Reform in the Curriculum of Basic Education in the People's Republic of China: Pedagogy, Application, and Learners

Liu, Ping; Qi, Chunxia

doi:10.1177/105678790501400103

Cited by 14 publications

(8 citation statements)

References 2 publications

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“…Both Confucian tradition and contemporary policy place considerable value on high examination scores for both students and teachers (Li 2009;Min 1997;Wang 1996). Nonetheless, the government of China has recently called for assessment reforms that move evaluation systems away from transmission and memorisation of 'bookish' knowledge for purely ranking or selection purposes towards more formative, authentic and humanistic approaches to assessment (OECD 2011) including the introduction of integrated quality assessment which emphasises judging students' personal character (Liu and Qi 2005;Ministry of Education 2005). However, as Wang (1996) made clear, concern for all-round development of good character and good person attributes has been a priority in modern China's curriculum since the mid-1950s' focus on the 'Three Goods' (i.e.…”

Section: Introductionmentioning

confidence: 99%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four 'normal universities' in the People's Republic of China, 765 prospective teachers' responses to two selfreport instruments regarding the nature of excellent teaching and the purpose of assessment. Both questionnaires had previously been developed in Mandarin Chinese and validated with large samples of practicing teachers in China. The original models could not be recovered and with exploratory and confirmatory factor analysis alternative models were found. Excellent teaching was conceived as four inter-correlated factors (i.e. Professional, Model, Examination and Life-long), as also were the purposes of assessment (i.e. Diagnose and Formative, Irrelevant, Control and Life Character). Structural equation modelling showed that the strongest relationship between teaching excellence and assessment began with the examination factor which positively predicted assessment as Irrelevant and for Life Character development and negatively the Diagnose and Formative purpose. Results are consistent with the high-stakes examination system of China and the status of prospective teachers who have only recently stopped being students.

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Section: Introductionmentioning

confidence: 99%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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“…According to Liu and Qi (2005), this reform required major changes in Chinese schools. The reforms emphasized curriculum content, student understanding, and application of concepts.…”

Section: Introductionmentioning

confidence: 99%

“…The reforms emphasized curriculum content, student understanding, and application of concepts. In classrooms, special attention was aimed at each Chinese teacher's use of varied teaching and learning methods and his or her application of a variety of assessment modes (Liu & Qi, 2005). There was intense pressure to cater to individual differences and to promote generic skill development and high-order thinking over rote learning (Zhong & Cui, 2003).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Parents and Secondary Teachers and Students in China

Joong

2012

Peabody Journal of Education

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This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacherdirected lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements.Correspondence should be sent to

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“…Teachers and students in basic education were required to change to the new curriculum framework and textbooks by -2005(Liu & Qi, 2005. This new curriculum had four basic features: interactive, integrated, diverse, and situated (Huang, 2004;Liu & Qi, 2005). It was designed to encourage students to have enquiring minds and to develop problem-solving abilities.…”

Section: Background: Current Curriculum Reform In China (Erjikegai)mentioning

confidence: 99%

“…It aimed at equipping students with the necessary skills to learn how to learn. Acquiring research skills, inquiry skills, and information processing and reasoning skills are key issues, plus helping students achieve self actualisation through 'learning by experiencing' (Huang, 2004;Liu & Qi, 2005;Sargent, 2009).…”

Section: Background: Current Curriculum Reform In China (Erjikegai)mentioning

confidence: 99%

How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai, China

Wong

2012

Asia-Pacific Journal of Teacher Education

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Curriculum reforms with a focus on helping students 'learn to learn' are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as 'boundary brokers' are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward.

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Reform in the Curriculum of Basic Education in the People's Republic of China: Pedagogy, Application, and Learners

Cited by 14 publications

References 2 publications

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Parents and Secondary Teachers and Students in China

How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai, China

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