A Comparative Study of Twenty-First Century Competencies in High School Mother Tongue Curriculum Standards in China, the United States and Finland

Autor/inn/en	Deng, Li; Wu, Shaoyang; Chen, Yumeng; Wang, Yan; Peng, Zhengmei
Titel	A Comparative Study of Twenty-First Century Competencies in High School Mother Tongue Curriculum Standards in China, the United States and Finland
Quelle	In: Language, Culture and Curriculum, 36 (2023) 2, S.142-160 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2072506
Schlagwörter	Comparative Analysis; 21st Century Skills; Native Language Instruction; National Standards; Cross Cultural Studies; English; Finno Ugric Languages; Metacognition; Citizenship; Self Concept; Aesthetics; Comparative Education; Critical Thinking; Thinking Skills; Technological Literacy; Social Responsibility; Cultural Awareness; Western Civilization; Asian Culture; Confucianism; Curriculum Design; Communication Skills; Nationalism; High School Students; Foreign Countries; Finland; China; United States + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Cultural comparison; Kulturvergleich; English language; Englisch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Staatsbürgerschaft; Selbstkonzept; Ästhetik; Vergleichende Erziehungswissenschaft; Kritisches Denken; Denkfähigkeit; Technisches Wissen; Soziale Verantwortung; Cultural identity; Kulturelle Identität; Konfuzianismus; Lehrplangestaltung; Kommunikationsstil; Nationalismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Finnland; USA
Abstract	Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries' tradition of curriculum theories -- the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo-American curriculum and the Finnish have roots in "Bildung-Didaktik." Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01