Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Ping; Qi, Chunxia |
|---|---|
| Titel | Reform in the Curriculum of Basic Education in the People's Republic of China: Pedagogy, Application, and Learners |
| Quelle | In: International Journal of Educational Reform, 14 (2005) 1, S.35-44 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | Anxiety; Drills (Practice); Curriculum; Foreign Countries; Educational Change; Educational Improvement; Educational Policy; Educational History; Basic Skills; Problem Solving; Educational Assessment; Curriculum Development; Educational Development; Educational Principles; China Angst; Curricula; Lehrplan; Rahmenplan; Ausland; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Basic skill; Grundfertigkeit; Problemlösen; Education; assessment; Bewertungssystem; Curriculum; Development; Curriculumentwicklung; Entwicklung; Bildungsentwicklung; Bildungsprinzip |
| Abstract | With the advancement of technology and new developments in other social aspects, education is faced with challenges to produce well-rounded citizens for the 21st century. Some of the important qualities for individuals to be successful in the new era include creativity, application, and cooperative skills. Basic education in China had demonstrated strengths in areas such as students' establishment of a strong knowledge base and development of basic skills such as mental arithmetic. Chinese students usually excelled academically and performed well in taking examinations compared to their counterparts in many countries, including the United States. However, the Chinese educators were not satisfied with their students' ability to score well in examinations, which remained one of their goals. In this article, the authors discuss four aspects that were identified as primary areas of improvement in revising the former curriculum: (1) excessive attention given to development of basic knowledge and skills; (2) more focus on passive learning and excessive drills and less on students' development in problem solving and application; (3) more focus on using assessment for discriminating and selecting purposes and less on monitoring student development; and (4) too much pressure and heavy study load. The authors also discuss and analyze the characteristics of the reform in the curriculum of basic education in the People's Republic of China. Before a discussion of the characteristics of the reform takes place, a list of events related to the reform is provided chronologically to show its progression or path. (Contains 1 figure and 2 tables.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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