School Curriculum Reform and Development in China: Review and Outlook
Prof. Tian Huisheng
Director General of NCCT
The basic education curriculum of People’s Republic of China (PRC) has experienced 8 reforms before the fundamental system of basic education curriculum and textbook with Chinese characteristics is formed: establish a new course management mechanism; define the “people-oriented” curriculum concept; enrich curriculum types and materials; explore and build a sustainable evaluation system; carry forward classroom teaching revolution and renovation; and accelerate the overall teachers’ professionalism.
When basic education curriculum reform and development steps into a stable institutionalized phase, it will present the following trends: (1) stick on and implement the spirit of Education Planning Compendium, deepen basic education curriculum reform roundly and profoundly; (2) set up and perfect basic rules on curriculum and textbook development; 3)strengthen the basic education curriculum policy-implementing ability; 4) reform evaluation system, intensify teacher training, and establish curriculum reform safeguard mechanism; 5) take student creativity and innovation fostering as the breakthrough in curriculum reform.
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The process, effectiveness and prospects of implementation for Asia funded (AF) project in Gansu Province
Prof. Fu Min
Northwest Normal University
Abstract: The first development project of AF project in China is implemented in Gansu province, and is responsible for implementing the project that was officially launched in December 2009.
During two years, it is indicate that organized and continuing professional teacher training and curriculum inquiry activities is able to enhance teacher's capabilities of curriculum development , professional development, curriculum management and research ;The spiritual outlook, discourse power and activity ability of teacher was improved significantly, at the same time, their status and influence on the schools was enhanced continuously; Teachers' consciousness and ability of instructional innovation was enhanced significantly, the way and outcome of students learning was improved. The school-based teaching and research activities became standardization gradually, quality of teaching and research activities has improved significantly; the curriculum leadership ability of principals has constructed and improved significantly, the organization and management of school has changed significantly; the logos and characteristics of school's became clearer. It led to cultural reconstruction and deep change in the school further. AF projects have constructed a set of training mode (international wisdom + University + primary and secondary schools).
Because of achievement of AF project, the Chinese experts and Dutch experts have formed a consensus that they hope cooperate with each other and expanded the range and field of cooperation in the future. So Chinese Dutch Educational Development and Research Center was set up in the Northwest Normal University on October 21, 2011.
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The status of professional knowledge of primary school teachers and strategies for improvement
Prof. Ma Yunpeng
Northeast Normal University
The teachers' professional knowledge is an important component of professional attainment of teachers. It is important to analyze knowledge structure of teachers and to develop the assessment tool to look into teachers ' professional knowledge.
The structure of primary school teacher's professional knowledge
teachers ' professional attainment include the ethnicity, professional knowledge and skills. Professional knowledge is an important part of teachers’ professional attainment. Primary school teachers’ knowledge includes mainly educational theories, curriculum knowledge, subject knowledge and pedagogical content knowledge.
The develepement of the assessment tool to measure primary school teachers’ knowledge
The assessment tool is designed on the basis of the four core elements of teachers' knowledge: educational theories, curriculum knowledge, subject knowledge and pedagogical content knowledge. It will be able to assess professional knowledge of mathematics and Chinese language primary school teachers.
Analysis of primary school teachers ' professional knowledge status.
With the assessment tool we investigate and analyze the knowledge development status of both in-service and pre-service teachers. It is found that there is a lot of improving room for in-service and pre-service teachers ' knowledge, and there is a difference of two kinds of teachers.
Strategies for improving the teachers’ professional attainment in primary schools.
For pre-service teachers, we need to adjust our curriculum structure and teaching methods of teacher education program to make it more practice-oriented. Classroom observation and teaching practice should be highlighted. For in-service teachers, we should focus on designing better training program, as well as improving the quality of school-based professional development.
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The Construction and Implementation of Collaborative Assistance Model for Middle School Teachers’ Development
Prof. Kang Shumin
Vice Principle of Qufu Normal University
Abstract: The professional development of middle school teachers is a continuous process of growth within the teacher community. It concerns individual teachers and the target group as well. As such, the Collaborative Assistance Model is constructed, which pays close attention to the growth and development of both individuals and the group. To make it implemented, schools need to take proper measures to form a supporting and encouraging infrastructure in the framework of teacher training, teaching-based research, reflective practice, and development-oriented evaluation from the perspective of providing necessary facilities, building teaching resources, and developing feedback mechanism. With personal endeavor and collaborative assistance, teachers can develop from experienced teachers to reflective ones, moving smoothly to professional maturity with sustainable features.
