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The Basic Education Reform Analysis of the Curricular（第1页）

TheBasi:AnalysisoftheCurricular

GongMengweiHuainanNormalcollege

Abstract:Theloofthecurriculartheoryiionreformshowssubjectivespirits，theoreticalself-essandpracticalcharacters。Atthesametime，italsoembodiesthelocalizedcurricularculture，curricularspiritsandcurricularpsythepragprocess，theloofthecurriculartheoryhecurriculardingpoints，develpoints，beelodformlocalizedcurricularsystemstructure，speechsystem，explaihodsandresearchparadigm，ahecharacteristics，spirit，vervealocalizedcurriculartheorydgrowlocally。tly，thestudyofthemeaningandstandardsoftheloofthecurriculartheoryandtheapproadmethodsofthelostrughavesignifittheoretidpracticalvalues，fhtenstheideologystructofcurricularlo，helpstofostertheculturalself-sciousspirit，ahecauseofedutransformation。

Keywords:basicedual，curriculartheory，lo

AuthMeng-wei，anassociateofHuainanNormalCollege，doctoralstudeheoryofcurridinstru，CollegeofEdu，ShanxiNormalUy;Xiao-duan，aprofessorofcurridinstru，CollegeofEdu，ShanxiNormalUy

What'sthetheoreticalbasisofthecurriculartheoryiionreform?What'stheotationofloofthecurriculartheory?Andinwhatakeitbalanced?roadwaystructtheloofthecurriculartheory?Arethereaioingandhowtosolvethese“puzzles”irugprocess?Theseissuesotbeavoided。Itdoeshetraditionandpracticeofthecurriculartheoryiioninourtry，butimplicatethevalueteehod，evaluativestandard，andthedstruofthecurriculartheoreticalsystemaswell。Meadoesversationandiheunicative，dingandgrowingpointsofthecurriculartheory。Thelastrelatestotheculture，b，fermeiweeure”intheloofthecurriculartheoryahers”aboutthepeoplesiions。Itisomakeresearchthatistoproteationaldattachimportaheloofthecurridtea，developaheeseculturaltraditioodeionalizationintheviewofglobalizatioime，walkalwaywithesedistin，spiritaumfromthepracticeofthebasicedualcurriporaryese。

Ⅰotativeanalysisoftheloaboutthecurriculartheoryofthebasicedu

&heargumentsofthenewroundaboutbasiisabouttheloofthecurricular。Todmakeitdevelopalohyway，thenecessaryistoestablishtheshareddiscoursesystemoftheloofthecurriculartheory。Onthesamelayerofstudy，adoptingthecurricularrelativeaakesresearchabouttheparadigmotationanditslocalizedstandard。Lobedefidepeiveland。LoreferstotheOthertheoryofthealienland，race，qualifieetitsneedswhilefthederivativeprobinatioransformedlotheoryandpracticeafteritsmabyusingdisaiiohefntheoriesbefluentlyimportedahisholdsthecharacteristicsofsubjeizatiioiouralessaransformation。

&ionoftheloofthecurriculartheoryisrootedatthenativelaudeaheworldwidetoiraditionalcurriculartheory。Atthesametime，ittransplants，borrowsandtransformsthefnadvancedcurriculartheoryandpracticalexperieomixupthehefnsuccessfulresearchmodelsirahers'，whisuitthenativecurricularprathepragprocesstheloofthecurriculartheoryhecurriculardingpoints，develpoints，beelodformlocalizedcurricularsystemstructure，speechsystem，explaihodsandresearchparadigm。Itistheaiweenthefncurriculardtheisalsotheprocessofthecurriculardevelopmentinwhiativeandthefncurriculartheoryaltertheirprimaryformstoadapttothenewso。Theloofthecurriculartheoryisthelotrahenon-loprodthedynamigprocessaaiheihebofthelo。Itsdynamisarethedevelopiofthelocurricularpraditshandlingmeasuresandsurmouhrees:thesuperiorityofOtherstheoryandthesimilarityoftheculturebad，theseledreformofthecurriculartheoryaioingoftheexttraditioheaceofthecurriculartheorythinkingparadigm。Itsaimistoimportandtransformthefnadvancedcurriculartheoryandstruativeiosolvetheproblemsofthelocalizedcurricularpraotherway，italsogestheindisposedphehecurriculartheoryinthebprodmakesthekeysofthetei。Effitrolinthecurriculartheoryandpratothecurriprehensioion。Prad。Anditshowssubjectivespirit，culturalself-essandpracticalcharacter;reallyembodiesitsbaseoflo，graduallysetsupitsexplainingstrudtheoreticalsystem，finallystartsaermboundaryoftheinitialismandinality，allofwhichmakethelocalizedexperiehewisdomdistillationonkidtheory。Asamatteroffact，thisdoesenrichthehuman'scurriculartheoryandpralightofthelocalizedhistoridrationalwisdom。

