluate the curriculum of primary and secondary schools and the relationship between middle schools and universities. In order to further promote the reform of secondary education and popularize the principle of progressive education in primary and secondary schools, the "eight-year research" experiment was initiated.

When the "eight-year study" in 194 1 ended, the college tracking research group headed by Ralph W taylor evaluated the results of the "eight-year study". The method used in the evaluation is to select 1475 groups of college students, with two students in each group, one is a student of the experimental school and the other is a graduate of other students. As far as possible, the similarities between the two students in personality, age, learning ability, family status and social background should be taken into account when choosing. Through comparative study, the following conclusions are drawn: the graduates from 30 middle schools who participated in the experiment have the following characteristics: 1) The average total score in the school year is slightly higher; 2) It is easier to get academic honors during the four-year study in university; 3) It seems more curious academically; 4) It seems to have more correct, systematic and objective thinking ability; 5) It seems that we have a clearer understanding of the significance of education; 6) When encountering a new environment, they often show higher originality; 7) Their ability to analyze problems is the same as that of the control group, but the method of solving problems is more effective; 8) More and more student organizations; 9) The rate of obtaining non-academic qualifications is high; 10) tends to be better in career choice; 1 1) actively cares about domestic and international affairs.

Judging from the research of the follow-up research group of the institute, the "eight-year research" is successful. Although it doesn't reflect all the experimental ideas, what the experiment itself has to prove has been verified: the middle school education implemented according to the progressive educational principles can not only fulfill the traditional responsibilities of middle schools, but also promote the development of students in many aspects, which is difficult for the original middle school education.

The "eight-year study" not only had a far-reaching impact on the requirements of American college entrance and middle school curriculum, but also gave birth to Taylor's curriculum principles. 1949, Taylor officially published the book "Basic Principles of Curriculum and Teaching", summarizing his achievements in the "eight-year research". 198 1 year, this book was rated as one of the two most influential books in the school curriculum field by Kappan magazine in the United States since 1906, and now it has become "a classic of modern curriculum theory and a must-read for those who try to understand the follow-up works in this field." In this book, Taylor lists the main steps of curriculum development as four questions: 1) What educational goals should schools achieve? 2) What educational experience can be provided to achieve these goals? 3) How to organize these educational experiences effectively? 4) How can we be sure that these goals are being achieved? Generally speaking, curriculum should be divided into four basic elements: teaching objectives, learning activities, organization of curriculum content and teaching evaluation. This is the "Taylor principle" which has a wide influence in the field of modern American curriculum.

"Taylor principle is recognized as the most perfect, concise and clear exposition of the principle of curriculum development, which has reached a new historical stage of the development of science curriculum development theory, and the Basic Principles of Curriculum and Teaching is therefore known as the Bible of modern curriculum theory." Swedish scholar H Hussen once commented: "Taylor's basic principles of curriculum have influenced curriculum experts all over the world. ..... No matter whether people agree with Taylor's principle or not, no matter what kind of philosophical views people hold, it is impossible to discuss curriculum issues comprehensively without discussing Taylor's four basic questions. " In fact, the paradigm of Taylor's principle research still dominates the curriculum field. It can be seen that "eight-year research" has also made great contributions to the development of curriculum theory.

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