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On the Development and Plight of China’s Basic Education Research Organization
Prof. Hu Huimin
East China Normal University
Abstract: Our teaching research organization is non-administrative organization learning from Soviet Union’s instruction method group. Form the process of its development, it’s not only a teaching research organization, but also teachers’ collective learning organization, teachers’ professional organization and teachers’ management organization. With the deepening of education reform, it is facing the plight for the further development in the aspects of school’s teaching research system and administrative management system, teaching research and project research ,”teaching” and “learning” research.
Keywords: teaching research organization, collective learning , collective research
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An Investigation on the Biology Curriculum Implementation of Senior High School in Northwest China
Dr. Li Gaofeng
Shanxi Normal University
Abstract: Survey results shows that: the current quality of biological education is difficult to meet the learning needs of students; “For all students” has a larger gap; Teachers’ education and teaching behavior is inconsistent with their advanced curriculum conception; Teachers and students think of the college entrance examination as the ultimate goal. To solve these problems, we should enhance guidance and operability of the “standard”; Strengthen the building of teacher teams; Perfect the support system of education reform; Lose useless repetition and teach the core knowledge and skills; Establish the equal teacher-student relationship of “I-you”, and implement interactive leaching.
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Lesson study: Building Wisdom Class——Based on the Lesson Study Practice of the Four Schools in Zhejiang Province
Prof. Liu Hui
Zhejiang University
Abstract: The key feature of wisdom class is "Teaching tactfully", to create a wisdom class we need to make a research of teaching and have a overall reform concerning preparing the lesson ,listening to the class and evaluating the class. Lesson study means a transform of way about the teaching research. It is emphasized to explore deeply about the uncertain world which is suitable for the wisdom class research. Specifically, it reflects the following shift of the perspectives, that is "from putting the theory into practice to finding the theory in the practice; from the research focusing on teaching to the research focusing on learning; from the single-component research group to the multi-component research group ;from classification and rating to appreciation and criticism. " Around the theme "Create Wisdom Classroom through Lesson Study", we carried out practice in the four schools of Zhejiang province. We constructed wisdom class creatively from designing the teaching improvement plans, three-dimensional diagram of lesson observation and the lesson study reports.
Key words: wisdom classroom; lesson study
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The New Research and Development of Holographic-video Sample Lessons
Zhang Xiaoming
Vice President of Heilongjiang Institute of Education
Abstract：The topic and model of holographic sample lessons is advanced on the teaching research and training practice and improvement. These lessons should be effective designed and promoted. Firstly, the proposal and actual value of multichannel holographic solution are based on the limits of the former video example lessons and three teaching research and training stories: Teaching Research Value of Video Lessons, Information Limits of Online Example Lessons, Research and Evaluation Strategy of Example Lessons in
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The Construction of Learning Community Based on New Curriculum Reform
Prof. Wang Nan
Guangxi Normal University
I. Background. The curriculum reform of elementary education since 1990s in China has brought about comprehensive and profound changes in the field of education, greatly improving the partnership between universities and primary and secondary schools.
1. The partnership between universities and primary and secondary schools mainly consists of three types: cooperation on the basis of experimental schools, cooperation based on joint research projects, and school cooperation on the basis of specialties development, each of which has its advantages and disadvantages.
2. Our research approach:
Entry point: The New Curriculum Reform of elementary education;
Nature: cooperation between normal university and primary and secondary schools;
Emphasis: the exploration and sharing of high-quality teaching resources
Goal: to construct a new learning community
II. Significance. Partnership between universities and primary and secondary schools has profound significance:
1. On the part of normal universities: the relationship can help normal universities derive experiences from elementary education practice, thus attaching stronger empirical nature to educational theory research; improve professional development of university teachers and provide more practice opportunities for university students.
2. On the part of primary and secondary schools: the relationship can stimulate the reform of primary and secondary schools; improve the professional level of primary and secondary school teachers; promote the implementation of the New Curriculum Reform and enhance the students’ development.
III. Methods
Focusing on the exploration and sharing of high-quality educational resources, including:
—Models of general education under the guidance of the New Curriculum concept;
—Classroom teaching activities under the guidance of the New Curriculum concept;
—Teachers’ teaching styles under the guidance of the New Curriculum concept;
—Teachers’ professional development under the guidance of the New Curriculum concept;
—Partnership mechanism under the guidance of the New Curriculum concept;
—Network teaching and researching platform under the guidance of the New Curriculum concept.
