Curriculum reform 3 Q-毕业论文翻译.docVIP

Curriculum reform 3 Q Abstract: Curriculum reform is a duty-bound tradition, multi-factor interaction, multi-stakeholder co-exist with the ethical demands of the complex process, with inheritance, long-term nature, the game and ethical character. In the curriculum reform process, prone to radicalism, conservatism and pragmatism of the deviation. The face of the inevitable curriculum reform, we should be based on reality, and learn from the changes in ourselves, in good faith to adapt and face the reform. First, what kind of features of curriculum reform with the The face of rapid social change, the kind of traditional, rigid thinking clearly can not meet the development needs of modern society. Therefore, a reference to curriculum reform, it is easy to think of the “new channels”, “fundamentally changed”, “just like the traditional wave, and history goodbye.” In fact, the curriculum reform is definitely not a simple negation of tradition, to reinvent the wheel, start all over again. “Now the root, deep rolling in the past, now and for seeking to understand the reason why people become what it was now for each of the past events are not unrelated.” From the West to see the evolution of curriculum development, curriculum reform has a distinct The inherited character. Each curriculum reforms are built on the basis of the previous curriculum reform, always inherited a certain community, cultural and historical traditions, India has a deep history and tradition of the mark. Curriculum reform is a break have been enacted to the discarded process is a continuous strong historical process. It can be said, assuming that there is no duty-bound and understanding of history, there can be no correct understanding of reality. Only with a certain sense of history in order to correctly understand the reality and grasp the direction of reform; only correct attitude towards history, between ideal and reality can we maintain a reasonable tension. Thus, in curriculum reform,