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ICI University Anniversary Report║Professor Wu Gangping: Classic Questions and Concept Construction of Western Curriculum Theory


To commemorate the 71st anniversary of East China Normal University, the Department of Curriculum has held two academic reports. On the afternoon of October 13th, Professor Wu Gangping took the lead in giving a lecture and made a school anniversary academic report entitled "Classical Problems and Concept Construction of Western Curriculum Theory". The report meeting was chaired by Lei Hao, the deputy director of ICI. The teachers and students of ICI, as well as many teachers, students and educators from other departments, attended the meeting.


Curriculum theory emerged as an independent research field, marked by Cai Yuanpei's publication of On School Teaching and Discipline (Xue Tang Jiao Ke Lun) in 1901 in China, and by Bobbitt's publication of The Curriculum in 1918 in the West. Since then, through the efforts of many scholars, the curriculum theory has gradually developed and expanded. When Taylor published "Basic Principles of Curriculum and Instruction" in 1949, he proposed and demonstrated four basic issues: how to establish learning goals, how to choose learning experiences, how to organize learning experiences, and how to evaluate learning results, based on which he built basic concept framework of theories of curriculum and instruction.They are also inevitable classic questions when it comes to theoretical research and conceptual construction of curriculum and instruction in the west or around the world.

Professor Wu Gangping firstly started from the ancient Chinese and Western curriculum practice discourse, explained the curriculum practice pattern in ancient China and the West in details, and gave specific examples of curriculum discourse.

After explaining the discourse system of curriculum practice, Professor Wu Gangping described the landmark events of the independent form of curriculum theory in China and the West, in terms of theoretical discourse and conducted comparative analysis between Cai’s On School Teaching and Discipline and Bobbitt’s The Curriculum.

After clarifying the discourse system of curriculum theories, Professor Wu Gangping systematically sorted out the overview of modern curriculum theories, focusing on the contributions of Taylor and Goodlad.

Then, Professor Wu Gangping elaborated the international perspective and local innovation of curriculum and teaching theory discourse. Professor Wu Gangping introduced Dewey's visit to China to give lectures in 1919 from an international perspective. Professor Wu believed that China's curriculum and instruction theory discourse not only has an international perspective, but is also constantly innovating locally. Education reform experiments like 21st century new curriculum, new foundation, and new education all reflect the innovation of China's curriculum and instruction theory .

Finally, Professor Wu Gangping explained the process and issues of curriculum and instruction and the framework structure of curriculum and instruction theory. Professor Wu believed that curriculum and teaching should be the interactive results and interactive trajectories of teachers, students, and programs, including four key actions: planning, implementation, evaluation and governance.

After the report, Professor Wu Gangping and the online audience had a lively interaction on Taylor's goal principle, Goodlad's transformation principle, curriculum and teaching structure design and other issues.