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U -D Partnership & Balance Development in(between) Districts
Prof. Wang Shangzhi
Capital Normal University
Planning and policy
Part1：research
1. reality
2. resources allocation
3. policy analysis
4. case study
Part2：practice
1. policy-making involvement
2. involvement in project-advancing
3. collaborative research
4. administrators' and teachers' development
School improvement
Part1：research
1. research for daily-life of schools
2. research for planning of schools
3. research for leadership
4. research for school-based study
5． research for collaboration of U-D-S
6. research for school improvement under support of U
Part2：practice
1. school-based support under U's immersion
2. group development under U's support
3. Collaboration of U-D-S
4. practice-knowledge constructed under U-D-S
5. a whole-approach to school improvement
Teachers' professional development
Part1：research
1. practice-oriented teachers' development
2. school-based teachers' development
3. apprenticeship
4. Backbone teachers' development
5. teachers' practical knowledge
Part2：practice
1. teachers' study under U-D-S collaboration
2. project-based teachers' study
3. integration of pre- and post- service
4. subject-based teachers' development
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Where’s Chinese teachers’ Capability on Curriculum: Findings of a Qualitative Research
Mr. Yu Zeyuan
Southwest University
Abstract: Qualitative research on curriculum reform in the context of primary and secondary school teachers found that teachers lack courses ability; they do not have curriculum consciousness and is dreadful of curriculum development, and thus limit their teaching horizons. The main reasons of their incapability include: (1) excessive expansion of instrumental rationality makes them indulge in the specific educational technology or educational art, instead of pursuing the nature of educating people; (2) lack of purpose consciousness and excessive pursuit of methods lead them to improve teaching with some methods, instead of active thinking and flexible application of the target; (3) rigid disciplinary boundaries confines teachers within their disciplines and results in a narrower perspective; 4. loss in the educational process drains their opinions, let alone educational behavior of their own insights.
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Selection of Individual Self-organized Growth and Education
Prof. Sun Jieyuan
Guangxi Normal University
Abstract: The process of human beings is always a course of adaptable evolution for individual self-organization. In this paper, investigating two personal growth cases, we describe the process that an individual with life initiative can make adaptable adjustments and selections spontaneously according to specific circumstances, such as curriculum selections in the process of school education. It reveals the complexity and dynamic natures of human beings self-development, demonstrates the sense of self-organization and nonlinearity in the process of individual growth, as well shows the clever and energetic in life and the reality and transcendence of life. School education provides individual growth with a space field that helps systematic internal factors interact with each other, and promotes human beings habitat factors effectively.
Keywords: Individual; self-organization; growth; education; curriculum selection.
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Issues on Construction of Local and School-based Curriculum Management system
Prof. Wu Gangping
East China Normal University
In China, basic education is the responsibility of local authorities according to the management system, but its curriculum development mechanism is a typical form of centralization with a uniform strategy of national curriculum development. The curriculum developers under the mechanism of centralization are trying to find a way of decentralization to counteract the centralization’s weakness. One of their strategies is three-level curriculum management policy including local and school-based curriculum development (SBCD). But in fact, SBCD under the mechanism of centralization doesn’t go on as smoothly as its policy makers expect. Especially there are many internal contradictions between and within institutions and ideas, managements and evaluations, current needs and cultural traditions.
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A Study on Analysis and Strategy of the Capability for School-based Curriculum Development: a case study in a primary school
Prof. Chen Xuyuan
Northeast Normal University
The issue that it is not good enough to be high capable for the school-based curriculum development needs to be solved urgently, because it is lack of points and timeliness currently. So here is an action research on the school-based curriculum, Sinology, in a primary school named Dong Changdian, which is located in Tiedong District, Anshan City. And this action research is carried out and supported between Professor Chen Xuyuan’s team and the Dong Changdian Primary School.
For this program, we do work together, such as to create unique culture atmosphere and abstract its educational features, analyze its SWOT, train teachers for the curriculum development, study and discuss teaching theories and practice, establish a e-platform for teaching and research, form a curriculum development plan, revise and study for the Sinology book, improve a scientific evaluation system, stimulate teachers’ enthusiasm for reading, and direct for students’ body and mind development.
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Universities’ Involvement in Local Educational Authorities’ Curriculum Capacity Building: Zhejiang University as an exemplar
Dr. Zhang Wenjun & Dr. Tu Liya
Zhejiang University
【Abstract】The New Curriculum in China empowers the local educational authorities on curriculum affairs, while in the meantime raises challenges to them.
The curriculum capacity building, which including the improvement of curriculum development and leadership of local educational authorities, of schools, and of school teachers; becomes one of the most important and challenging tasks for local educational authorities.
Universities and colleges as the institutions doing educational research, cultivating educators and providing social services, have advantages in studying new issues and proving ideal and consultancy from the frontier. Seeking cooperation with higher education sector becomes popular among local educational authorities for curriculum capacity building.
