School-Based Curriculum Development in China

Policy Analysis, Theoretical Controversy, and Practical Exploration

Bibliographic Data

ID12983513
AuthorsYuzhen Xu (0000-0002-1289-3438, Capital Normal University, corresponding author), Hongbo Wong (Capital Normal University)
Year2011
Volume44
Issue4
Pages44-63
Publication date2011-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChinese Education & Society (JOURNAL)
Journal identifiersISSN: 1944-7116 • E-ISSN: 1061-1932
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.2753/ced1061-1932440403
OpenAlexW1557909517
LanguageEN
Citations received7

In an attempt to give a general but critical review of school-based curriculum development (SBCD) in China's new curriculum reform (NCR), this article discusses at length some issues remaining in SBCD, including misconceptions in Chinese discussions about SBCD, most significantly, the Chinese literal expression of the policy statement on three-level curriculum management and its vague implications for SBCD; the tensions between curriculum reform experts and curriculum scholars; and the chasm between the policy and its practice. The article has three interrelated parts: a text analysis of the policy statement, an argumentation analysis of some illustrative controversial theoretical viewpoints on SBCD, and a practical analysis of the explorations in schools in various areas of China

Argumentation theory · China · Curriculum · Curriculum development · Curriculum theory · Epistemology · Mathematics education · Pedagogy · Political science · Sociology · Statement (logic · Viewpoints · Global Education and Multiculturalism · Higher Education and Teaching Methods · Psychology · Second Language Learning and Teaching

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