CHEN Xiangming Peking University Contents 1. Background 2. Curriculum Reform 3. Teacher development 2 1. Background Map of China Basic Statistics Geographic Area: 9.6 million sq km Population: 1.3 billion Administration: 23 provinces, 5 autonomous regions, 4 municipalities, 2 special administrative regions; 34 units in total No. of students in basic education: 200 million No. of teachers in basic education: 10 million No. of universities: over 3000 No. of university students: 30 million Gross enrolment rate for college: 23% 4 National Survey 1996—1998年 Sample: 9 provinces & cities 16,000 students 2,000 principals, teachers & members of National Political Consultation Committee and Committees of Education, Science,Culture & Health Methods: questionnaires, interviews 5 Objectives Achieved Views of head teachers & teachers 50% 基础知识与技能 公德 政治信念 分析解决问题 健康 劳动态度与技能 自主创造 动手能力 美的态度表现 搜集利用信息 40% 30% 20% 10% 0% 校长 教师 6 Objectives reflected in textbooks Views of teachers & principals（%） Objective achieved in textbooks Principals Teachers Basic knowledge and skills 74 62 Capacity for problem solving 46 33 Political believes 19 17 Capacity to use hands 17 12 Civil disciplines 15 11 Appreciation of aesthetics 3 8 Attitude & skill for manual labor 3 3 3 4 Ability to gather data 2 4 Health 1 3 Creativity 7 Topics frequently discussed among teachers 60% 知识与技能 50% 解题技巧 40% 智力发展 30% 创造性 20% 情感态度 10% 个性发展 0% 1 8 Students learning passively Views of principals & teachers 100% 79% 90% 50% 0% Primary Secondary 9 Publicizing test scores & ranking students 80% 60% 城市小学 城市初中 乡村初中 40% 20% 0% 经常公布成绩 经常排名次 60% of urban primary and rural secondary schools, and 75% of urban middle schools “always” publicize student test scores. 10 Student Feelings for publicizing test scores & ranking 60% 50% 40% 紧张 害怕 讨厌 喜欢 30% 20% 10% 0% 小学 初中 70% students felt nervous, afraid or disgusted about publicizing scores and ranking. 11 Example of difficulty A Math test item for 6th graders Some tools are expected to be produced in 7 days. After 2 days, 60 more tools are added. In order to finish the task in 7 days, the work efficiency has to increase by 15%. The question is: how many were originally expected to produce each day? Answer: 60 5 ( 1 + 15% ) -（ 7-2 ） 12 Example of complexity A Chinese language test item for 9 th graders 1. Choose the same sequence as that in the original text of “Homeland” ： （1）I think （2）There is no road （3）Spreads before my eyes green sands by the sea （4）I am in the dark （5）The road comes into being after many walkings （6）This is like the road （7）Hope could exist or non-exist （8）Hanging from the dark blue sky a golden full moon A.（1）（7）（6）（2）（5）（4）（8）（3） B.（1）（6）（7）（5）（2）（4）（8）（3） C.（4）（3）（8）（1）（6）（7）（5）（2） D.（4）（3）（8）（1）（7）（6）（2）（5） 13 Example of deviance A political exam item for 9th graders 一、Filling the blanks 1. On May 1st, 1999，China hosted a world garden arts exhibition in Kuming city. The number of countries & international organizations which attended this event is . 2. On October 1st, 1999,Beijing held a grand parade to celebrate the 50 anniversaries of PRC. People participated in this event. 14 Major Findings School education attaches too much importance to basic knowledge and skills, neglecting moral values, social skills, and creativity; Curriculum contents are too much, too difficult, too obsolete, and divorced from student lives. 15 Boring learning materials & methods; Lacking effective guidance for students to learn how to learn; lack of self-study time; Exams became the only means to assess student learning; Student passive learning experiences in school 16 Student Development in General Advantages Weaknesses Basic knowledge Basic skills Capacity for exams Practical skills Creativity Hard working Moral values Self confidence 17 2. Curriculum Reform Curriculum Reform Process Structure 18 Design National survey International comparison General Outline Bidding Research teams Cooperation Basic research 1. International trends 2. Current situation 3. Need analysis 4. Discipline development 5. Student characteristics Curriculum standards Comprehensive projects Continuous dialogue & cooperation between curriculum experts and project teams members 19 Opinion pool Decision Education Enterprise Academia 2001: 42 National experiment sites（0.5%-1%) Overall Planning 2002: Provincial experiment sites（10%-15%) 2003: Expand the score（30％） 2004－2005: All starting grades 2004-2007: high school reform 20 Implementation Mobilization Campaign Org Administrators, experts, parents, principals, teachers, community Integration of general & subject training Train Integration of lecturing & PA Outline, textbooks, school-based curriculum Exp. Teaching process, evaluation,action research 21 Map of experiment sites in 2001 Reform Objectives 1) 2) 3) 4) 5) 6) Function of curriculum Structure of curriculum Contents of curriculum Teaching/learning methods Evaluation Management of curriculum 23 Objective 1 Function of Curriculum Change from too much knowledge transmission to helping students become active learners, to learn how to learn, and to acquire good moral values. 