The current landscape and future direction of curriculum reform in China
Abstract This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of Compulsory Education Curriculum Program and Standards (2022 edition), p...
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| Format: | Article |
| Language: | English |
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Wiley
2023-09-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.8 |
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| _version_ | 1832086458349912064 |
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| author | Shengquan Luo |
| author_facet | Shengquan Luo |
| author_sort | Shengquan Luo |
| collection | DOAJ |
| description | Abstract This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of Compulsory Education Curriculum Program and Standards (2022 edition), pays attention to the interpretation of Curriculum Standards 2022 and teacher training, focuses on providing rich curriculum resources, and encourages curriculum innovation in regional and school‐based levels. In terms of practical results, the ninth curriculum reform is significant in enhancing five‐dimension integrative education and constructing the high‐quality curriculum system; implementing the “Double Reduction” policy to foster all‐rounded and harmonious development of individuals; and improving educational evaluation to promote educational ecosystem reform. Looking ahead, the Chinese government aims to enrich the content of curriculum to foster the students' moral character by establishing their global vision and comprehensive thinking. The future efforts will focus on optimizing the curriculum implementation, advancing localized implementation, and transformative approaches to nurturing students. Innovative models of curriculum reform will be further explored. Attention will be given to teacher practices, fostering increased enthusiasm and competence among teachers to actively participate in and contribute to the ongoing reform process. |
| format | Article |
| id | doaj-art-a82af0232680430699f11ff400658c22 |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2023-09-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-a82af0232680430699f11ff400658c222025-02-06T15:35:18ZengWileyFuture in Educational Research2835-94022023-09-011151610.1002/fer3.8The current landscape and future direction of curriculum reform in ChinaShengquan Luo0Faculty of Education Southwest University Chongqing ChinaAbstract This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of Compulsory Education Curriculum Program and Standards (2022 edition), pays attention to the interpretation of Curriculum Standards 2022 and teacher training, focuses on providing rich curriculum resources, and encourages curriculum innovation in regional and school‐based levels. In terms of practical results, the ninth curriculum reform is significant in enhancing five‐dimension integrative education and constructing the high‐quality curriculum system; implementing the “Double Reduction” policy to foster all‐rounded and harmonious development of individuals; and improving educational evaluation to promote educational ecosystem reform. Looking ahead, the Chinese government aims to enrich the content of curriculum to foster the students' moral character by establishing their global vision and comprehensive thinking. The future efforts will focus on optimizing the curriculum implementation, advancing localized implementation, and transformative approaches to nurturing students. Innovative models of curriculum reform will be further explored. Attention will be given to teacher practices, fostering increased enthusiasm and competence among teachers to actively participate in and contribute to the ongoing reform process.https://doi.org/10.1002/fer3.8Chinese curriculum reformcurriculum reformeducational perspectivesfuture directions |
| spellingShingle | Shengquan Luo The current landscape and future direction of curriculum reform in China Future in Educational Research Chinese curriculum reform curriculum reform educational perspectives future directions |
| title | The current landscape and future direction of curriculum reform in China |
| title_full | The current landscape and future direction of curriculum reform in China |
| title_fullStr | The current landscape and future direction of curriculum reform in China |
| title_full_unstemmed | The current landscape and future direction of curriculum reform in China |
| title_short | The current landscape and future direction of curriculum reform in China |
| title_sort | current landscape and future direction of curriculum reform in china |
| topic | Chinese curriculum reform curriculum reform educational perspectives future directions |
| url | https://doi.org/10.1002/fer3.8 |
| work_keys_str_mv | AT shengquanluo thecurrentlandscapeandfuturedirectionofcurriculumreforminchina AT shengquanluo currentlandscapeandfuturedirectionofcurriculumreforminchina |