Overview
- Elucidates the historical development and localized understanding of the school-based curriculum in China
- Offers insights into school-based curricula around the globe
- Clarifies the mechanisms of developing the school-based curriculum at different levels
- Provides practical procedures and operational details to equip readers to design and develop school-based curricula
Part of the book series: Curriculum Reform and School Innovation in China (CRSIC)
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About this book
This book first develops a framework to understand the curriculum administration system in China. It describes the historical process of localizing school-based curricula as well as the significance and positioning of school-based curricula, and presents in detail cases of how three types of school-based curriculum were developed and implemented in Chinese schools.
The book outlines for the first time best practices in school-based curriculum development in China, i.e. how to make a holistic curriculum plan, how to design a curriculum, and how to develop a course in the context of a school-based curriculum. By discussing these three aspects, it clearly summarizes the strategies and technologies for school-based curriculum development, which are applicable across contexts.
Although the concept originated outside China, school-based curriculum development in China differs from that in other countries both in theory and practice. This book equips readers with theoretical and practical knowledge of how to develop school-based curricula and how to generate experiences for new curriculum development.This timely book is a valuable resource for researchers, curriculum designers, school teachers and others who are interested in school-based curriculum development.
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Keywords
Table of contents (7 chapters)
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Contextualization and Conceptualization
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Practices and Cases
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Path and Prospect
Editors and Affiliations
About the editors
LEI Hao has a PhD in Education (East China Normal University-Purdue University Joint program supported by the National Overseas Fund), and is an associate researcher at the Institute of Curriculum and Instruction of East China Normal University. His research interests involve curriculum and instruction evaluation, teacher professional development, student learning and development. He has published more than 20 academic papers in SSCI and CSSCI journals. Currently he is a reviewer for Psychological Reports and Global Education.
ZHOU Wenye has a PhD in Education (East China Normal University-University of Wisconsin-Madison Joint program supported by the National Overseas Fund), and is Associate Director of the Department of Curriculum and Instruction at East China Normal University, and associate professor at the Institute of Curriculum and Instruction of East China. She is a visiting scholar at Stanford Graduate School of Education from December 2016 to January 2018. Her research focuses on curriculum development and evaluation, classroom assessment, performance assessment, and teacher education. She is PI in two national research projects: ‘Key Competencies-based school curriculum development’ and ‘Student Performance Assessment’. She has published over 40 academic papers and books, including Theories and Techniques of Performance Assessment in School.
Bibliographic Information
Book Title: School-Based Curriculum in China
Book Subtitle: Conceptions and Practices to Unleash School Vitality
Editors: Yunhuo Cui, Hao Lei, Wenye Zhou
Series Title: Curriculum Reform and School Innovation in China
DOI: https://doi.org/10.1007/978-981-10-8630-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020
Hardcover ISBN: 978-981-10-8629-8Published: 08 December 2020
eBook ISBN: 978-981-10-8630-4Published: 07 December 2020
Series ISSN: 2523-7322
Series E-ISSN: 2523-7330
Edition Number: 1
Number of Pages: V, 167
Number of Illustrations: 5 b/w illustrations, 9 illustrations in colour
Topics: Curriculum Studies, Learning & Instruction, Educational Policy and Politics