Using Zhejiang University as an exemplar, our presentation analyses the different aspects of enhancing higher education and local educational authority cooperation; which include top level design, international cooperation and communication, project leadership, teacher training, school curriculum development and supervision, publications and broadcasting.
The problems and difficulties are also explored, including the role of higher education sector, the cooperating orientation and agreement, the team building and accountability, the resources allocation, motivation, communication and cooperation mechanism, and the dilemma between the utilitarian pursuit and effectiveness of the cooperation.
【Key words】University, local educational authority, cooperation, curriculum capacity building
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Establishing a Scientific Green Assessment System on the Quality of Primary and Secondary Schools Study
Prof. Zhang Minsheng
the Chinese Society of Education
Students' study quality is an important part and a capital symbol of the quality of education. Taking students’ study quality assessment as the breakthrough point, to guide and establish a correct sense of quality, to establish a security system of the quality of education plays a significant role in promoting the essential development of basic education，and giving full-scale attention to the healthy growth of students. It is also the radical strategy to implement “study offload” when confronting the current malpractice.
In 2003, Basic Education Curriculum and Textbook Development Center, Ministry of Education launched a project called “Establishing Primary and Secondary Schools Study Quality Feedback and Guidance System ". On the basis of large-scale test data and national norm, the project extracted a series of key factors affecting students' study quality, such as motivation, teacher-student relationship, study load, and constructed an evaluation index system concerning the healthy growth of students as the core value of pursuit, i.e. study quality "Green Index" system.
The promotion of "Green Index" system will provide an empirical basis for the educational administrative departments at all levels, teaching and research departments, and schools to understand the basic conditions of students ' study quality and its key affecting factors; offer important references for educational decision-making; provide diagnosis and suggestions for improvement of students’ study quality; guide the whole society to establish a correct sense of quality, and promote the healthy growth of students.
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The Effect of School Choice on Student’s Mathematical Achievement in China
Dr. Yang Xiangdong & Ke Zheng
East China Normal University
Based on Rubin’s conceptual framework of causal inference, the average effect between key schools and ordinary schools in China was estimated by combining hierarchical linear modeling with propensity score stratification. Different from the sector classification of Catholic versus public school, the classification of key and ordinary schools in China reflects more of the direct consequences of policy initiative and resource allocations. Results of the current study showed that a statistically significant school effect exists between key schools and ordinary schools. Students from key schools are generally expected to have higher on mathematical achievement than those from ordinary schools, net of characteristics of students and their families. Yet specific magnitudes of such school effects vary substantially. The advantages of key schools over ordinary schools were found to be generally greater among urban schools than among suburban schools.
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Institutional Perspective: Reflection on China’s Curriculum Reform Process in the Decade
Prof. Liu Jian
National Center for School Curriculum and Textbook Development, Ministry of Education of China
Abstract: Institutions are developed by people, and are implemented by people. However, the formation of institutions needs more concern rather than relying on people. As a witness, we have the responsibility to reflect on the following questions: during the past decade, what efforts in institutional development have we ever made along with the process of curriculum reform in China? What breakthroughs and results have we achieved? What other institutions and mechanisms need to be constructed? What are the essential elements to build up a course sustainable development institutional framework which is featured by an international perspective and can effectively solve course problems in China? What successful experiences and cases can be learned?
Keywords: institution reflection course sustainable development ncctlj@126.com
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Revision and Promulgation of China's National Basic Education Curriculum Standards (Version 2011)
Mrs. Zhu Muju
General Secretary of National Expertise Committee on School Curriculum and Textbook
In 2001, Ministry of Education launched the basic education curriculum reform and enacted Compulsory Education Curriculum Standards (Trial Version). From 2003-2010, Ministry of Education has revised and amended the trial version for three times according to the following considerations: (1) consolidate the results of reform, insist the goal and direction of curriculum reform; (2) respond actively to the problems found in the experiments, purposefully solve them and improve the situation; (3) positively confront the challenges in the future, update and develop courses to keep up with the times.
The revisions involve three aspects. First of all, two large-scale researches were organized in year 2003 and 2010 respectively; Second, five amendment principles and focuses were put forward: Moral Education First; All-round Development; Ability-oriented; People-oriented; Advance with the Times. Third, solicit opinions from all sides and implement international comparisons. The scrutiny also includes three aspects: first, careful organization of expert team to enhance the representativeness; second, perfect the scrutiny process and ensure the scrutiny quality; third, strengthen the professional consultation.
