In China,the eighth round of national curriculum reform(NCR)is the most serious,systematic,and ambitious attempt to transform the basic education curriculum system since 1949.Through a review of the contexts,processes...In China,the eighth round of national curriculum reform(NCR)is the most serious,systematic,and ambitious attempt to transform the basic education curriculum system since 1949.Through a review of the contexts,processes and outcomes of the implementation of the NCR from 2001-2011,this paper provides a further discussion on three pairs of apparently conflicting aspects:policy borrowing or policy learning;revolution or evolution;success or failure.It enriches our understanding of the implementation of large-scale reform in a non-western context like China in the following ways:Firstly,the NCR is China’s reaction against as well as response to the requirements of the current era of globalization;secondly,the debates and setbacks during the implementation of the NCR are not necessarily destructive,and a more integrative view should be adopted by the NCR on the balance between tradition and innovation,between localized concerns and global perspectives;thirdly,it is not wise to make a rash judgment on the reform outcomes of the NCR,especially the invisible and profound cultural changes.All those who are concerned about the evaluation of the NCR may need to rethink and clarify their views and positions on the purpose of education.展开更多
Purpose:This article aims to provide a policy review of the new national curriculum program and standards for high school education announced in January 2018 and analyze the key features of curriculum change in China....Purpose:This article aims to provide a policy review of the new national curriculum program and standards for high school education announced in January 2018 and analyze the key features of curriculum change in China.Design/Approach/Methods:Applying textual analysis,this article interprets the significant changes in the national curriculum program and standards and further discusses these changes based on literature and research on curriculum.Findings:Corresponding to the international trends on core competencies,China takes a further step and designs subject core competencies to narrow the gap between theories,policy,and practice.The new national curriculum highlights the coherent design in curriculum,textbooks,teaching,and assessment.Yet there are still puzzles and challenges in high stakes examination,diverse contexts,and curriculum implementation.Originality/Value:This article might facilitate the understanding of the current high school curriculum in China,especially on its features,changes,contexts,and history.展开更多
While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to jud...While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.展开更多
文摘In China,the eighth round of national curriculum reform(NCR)is the most serious,systematic,and ambitious attempt to transform the basic education curriculum system since 1949.Through a review of the contexts,processes and outcomes of the implementation of the NCR from 2001-2011,this paper provides a further discussion on three pairs of apparently conflicting aspects:policy borrowing or policy learning;revolution or evolution;success or failure.It enriches our understanding of the implementation of large-scale reform in a non-western context like China in the following ways:Firstly,the NCR is China’s reaction against as well as response to the requirements of the current era of globalization;secondly,the debates and setbacks during the implementation of the NCR are not necessarily destructive,and a more integrative view should be adopted by the NCR on the balance between tradition and innovation,between localized concerns and global perspectives;thirdly,it is not wise to make a rash judgment on the reform outcomes of the NCR,especially the invisible and profound cultural changes.All those who are concerned about the evaluation of the NCR may need to rethink and clarify their views and positions on the purpose of education.
基金This article is sponsored by the Major Program at the Key Research Institute of Humanities and Social Sciences affiliated with the Ministry of Education,China(16JJD880021).
文摘Purpose:This article aims to provide a policy review of the new national curriculum program and standards for high school education announced in January 2018 and analyze the key features of curriculum change in China.Design/Approach/Methods:Applying textual analysis,this article interprets the significant changes in the national curriculum program and standards and further discusses these changes based on literature and research on curriculum.Findings:Corresponding to the international trends on core competencies,China takes a further step and designs subject core competencies to narrow the gap between theories,policy,and practice.The new national curriculum highlights the coherent design in curriculum,textbooks,teaching,and assessment.Yet there are still puzzles and challenges in high stakes examination,diverse contexts,and curriculum implementation.Originality/Value:This article might facilitate the understanding of the current high school curriculum in China,especially on its features,changes,contexts,and history.
文摘While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.
