Curriculum Reform in China : Changes and Challenges.

Intro -- CURRICULUM REFORM IN CHINA: CHANGES AND CHALLENGES -- CURRICULUM REFORM IN CHINA: CHANGES AND CHALLENGES -- Contents -- Preface -- Contributors -- Part I. Introduction -- China's National Curriculum Reform in the Global Era -- Abstract -- The Development of the National Curriculum Reform in China -- The Global Wave of Large-Scale Reform Since the Mid-1990s -- A Brief Outline of This Volume -- References -- Part II. The Context of the Reform -- Changing Concepts and Practices of Curriculum in China -- Abstract -- Introduction -- Background -- Discussion -- Resistance to Change -- Teacher Professional Development -- Lack of Resources -- Uneven Progress between City and Rural Areas -- Changing Concepts and Teaching Practices: The Learning and Development Community Project -- 'Borrowing' from the West or Reciprocal Learning? -- Conclusion -- References -- Curriculum Making in the New Curriculum Reform: Structure, Process and Meaning -- Abstract -- The Structure of Curriculum Making -- The Process of Curriculum Making -- Planning and Development -- Initial Implementation -- Full Implementation -- Making the New Curriculum: What Does It Mean? -- Policy Curriculum Making -- Programmatic Curriculum Making -- Teachers as Curriculum Makers -- Conclusion -- References -- Leading Curriculum Reform in China: Principals in the Middle -- Abstract -- The Context -- Struggles of Principals Under Curriculum Reform -- The Study -- Emerging Propositions on Principals' Struggles -- Implications and Conclusion -- References -- Conditions for Successful Reforms: Characteristics of the Organisation and Culture in Chinese Schools in a Global Context -- Abstract -- Introduction -- Schools -- Methodology -- Review of Literature -- Financial Capital -- Social Capital -- Intellectual Capital -- Spiritual Capital -- Governance -- Findings -- Financial Capital.

Intellectual Capital -- Social Capital -- Spiritual Capital -- Governance -- Conclusion -- References -- Part III. Change Implementation in Subject Areas -- Mathematics Curriculum Reform in China: Latest Developments and Challenges -- Abstract -- Background of the Curriculum Reform -- Objective of the Reform -- Implementation and Effectiveness of the Reform -- Debates Circling Around the Reform -- Theoretical Foundation -- The Subject or the Person? -- Implementation -- Recent Developments -- Factors Leading to the Success of Curriculum Reform -- Political and Economic Factor -- Examination Culture -- Social Participation -- Textbook Development and Teacher Preparation -- Conclusion -- References -- Chemistry Curriculum Reform in China: Policy and Practice -- Abstract -- Science Curriculum Policy -- The Official Chemistry Curriculum -- Chemistry Textbooks -- Implementation of Chemistry Curriculum -- Conclusion -- References -- Integrated Science Reform in China -- Abstract -- Introduction -- A Brief History of Integrated Science -- National Integrated Science Curricula in 2001 - Science -- Implemented Science Curricula: Findings from an Ethnography Study -- The Dominance of the Reform Discourse -- The Emergence of the Traditional Voice -- Living with the Two Voices -- Conclusion -- References -- Transforming Citizenship Education in Social Studies Curriculum of Primary Schools: A Textbook Analysis -- Abstract -- Introduction -- Citizenship Education and Social Studies Curricula in Mainland China -- Methodology -- The Textbooks -- The Framework of Analysis -- Findings -- Frequency Comparison: A General Picture -- Comparing the Three Categories in Social Studies Textbooks -- Comparing the Five Elements of Citizenship Education -- Content Analysis: An in-Depth Comparison -- National Identity -- Civic Responsibilities -- Civic Rights.

