Curriculum Reform in Rural China: An Exploratory Case Study

Autor/in	Riley, Patricia E.
Titel	Curriculum Reform in Rural China: An Exploratory Case Study
Quelle	In: Research and Issues in Music Education, 11 (2013) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8090
Schlagwörter	Foreign Countries; Music; Music Education; Music Teachers; Curriculum Development; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Elementary School Teachers; Educational Change; Constructivism (Learning); Educational Innovation; Music Activities; Cooperation; Creativity; Problem Solving; Thinking Skills; Musical Composition; Context Effect; Cultural Context; Mentors; Elementary School Students; Teacher Surveys; Educational Environment; Rural Areas; Rural Schools; Case Studies; China + Suchen Sie Ihr Suchwort? Ausland; Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Instructional innovation; Bildungsinnovation; Musikalische Aktion; Co-operation; Kooperation; Kreativität; Problemlösen; Denkfähigkeit; Komponieren; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Case study; Fallstudie; Case Study
Abstract	This case study consisted of an examination of the perspectives of students, teachers, and administrators at the Shuangling Primary School, a rural Chinese school in Shaanxi Province, as they relate to themes of China's most recent curricular reform efforts. The intent was to understand these perspectives and determine how to best assist teachers in rural primary schools in Shaanxi Province, and perhaps more broadly in other rural Chinese primary schools, in implementing the themes outlined in the reform document (Ministry of Education of the Peoples' Republic of China, 2010). Researcher narrative describes this exploration, and data include student, teacher, and administrator reflections, notes and statements. Results indicate that participants reacted positively toward lessons embodying the active, child-centered pedagogy that school reform efforts call for. These include constructivism, diversity of activity, innovation, communication, cooperation, collaboration, exploration, creativity, analysis, problem-solving, and independent thinking. (As Provided).
Anmerkungen	University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10