&andardsofLoabouttheBasicEdualTheoryCurricular

&andardsoftheloaboutthebasicedualtheorycurriculararethebasisandpribalahecurriesloditslogdegree。Theymainlyiiveself-essofthecurriculartheory，theformatioherowingpointandstruewcurriculartheoreticalsystem，speeealogyandillustratingsystem。

1。LooftheCurribodyiiveTheoryIntuition

Onatthattheloofthecurriculartheoryholdsthesubjectivespirit，theoreticalself-essandpracticalcharacewiththeevolutioideduocracy，itisgraduallyf“subjectivecharactersofthereform”。Fromthetheoretitahesubjectivetheoretisessihthecurricularpractice，itpurposeistosolvethelocalcurrisahelocalcurricularculture，spiritandpsychology。Thesubjectivetheoretisessintheloofthecurriculartheoryisransplanting，b，buttheOthers'curriculartheoriesputtedontothebadsofthebroadsociety，politics，culture，eyaouandandtofindthecurriificeoftheindividualdeepmentalworldandlifeexperience。

Itisboththeiion，sublating，reformaionfncurriculartheoriesalypursuingandstronglydefendingfortheexativetraditionalcurriculartheoriesandthefncurricularcultures。Wewillhers'spiritualotationandculturaldetailedtifwelosethisstandard。Furthermore，ifwesufferlossoftheabilityofdisationandsublation，wewillbelackoftheprofoundcritiderstandingandmulling-overess，whichwillbeabletodly-submission，ossifyingandstanding-stillandmaynlyshowthesubjectivetheoretisessofthecurricularlo。Onlyfollowiandardofthesubjectivetheoretisess，thecurricularlowillbesolidandproductivelydevelop，andthenwillbemingledahiimeandspawhile，itdhomeinthelocalcurricularpractidiroiveself-esstodigestthefntheories，makingitbeeloordertoreallystructourtheory。

2。FtheNewGrowingPointoftheLooftheCurricularTheory

Theloofthecurristofindtheding，growiivepointwithiuousiensionstructurebetweentheloandpopularizationandtheglobalizationandlo。Listheself-developingprowhitra-cultureihelounity。Theprocessoftheloisnotooabsorbthewesterncurriculartheories，butalsohelocalcurrieed。Althoughtheloofthecurriculartheorydoeshavethefuningandsublatioself，itotseparateitshistoriheritahepracticalexperienceac。Atthesametime，itisalsihebasisofthelocalcurricularpractice。Itstransformatiinationbothotlosetactwiththeformationofthenewgrowingpointsinthedevelopiheloofthecurriculartheory。Heioherowingpointsbeportantstandardtobalanceifourtry'sbasicedualrefcurriculartheoriesbeelocalized。Itsgrowingpoiheofthecurriculartheoryandpradthencracks，breakingsandtradisarepreseantly。Atthismoment，thefnadvancedcurriculartheoriesaretimelyiodimiradidclosethecrack，whichhaseffectivelytraheoriesintpractiationalsymbolpoiualdihelodthefhecourseoftheloofthecurriculartheories。Uhebasisofthesoeed，culturalbadandhistoricaltraditiohecurricularpracticalexperieronglyexpandingaem”curriculartheoryhasbeehediiveandfncurriculartheoriesandthelosformatiooeswithwhtes，inwhicheachembryoisanewgrowingpointinthelocalculturalsoil。Ifthesuerandairofthelocalcultureisfullysupplied，theseembryoswillbeabletodevelthensothatthesurviviheloofthecurriculartheoriesbeexpahesystemofthecurriculartheoriesbeestablished。Theloofthecurriculartheoriesboildowntoakindofculturallo，anyculturedevelopmesowhe“soil”suitablefasits“geheunidepeural“parent”andthe“soil”ahegrowingpoints”befound。Fiiveatsbeadbeetheianistituentofthelocalculture。Therefore，itisnotonlythenecessarychoicetocreatetheigpointsbutalsoohesymbolsintheprocessoftheloofthecurriculartheories。

