China's Recent Curriculum Reform: Progress and Problems

Autor/in	Feng, Daming
Titel	China's Recent Curriculum Reform: Progress and Problems
Quelle	In: Planning and Changing, 37 (2006) 1-2, S.131-144 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Stellungnahme; Foreign Countries; Instructional Leadership; Educational Quality; Educational Researchers; Educational Change; Curriculum Development; China + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Quality of education; Bildungsqualität; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In China, the most recent curriculum reform of basic education began with the National Congress of Education held by the Chinese central government in 1999. Since the decision to implement well-rounded quality education nation-wide, which was made by the central government at that congress, curriculum reform has been emerging as a centerpiece of basic education. In this article, the author discusses the progress and problems associated with its implementation over the past four years in 38 pilot districts that span China's 27 provinces. The author argues that the foremost challenge to the current curriculum reform in China is to find solutions to the implicit, rather than explicit, problems such as the problem of cultural dilemmas for school leadership that result from conflicts between Western and Chinese values and practices. With the progress of the curriculum reform, a cluster of problems still awaits resolution. These problems, from the perspective of this author, can be categorized as explicit problems and implicit problems. The author concludes that the most critical issue in achieving the goals and objectives of China's curriculum reform is not to solve the explicit problems. Rather, the foremost challenge for educational researchers and practitioners in China is how to identify the reasons behind the implicit problems and how to explore and create effective solutions for these implicit problems. For this reason, the next stage of China's curriculum reform of basic education will largely depend on support from empirical research on these cultural conflicts and dilemmas. (Contains 2 tables, 2 figures, and 1 endnote.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10