Explanations for the Transition of the Junior Secondary School Chemistry Curriculum in the People's Republic of China during the Period from 1978 to 2001

Autor/inn/en	Wei, Bing; Thomas, Gregory P.
Titel	Explanations for the Transition of the Junior Secondary School Chemistry Curriculum in the People's Republic of China during the Period from 1978 to 2001
Quelle	In: Science Education, 89 (2005) 3, S.451-469 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20051
Schlagwörter	Foreign Countries; Science Curriculum; Chemistry; Curriculum Development; Secondary Education; Science Instruction; Interviews; Educational Policy; Teacher Role; Scientists; Western Civilization; China + Suchen Sie Ihr Suchwort? Ausland; Chemie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarbereich; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Lehrerrolle; Scientist; Wissenschaftler
Abstract	Taking the Junior Secondary School Chemistry Curriculum (JSSCC) in the People's Republic of China as a case, this paper approaches the issue of the tension between elite and future citizenry orientations in science curriculum. The changes in the JSSCC over the period from 1978 to 2001 are explained from three viewpoints: sociopolitical, individual, and international influences. Based on the data collected from curriculum documents, and interviews with people involved in designing the JSSCC over the period under study, a model is established in terms of the tension between the two curriculum orientations. In this model, it is argued that the elite and future citizenry curriculum orientations are influenced by different forces. For the elite orientation, the forces are the "science for the minority" policy released by the nation, the subject matter centered input from the West, and a dominant role played by academic scientists. For the future citizenry orientation, the forces are the "science for the majority" policy released by the nation, the socially, personally, and culturally relevant input from the West, and an emerging dominant role played by science educators. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10