24 Change function Emotion Attitude Knowledge Transmission Morality n e w Knowl. & skills Process & methods Change function b y Teaching & evaluation Compiling textbooks Setting up curri. standards Examples of integrating three objectives in curriculum standards To collect goods coupons from the past and adds in today’s newspapers, to get a sense of the transition from a command economy to a market economy. （History） To calculate the number of garbage bags discarded by each family each day, so as to experience data collection, analysis and presentation, as well as understanding the negative impact of plastic garbage to human environment.（Math） 27 Objective 2 Curriculum Structure Change the discipline-based curriculum structure with too many separate subjects, to a more balanced, integrated & selective structure, which meets the needs of different students from different regions. Course Arrangement Integrated courses for primary schools Integrated and separate disciplinary courses for middle schools Separate disciplinary courses for high schools Strengthening integrated practical activity learning at all levels Comparison of Courses Old New Grade 1 Grade 2 Grade 1 Grade 2 Moral Ed. Moral Ed. Nature Nature Moral Ed. & Life Moral Ed. & Life Chinese Chinese Chinese Chinese Math Math Math Math Physical training Physical training Physical training Physical training Music Music Fine arts Fine arts Activities, local courses Music Art Music Arts Fine arts s Fine arts 30 Local & school-based courses Old New 3 4 5 6 Morality Morality Morality Morality 3 4 5 6 Moral & social studies Moral & social studies Moral & social studies Moral & social studies Social Studies Social Studies Social Studies Nature Nature Nature Nature Science Science Science Science Chinese Chinese Chinese Chinese Chinese Chinese Chinese Chinese Math Math Math Math Math Math Math Math Physical training Physical training Physical training Physical training Physical training Physical training Physical training Physical training Music Music Music Musi c Music Arts Fine arts Fine arts Fine arts Fine arts Labor Labor Labor Labor Activities, local courses Musi c Arts Fine arts Musi c Arts Fine arts Mus ic Arts Fine arts Fine arts Integrated practice Integrated practice Integrated practice Integrated practice Foreign Language Foreign Language Foreign Language Foreign Language Local & school-based courses (16-20%)31 Old 7 8 Politics & ideology Politics & ideology Chinese Chinese Math New 7 8 9 Ideology & morality Ideology & morality Ideology & morality Chinese Chinese Chinese Chinese Math Math Math Math Math Foreign Language Foreign Language Foreign Language Foreign Language Foreign Language Foreign Language History History History Geography Geography Biology Biology Physics 9 Politics & ideology Hist. & soci. Physics Hist. Hist. Geo. Hist. & Hist. Geo. soci. & soci. Biol. Biol. Science Science Phy. Hist. Scienc e Chemistry Physical training Physical training Physical training Music Music Music Fine arts Fine arts Fine arts Labor skills Labor skills Labor skills Phy. Che. PT & health Arts Music FA Integ. practice PT& health Arts Music FA Integ. pract. PT & health Art s Music FA Integ.32pract. Integrated Practical Activities • • • • Informational technology Inquiry learning Community service & social practice Manual labour & technology education From the 3rd grade on 33 Objective 3 Curriculum Contents Reduce difficulty level & complexity, and delete obsolete & deviant parts Strengthen links with student lives & interests, and latest developments in society, science & technology Select the most basic knowledge & skills Objective 4 Learning Style Change from passive learning to active inquiry Train students’ capacity for information processing, acquiring new knowledge, problem-solving, and communication and cooperation 充实而迷茫的学习者 A Lost Learner with answers to questions he doesn’t know “充实”而迷茫的学习者 我这里已经装满了答案！！ 可是我还不知道问题在哪儿…… 我这里已经装满了答案！ ！ 可是我还不知道问题在哪儿…… 如果只会解决设计好的习题，日后会自己发现问题、选择问题吗？ 