3。strugtheicalSystem，SpeeealogyandIllustratiheLooftheCurricularTheories

Nowadays，itisveryseriousforthebriefaransplantiheprocessofournation'scurriculartheorieslocalized。Becauseoflagofthel，itoftensimplyappliesmeicallytheperfectcurriculartheoriesandrefpolicies，experiendmeasuresuernculturalbadwhilehepopularityarestrictthesodpracticalfactorsofthelocalcurriculardeveloftheexplicitsystematictheory-strusessandunifihewesterncurriculartheoriesexpelsthedevelopmentofthelocalcurriddimiraditionallogic，whichmakesitsufferlossofethiheritaioheresultisthatitisfrihewesterncurriculartheoriesahefncurriculartheorieslocalizedbeediffice，theloofthecurriustdependonthelocalpractigfromotherstoimproveourselvesandabandoningthewrongdoiher“Westernization”or“Orientation”tostruewtheoreticalsystem，speeealogyandillustratihebasicsymbolncurriculartheorylocalized。Throughaandtransformationttheicalsystem、speeealogyandillustratiheaimistoformthelocally-characteristiccurriculartheoreticalsystemirideacrossthewestericalpredidmakeitbesuitableforthecurricularculturally-spiritedessofthelocalcurricularpraderthetlocalcurriculumestablishingourowncurriculartheoretitity，itreallyetorealizethelowheupourownnewly-localizedcurriculartheoreticalsystembyusingourownspeeealogyandillustratingsystem。

ⅢApproadMethodsoftheLooftheBasicCurricularTheory

Theloofthecurriculartheoriesshouldcarefullydealwiththerelationshipsamongtraditiohelodthefn，theoryandpradsublatioshouldrootthelocalcurricularpracticalexperieihodsoftheafortuseandthefnforouruse。IerncurriculartheoreticaldingpointinlightoftheiioiisforbehaviorwhileWesternlearningisforuse”，sothe“spirit”aon”oftheesetraditishoulddrawmarrowfromtheWesternlearning，whichmakesthelodthefncurriculartheoriesiaually-ehengraduallybeirahedistinctivelocalcurriculartheoreticalsystem。Practicallyspeakihreelocalizedapproaches。

1。Iraditiousedforthet

Theloofthecurriculartheivenbirthinthehumaionalhistory，ularizeddiseextent。Therefore，weshouldsiderthetly-developingsoofthoughtaboutitsedualhistorywhethertheaahehomeandabroad。Meanwhile，weshouldmakedeepresearchaboutitscarriedculturesource，whidrawmarrowfromthetraditionaltheoriesandpracticalexperiesprocess。Bythemethodsoftheaeahelocalcurricularpractifiialsenseiime。Orary，theaclassiccurriculartheoriesdolieinthelo，aieglectitsvalueandfun。However，itisthatitdevelopitsfuntaneously。Soitisimpracticaltooverturraditionintheprocessofthebasicedualreform。Itsdisadvaitcutsaionofthemoderncurriculartheoriesaionalwithpurphthetde，theGreatRevivalofationotbereallyrealized。Hence，weshouldputbasisonthemoderncurricularpradiion，byadoptingtheapproachoftheausedforttoestablishtheloofthecurriculartheoreticalsystem。

2。EnlargingHorizoheFnforOurUse

Withthedevelopmentoftheglobalizatioernadvancedcurriculartheoriesaionalotatioreamingintoourescholarshaveworriesthatthedistinesecurriisactedasthewesterionalotative“experimehe“thewesterncurriinghotchpotch”，whichmakesusfelltheiionofculturey。Wedon'thavetodenythatitdoseexistthewesternizationtosomedegreeintheprocessoftheloofthecurriculartheories。Uhis，wehefncurriculartheoreticalbadandculturaltraditioroducedcurriculartheoriesandthelocalpractietheingparallellineandsoitishardtorootanddevelop。However，weshoulddependonourownpradenlargeourhorizontotheworldbyusingtheprihefnforouruseaiisforbehaviorwhileWesternlearningisforuse”toborrnadvancedcurriculartheories。Itissomeplagiarismdoesexist，butweshoulddevelopandmakeprogress。Themoreweshouldn'tworryistheizationofourcurriculartheories。Withthedevelopmentoftransportationandinformation，itisamusttrendoftheglobalizationinthefieldsofsocialpolitiy，deduaswell。Itisuidfoolishtofollowsubjectivelythetraditionwiththepurposeofextremenationalism。Actually，itishardtoachievethegoalofcultureization。Itisafactthatthelocalcultureisabigdyejigger;theinvasionentrahehel。Forexample，theBuddhaIndiaanddevelopsinixing-upandtransformation，andtheisformed。Forcurricularthestoakindofculturalformation，itnaturallyfollowsthedisdtraditiourallo。Itisobeextremelynervousandsuspihewesterncurriculartheories。Ifwecorrectlydealwiththerelatioheloofthecurriculartheoriesaraditionalcurriculum，wewillbeabletosettledoriatehecurriculumthroughstifialyzingandcarefullyselegthefncurrieaendessofthesubjectivecurricularculture，openingaructure，vividcurricularculturallifeandcharaansionoftheloofthecurriculartheoriesbeestablished。

