(2012). – An Analysis of the Basic Education Curriculum Reform Outline (Trial)” in Exploring Education Development, 9: 5–10. (2003). [http://cice.shnu.edu.cn/LinkClick.aspx?fileticket=X9fAdJJUhjQ%3D&tabid=11413&language=zh-CN]. Reconstruction of the teacher education system in China Xudong Zhu College of Education, Beijing Normal University, China, P.R. Chinese Curriculum . A-Level) for students who aim to study abroad after completing high school in China. The second wave proposes a revision of the difficult, obscure and less innovative traditional curriculum to offer a basic curriculum, enriched curriculum, and inquiry-based curriculum as three separate components of the new curriculum (Wen, 2007). “China’s Recent Curriculum Reform: Progress and Problems.” Planning and Changing, 37, 1 & 2: 131–144. In an effort to promote sustainable development, Chinese leaders have sought to improve educational quality and increase access across the country. It is instructive to give a brief historical overview of these reforms (Tan, 2012). Higher education in China has played an important role in the economic construction, science … distributed leadership and total quality management). Another great challenge faced by Shanghai is the large gaps between urban and suburban, native Shanghai and recent migrant students, as well as variances between schools caused by historical traditions and teachers’ professional quality (Xu, 2012). Fifthly, the guidance of the research team has been significantly enhanced. Curriculum Transformation in China: Trends in Student Perceptions of Classroom Practice and Engagement Abstract In the late-1990s, education policymakers began a process of curriculum reform with the goal of transforming Chinese schooling from exam-oriented education to student-centered learning. In particular, the Shanghai Education Commission and its delegation, Shanghai Committee of Curriculum and Textbook Reform, fully controlled the development of curriculum and textbook development for Shanghai schools. Curriculum System of Vocational Education in China ——A case study of the curriculum reform of secondary vocational schools in the new century Dr.Zhao,Wenping firstname.lastname@example.org AccueilColloques internationauxColloque : L’éducation en Asie en...ATELIER 2 : SAVOIRS, CURRICULA ET...Curriculum reforms in China: hist... 1The basic education curriculum in China has experienced several waves of changes since the founding of the People’s Republic of China in 1949. Concepts and Innovations of New Curriculum. Many argued that modern education reforms began in 1985 (seventh wave: 1985–1998), with several milestones being decentralization in the administration and financing of basic education; implementation of nine years’ compulsory education; structural change in secondary education and the development of vocational education; reform in student admission and graduate placement in higher education; and a move to encourage local production of textbooks (Cheng, 2010; Li, 2012; Tsang, 1991; Zhong and Cui, 2003). Until 1988, China also used standardized syllabi and centrally-issued textbooks. Outcome-based education has meant different thing to different people in theory and in practise (Hargreaves and Moore, 200o; Harley et … China is one of the most progressive countries in terms of economic and business development, with an education system that offers children many opportunities to thrive in the future. The issue of the Decision on the Deepening of Educational Reform and the Full Promotion of Quality-Oriented Education in 1999 symbolizes the start of the eighth wave of curriculum reform in China. According to Li, the devolution of curriculum development from the central government to the local Shanghai authority formulated a new centralization at the city-level system by the Shanghai education authority. The founding of New China also opened a new era for educational development in Shanghai. (2001). The educational systems of two big countries in the world, UK and China, are very complicated in some degree. “Education in Sweden”, “Curriculum reform in China”, “Qualitative research – Interviews”, the results and analysis of “The Chinese school system” and “Factors for mathematical achievement”, the discussion of the results, the conclusion and “Our own development”. “The Structural Reform of Secondary Education in China.” Journal of Educational Administration, 29, 4: 65–83. According to Li, the devolution of curriculum development from the central government to the local Shanghai authority formulated a new centralization at the city-level system by the Shanghai education authority. (2010). Your email address will not be published. Innovative approaches in teacher development have been developed, such as the “Big Name Teacher Studio” program (hosted by local experienced and excellent teachers, who are selected and named by the district), in which the host-teacher shares his or her knowledge of the craft by mentoring a group of promising young teachers in the same subject from neighboring schools, and giving online presentations and online question-answer sessions for all teachers in the district. The ratios of local and school curricula have been increased from 7 percent up to 16 percent or more. It is meant to provide the foundation for students to study at universities or colleges. Ministry of Education estimates that above 99 percent of the school-age children have received universal nine-year basic education. System Structure. The educational system was rebuilt after 1976 with the introduction of a national college entrance exam in 1977 (fifth wave: 1977–1980; sixth wave: 1981–1984). Yang, A. Li (2001) argued the major problem was that most reform measures were largely politically motivated. Tsang, M. C. (1991). At first, the purpose of education in the UK, the USA and China is not quite similar with each other. Firstly, it strengthens the concept of focusing on students’ development. As Chinese students ,they have too much stress, study , study , and study .They must study hard ,otherwise there is no ways to a splendid future.In recent years, Chinese students studying abroad has become a global trend in China.Education in China is becoming unattractive.Hope the Chinese government can find out a solution to solve the problem of Chinese education system.Hope education in China will have a good future. 5As Feng (2006) remarked, the recent curriculum reform of basic education launched during the period in which China’s economic and political systems were transforming is a significant and profound change. In Britain, America and China, schools enrolling all kind of people to equalize educational opportunities. 6,Regular high Schools Most regular high schools adopt Chinese national curriculum. Thirdly, students’ academic quality, innovative spirit and practical skills see overall improvement. Education in China is always an important part of people’s life. A positive tendency has emerged from the learning and teaching process, including many teachers having learned to reflect upon their classroom behaviors after teaching, instructor-teacher relationships in the classroom becoming more harmonious, and an obvious decrease in the dropout rate. The imperial education and examination system in China is estimated to have been founded as early as the Han dynasty (206 BCE to 220 CE), and is strongly based on meritocratic ideals that persist in Chinese education to this day. Xue Han Department of Teacher Education, Michigan State University, United States email@example.com This article proposes a conceptual framework to examine the development of the education 3-3 • From 2013, China bans English words in media: China has banned newspapers, publishers and website-owners from using foreign words - particularly English ones. The school system starts as follows: Starting Age: Primary 6-7 years; Secondary 11-12 years; College: 16 years (www.chinatoday.com) To enter school in China… The Four Books r… Furthermore, in compliance with the Law of Compulsory Education enacted in 1985, Shanghai was among the first cities in China to achieve universal primary and secondary education (Xu, 2012). The first wave (1988–1998), centering on improving students’ overall quality by integrating societal needs, student development and a school’s disciplinary system, introduced a three-block curriculum: compulsory subjects, elective subjects, and extracurricular subjects. 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