Active Participation -- Global Citizenship -- Conclusion -- References -- Curriculum Reform of Moral Education in High Schools in China -- Abstract -- Introduction -- Need For Continuing Reform -- Curriculum Reforms of Moral Education -- Researching the Impact of the Reforms -- Responses from Teachers to the Reforms -- Responses from Young People to the Reforms -- Conclusion -- References -- Toward a Competence-Based Vocational Senior Secondary English Curriculum -- Abstract -- Introduction -- Skilled Workers Schools -- Specialized Senior Secondary Schools -- Vocational Senior Secondary Schools -- Vocational English Syllabuses -- The Competence-Based Vocational English Syllabus -- Language Competence Dimensions in the 2009 NVES -- Level of Scales on the Vertical Axis -- Descriptive Schemes on the Horizontal Axis -- Conclusion -- References -- Chinese Senior Secondary Elective Courses and College Entrance Examination Systems: Non-, Dual-, or Multi-Streaming? -- Abstract -- From Multi-Steaming to Dual-Streaming: -- The 2003-2009 Curriculum Reform and College Entrance Examination Reforms -- National Curriculum Components -- College Entrance Examination Programs -- College Admission Policy -- From Dual-Streaming to Non-Streaming: -- The 2009-2010 Policy Trend -- The Origin of the Debate -- The Process of the Debate -- The Result of the Debate -- Multi-Streaming Under the Major Oriented Elective System: An International Trend -- The United States -- England and Wales -- Hong Kong Special Administration Region -- Multi-Streaming Under the Major-Oriented Elective System: Theoretical Foundations and Concept Clarification -- Theoretical Foundations -- Concept Clarification -- Acknowledgments -- References -- Part IV. Teacher Professional Development in Curriculum Reform -- Emotion as a Lens to Understand Teacher Development in Curriculum Reform.

Abstract -- Introduction -- Emotional Geographies of Teaching -- Teacher Development in Educational Change -- Context -- Methodology -- Findings -- Mixed Emotions: The Emotional Interactions between Teachers and the Group of TROs and USs -- Professional Geographies -- Political Geographies -- Moral Geographies -- A Successful Story: The Emotional Interactions between Teachers and the Expert Teacher -- Conclusion -- Emotional Geographies and Teachers' Feelings about Their Interactions with Trainers -- Understanding Teachers' Voice about Their Professional Development through Emotion -- Trainers as Learners: Rethinking the Role of Teacher Trainers in Reform Context -- References -- Belief as the Prerequisite to Action: Curriculum Reform and the Transformation of Teaching Conceptions in Rural China -- Abstract -- Introduction -- Teaching Conceptions -- Data and Methods -- Data Analysis -- Old Curriculum, No Influence -- Classroom Practices - Centrality of Textbook and Techniques for Teaching to the Test -- Opinions about the New Curriculum Reforms -- Epistemology - Textbook as Main Source of Knowledge, Knowledge as Fixed and Unchanging -- Measures of Successful Teaching and Learning - Content Mastery in Preparation for the Examinations -- Old Curriculum, Surface Influence -- Classroom Practices - Textbook Still Central, Introduction of Games and Activities -- Opinions of the New Curriculum Reforms - Some Familiarity, Positive Attitude Toward Reforms -- Epistemology - Textbook as the Main Source of Knowledge, Students Also Capable of Generating Knowledge -- Measures of Successful Teaching and Learning - Mastery of Content Still Central But Relevance and Enthusiastic Student Participation Are Important Too -- New Curriculum, Surface Influence -- Classroom Practice - Texts Still Central, Introduction of Games and Activities.

Opinions of the New Curriculum Reforms - Generally Positive But Some Concerns -- Epistemology - Evidence of an Interest in Cultivating Conceptual Understandings and a Belief in Learning through Interaction with Other Students -- Measures of Successful Teaching - Active Student Participation is Key -- New Curriculum, Progressive -- Classroom Practices - Student-Centered, Varied Activities -- Opinions of the New Curriculum Reforms - Deep Understanding and Strong Buy-in -- Epistemology - Students and Teachers as Co-Conceptualizers -- Measures of Successful Teaching - Stimulating Student Inquiry and Self-Expression -- Conclusion -- References -- Teacher Learning through Teaching Reflection in the Context of Curriculum Reform -- Abstract -- Introduction -- Policies and Practices of Teacher Learning in the Curriculum Reform: A Macroscopic View -- Teacher Learning through Teaching Reflection: -- Findings from a Case Study -- Research Method -- Two Types of Teaching Reflection: Point-by-Point Summary and Systematic Inquiry -- Reflection by the Process of Point-by-Point Summary -- The Reflection Process of Systematic Inquiry -- Teacher Learning in the Process of Teaching Reflection -- Point-by-Point Summary and Surface Teacher Learning -- Systematic Inquiry and Authentic Teacher Learning -- Teacher Learning through Teaching Reflection: -- Towards a Constructivist Perspective -- References -- Qualities of Good Teachers in China: A Comparative Perspective -- Abstract -- Introduction -- Research Methodology and Results -- Stage-One Study -- Participants and Data Collection -- Data Analysis -- Results -- Stage-Two Study -- Participants and Data Collection -- Data Analysis -- Results -- Stage-Three Study -- Participants and Data Collection -- Data Analysis -- Results -- Conclusion -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.