3。RootingPractice，Lostrug

Practiceistheonlystandardtotesttheory。Theloofthecurriculartheoriesshoulddepeivecurricularpraisproblemsourdthenfinditslogicalpremisesandavailablemeasures。Uhis，theaboutthelocalcurricularpracticeismade。Agtotheheloofthecurriculartheories，fothepradbroadlyselegthefnadvancedcurriculartheories，devotiiicalspirit，essandability，thelostructedcurriculartheoriesbeestablished;atthesametime，itsettlethenativecurrisandavoiditsalienation。Thelostrugproadecleartheistrugbadofthethhly-uandingloaionalization，thepurposeofthelostrugcurricularpra，character，researchmethod，t，struatiaivesystem。Effortsshouldbemadetoestablishtheopeive，locally-distii-leveledcurriculartheoreticalsystem，whichwillmakethecurricularsystemwiththefunofguidansandadvancerealize，perfedgraduallypromote。Weshouldoverethe“pendulumphenomenon”whidseithertotheerrorofdissogpracticetohisownintheloofcurriakeitkeepbalandharmohehealthydevelopmentofthebasicedualcurriing。

Firstly，havingcrystallizedthebasicsofloncurriustcarefullydesignafeasiblemethodology。Tosolvethelongsuspendedproblemsexistingintheprocessoftheloofwesterncurriculartheories，weshouldfollowtheprinciplesofpossessingasmuaspossible，andratioheappropriateohem。Towardstheissueofhowtotacklewiththeheritagesofdwesterncultures，Mr。Luxun，afamousesewriter，hassuchattitude，“possessareasonably”。Thatis，don'tthrowsharkfinawaytoshow“thelizatiojustlikedcabbageasfarasitisnutritiousanddoofeasthuests;insightofopium，insteadofpubliclythrowingitioshhrevittopharmacy'stocurepatieherevolutionandopenreformofa，allkindsncurriculartheorieshavesurgediry，leadingtotheclimaxofrevolutionincurriculartheoryanditspractice。Withtheesseingwithdross，opportunitywithges，it'simpossibletorefuseallthefellrightfrimmediately。Alloftheserequireustokhesodculturalbadwherethefntheorieseihestruoftheirtheorysystem，andtheirexperiencesoffailureaheeourtraditionalexperiencurriculartheoryintreasonablyamongthemahedevelopmentoftheirlo。

Sedly，carefultransplantingandrefereheloofcurriculartheoriesrequiresopeninsight，andexperienlototransplantandtakeasreferencurriculartheories，whichisasciousprotrodugfntheoriesinside，andortaosimilaritiesbetweeheoriesandourown，ahewayofthinkiiheoriestoideproblemsofa'scurricularrevolution。Thelorequestsustoieonourown，praouroatebyourselvesiion。Transplantingandusiheoryforreference，asawaytorefreshourcurriculartheory，isiosolveourproblemsinourcurristruadditioifyfonlytransplantandtakeasrefereosolveourowalsothinkaboutthemethodoftransplantingandreference。Weshouldnotfollowtheirmethodsmeidertheirtheoryframe，tocludeourproblemiionandtoreachafalse。

Finally，dialogues，transformationandstrushouldbestressed。thetatincurriculartheoryaheorieswillresultintheirdialoguesanduni。Dialoguesanduniakethetwofindtheirsimilaritiesanddiffereagesanddisadvantages。Dialoguecethemtoexplore，torefledtocriticizetheirowhatimprovementsbemadeintheirowransformation，weshouldourowonatioion，norshallweresistthelontheories。Loistheiioourowosolveourowinginourowncurricularsystem。Thesuccessoftransformationnotoheadaptatialsointhevaluewehold，audestntheoriesaswellashowthetransformationismahesametime，itisobeawareofthefaotallthecurriculartheorybetransformed。Sncurriculartheoryotbeeffetlytraoguidepracticeduetotheabseicalsocialbadaioy。Therefore，transformationshouldbemadeagtothepractid，whisdevelopiiveanddisgthehegroundofthecarefulstudyaiverugthelocalizedcurriculartheoryisaprocessoransformation，inwhitheohefncurriculartheoryisioapartofthelocalizedcurriculartheoreticalsystemthatistobeeendedwhileanewcurriculartheorywiththeloditionahelocalcurri;ohoughthefualgedoesnottakeplatheprocess，theessehefncurriculartheoryihelocalcurritheaspectsofthes，forms，methodsaformthesystem，paradigm，thetheoreticalsystemandtheframework。Thelocalfeature，thelocalspiritsandthelocalspeechrighttributetotheandgrowthofthelocalizedcurriculartheory。

Nowadays，thereformonthecurriculartheoryofthebasiceduisgoingsmoothly。Carefulstudyos，standardandtheapproachtotheloofthecurriculartheoryisessentialfthelocalizedcurriculartheory，gtheculturalself-sciousspiritofthelocalcurriculartheoryahegoaloftheedualreform，whiceustothinkmoreaagefit。