The deliberated and revised Compulsory Education Curriculum Standards on various disciplines is featured by the following characteristics:
(1) implement Moral Education First policy, and highlight the contemporary features of moral education;
(2) ability-oriented to strengthen the basic requirements of capacity development;
(3) reflect the spirit of the times; reasonably absorb new achievements in social development and technological progress;
(4) control the course capacity and its difficulty to reduce the students’ study loads;
The new Compulsory Education Curriculum Standards enhances Chinese characteristics, highlight contemporary features and displays international perspectives.
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The Large-scale & In-depth Implementation of Scientific Inquiry in China’s New National Curriculum: the Road is Right Beneath Our Feet
LUO Xingkai
Center for School Curriculum Research & Development, Guangxi Normal University
Guilin 541004, P.R. China (xingkailuo@vip.163.com)
The new national curriculum in China adopted since 2001 aims at holistic development of a learner as a responsible individual and a productive member of the present and future society. The national curriculum standards in all science subjects endorse enhancement of student scientific literacy as the fundamental goal. However, with the in-depth implementation of the new curriculum, teacher factor becomes vital. For instance, inquiry-based science teaching at school levels driven by the new national curriculum in China has been widely recognized as a big challenge to most practicing school science teachers who have not been taught in such a way in their own school years. High quality teacher education and professional support becomes a key factor for the effectiveness and sustainable development of the reform. Such demand motivated the author and his physics/science education team to focus its attention onto enhancing cooperation with schools through jointly develops a school-based curriculum called Science by Inquiry. This endeavor paves the way for school-university collaboration in teacher education by establishing relationship that makes them really need one another. For schools involved they are happy to have young co-workers supported by the university expert team for dealing with challenging task in new curriculum. For teacher students involved they got not only more opportunities of doing “Clinical Practice” but also confidence value for a new teacher. Because in meeting such new things as school-based curriculum development innovative idea is more important than experiences thus their shortcoming of lack teaching experience became not so big a problem. The presentation will show this systematic work and its newly outreach: “Model Platform Construction for Innovative Physics & Science Teachers Education”, a project supported by Education Department of Guangxi government to spread the innovation practice to other teacher education institute.
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Instructional coach——the Course Leaders
Prof. Cui Yunhuo
East China Normal University
Basic Education Curriculum Reform involves three systems: planning and design, promotion and implementation, lead and support. Although China’s Basic Education Curriculum Reform in the 21st century is unprecedented, it still inevitably witnesses "the great gulf between ideals and reality", i.e. the "mismatch" phenomenon. This phenomenon is definitely attributed to the three systems, but this study involves only the responsibility of the lead and support system. Teaching and research personnel are the core strength of the system, and China’s lead and support system is a unique view around the world. Teaching and research personnel are assumed to take the roles of “Course Leaders” in the new curriculum institutional design and also play a leading and supporting part in its promotion and implementation. However, the curriculum leadership construction of the research personnel is not widely appreciated. Curriculum leadership includes curriculum development ability, leading ability in profession and self-development ability. The development of curriculum leadership is acquired in two ways: First, concept learning, i.e. expert training mode to “clarify ( clarify the problems), brainstorm (brainstorm on the problems), and share (share ideas with group members in the end)”; second, skill learning, i.e. advanced skill acquisition mode to “see one, do one and teach one”.
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Promoting the diversification of high schools , providing a suitable education for each student
Mr.Gao Sicheng
Director at Qijiang County Education Adminstration of Chongqing
Qijiang District of Chongqing Municipality promotes curriculum reform as a carrier to promote the diversification of high school, and strive to provide a suitable education for each student.
First, highlight the course selection and try to provide a suitable course . According to the idea of running schools and the diversification of development planning requirements ,schools highlight the course selection, providing a suitable course. Schools combine the national curriculum, local curriculum, school-based curriculum to construct a suitable feature of the curriculum system.
Second, changing teaching methods to provide the students with classroom activity. Schools establish the autonomous learning, cooperative learning, inquiry learning teaching routine, focusing on cultivating students' question consciousness, innovation spirit and practice ability. classrooms reveal a democratic, equal relationship between teachers and students.
Third, change the evaluation system, implementing suitable evaluation. The implementation of a plurality of students comprehensive quality evaluation lead development of students' personality, specialty development. Qijiang establishes quality of school education "five-dimensional monitoring mode”. It contains incremental evaluation of the quality of teaching, promoting the professional growth of teachers, student questionnaire,management evaluation of the teaching process, and the evaluation of the landmark achievements . High schools within the region showing diversified development trend ,for example ,humanities, mathematics, science, art, technology, sports, and so on.