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On the Naming of Curriculum Standards02（第3页）

Forexample，SchulatioeQingDyeag，learningandthesaswellassubjects，hoursaheEduAct1988ofBritaiassedtoreformedu.Thewholeasistsoffourpartsplussomeschedules.Thefirstpartihereformofprimaryandsedaryschools，fallingiers.Thefirstposedof25articles，discussesthecurriculum，whicludesthepreface（provisionsofvariousresponsibilities），principalprovisions（inggesofthenatios，stages，therespoingnatioerventioninschoolaffairsbypeopleoffcampus），religiousedu，dutiesfeeds，theadvisoryitteeiousedu，curridevaluatioicularsituations，additionaldsooersdealwiththeoperatiionalsanresource，etc.Asforthedetailedspesofthenationalcoursesofvarioussubjects，thereubliotherihe2004fualeduofBadeWurtemberg，Germany.Thisprogramsistsofpreface，theguideliheprogram（ingthegoals，methodsofteadseasures）aandardsforvarioussubjects（subdividedintotlanationofthegoalsahodsofteadthetargetatasofGradeTwoandGradeFour）.

（2）Disadvantages

5.6he>

TheleaningguidelinesissuedbyJapanareaspecificexampleofnamiheadvantagesanddisadvahiskindofnamingareasfollows.

（1）Advantages

（a）Peoplewillpaymoreattentios&#alearningshouldbethecoreofallthings.（b）Thetishiteioprodteagactivities.

（2）Disadvantages

Thechitsmearemaihn-relatedmattersoroperationsbeiroublewouldbecausedduriion.ForinstanJapanpromulgatedthelearhew”

wasused，buttheainedsimilartothatofthecurridardsintheMainland.

Itis，therefore，obviousthatdifferentnameshavedifferentadvantagesanddisadvantages.Weshallfaswhenherwehavedefioesaermiisdifficulttodecidewhetheritis“absolutely”

aely”

abetterhaheotheristhataamemayhaveatheoretitageovertheothers，butitisouandaheadvantage，aoavoiditstheoreticaldisadvahesolutionoftheseproblems，thedisputeortroversyovertheuseofaameissuperfidtributetotheaationoftheformaofaname.

6.aryofthekeypointsonthenamingofthe

&andactivityofbasiceduAftertheaboveanalysisofthecepts，edu，teadcurriparisoermsadoptediiesandregionsandadisoftheadvantagesanddisadvantagesofadoptednames，fivekeypointsbesummarizedgthedactivityofbasicedu.

6.1Self-determination

&triesandregionsdooeyewithohenamingofdactivityofbasicedu.Differented，and，therefore，weshouldshowrespecttotheirowion.

6.2Ever-g

Thehedactivityofbasicedudifferenttriesandregionswillgewithtime.Therefore，weshouldheameswilllastforever.

6.3Maios

triesandregioheirowiodiffereherefore，theadoptedheirdifferentpointsdulywhentheacademicviewshavegedorwheicalsituationhasged.

6.4Withbothadvantagesanddisadvantages

Strictlyspeaking，theedbydifferenttriesandregiohadvantagesanddisadvaherefore，oed，weshouldmakeattempttotakeitsadvantagesandavoiditsdisadvantages.

6.5hwell-mattent

&herefleofviewpointsandstands.Ifdifferentorefertosimilart，aproblemofill-matgbetweeheirtwilloceaameisadopted，thetshouldmatchitwell.Afterall，thingsmaysouandbemadeeasieriftheirnameshavepropert.

Withtheabovefivekeypoihoradvocatesthearrow-sensedcurridthetraditioeag（i.e.teadlearning），favwiththewordteadopposesinstaherhereshouldbesoundreasonsfortheesandmeismsfso.Furtherattemptshouldbemadetostudythenamirelevanttheorieswillbeformulated.

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&forEdu.TheNationalcurridbookforprimaryteaEngland［M］.London:HMSO，1995.

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