36 Objective 5 Evaluation Change function of evaluation from selection & ranking only to promoting developments of students and teachers Application of multiple intelligences Objective 6 Curriculum Management Decentralize curriculum management to a 3-level management with state, province/city and school Purpose: to increase curriculum’s relevance to locality, schools and students 国家基础教育课程计划框架 Local National School 39 Implications of 3-level management Conceptually — Curriculum is established by joint forces with state, locality, school, teachers and students Managerially — More selection（integrate or separate) — More flexible hours from fixed hours to a range of hours — More diversity and choices for textbooks Space/time — 15-20% of the time is in the hands of locality & school 40 Reform for Senior High School Curriculum Structure 8 Fields of Study Subjects Modules Lang. Math Hum. Fiel. & Lit. . & Soc. Scie nce Tec PT. & Arts h. Health CPA PT G e I C CP Chi For Ma Pol. Gi Fin Mu Art HI Phy Bio Ch & Sub. A n . T He nes eig th. sto ogr sics emi log Tec alth e sic s h . e n aph arts ry y stry Lan y g. Mod. (Omitted) Functions of Fields of Study Reflect integration of knowledge, and prevent isolation of subject study Reflect requirements for the development of the whole person Require students to take courses in all fields of study in each school year About Subjects • Each field of study is composed of a certain number of subjects • General Technology, ICT and Arts are new subjects • Arts are offered together with music and fine arts for schools to choose from • Schools with sufficient conditions are encouraged to offer second foreign languages About Modules Each subject is composed of a number of modules Each module has its own objectives, integrating student experiences and societal development on the basis of certain academic contents Modules are independent of each other as well as reflecting internal logical relations in each discipline Chinese Compul. Elective 语 文 1 语 文 2 诗 歌 与 散 文 小 说 与 戏 剧 语 文 3 新 闻 与 传 记 语 文 4 语 言 文 字 应 用 语 文 5 文 化 论 著 与 专 题 Math • 数学1：集合；函数概念与基本初等函数I • 数学2：立体几何初步；平面解析几何初步 • 数学3：算法初步；统计； 概率 • 数学4：基本初等函数II；平面上的向量；三角恒等变换 • 数学5：解三角形；数列；不等式 Compulsory Electives 数 学 1 数 数 学 学 2 3 系 列 1 系 列 2 数 数 学 学 4 5 系 系 列 列 3 4 Guidance for Student Learning Teaching class: discipline issues, learning management, evaluation Administrative class: sense of belonging, collectiveness, student activities, CPA Provide study consultation: tutor system Challenges Cultural concerns:“Western cultural imperialism”? Reformers’ replies: China’s weaknesses are the strengths of the West China’s advantages are the weaknesses of the West From a developmental point of view, we are facing bigger challenges 49 Ancient Chinese tradition Confucius (551-479 B.C.) in Eastern Zhou dynasty Reflection while studying 三人行，必有我师 Educational Concerns Relationship between basic knowledge/skills and problemsolving strategies Relationship between tenacity to learn and interest in learning； Solution: to promote learning for understanding 51 Inside and outside of the testing place Practical Concerns Regional differences with different economic developments Rural and urban divide Ethnic difference: 55 ethnic minorities Physical constraints: large classes; not enough teachers, insufficient quality of teachers; lack of facilities 53 3. Teacher Development Old qualification requirements of teachers: 1) normal school graduation for primary school teachers 2) associate degree for junior middle school 3) bachelor degree for senior high school Upgrade qualification: three levels to two levels of teacher education institutions Teacher ranks: senior, 1st, 2nd; special; backbone; leading person in subject matter Develop standards for teacher qualifications, TE curriculum qualifications, TE institution qualifications Establish teacher qualification accreditation system Open teachers’ job market to society Disparity of qualification rate in different regions Daike (temporary) teachers (community hired) in poor rural areas Township-based to County-based budget for 9-year compulsory education Transfer of funds from central and provincial governments Special post program: 59,000 in 2 years International support Pre-service TE 7 MOE governed normal universities, with normal colleges in province and cities Free-charge normal student program New training models: 3+1, 4+1, 4+2 etc. Offer new majors Update “old 3 courses” Increase internship time, on-post internship In-Service TT 240 hours every 5 years for teacher continuing education Gardner Project National Training Program Master degree of teacher education program for rural schools Intensive concentrated training: domestic and abroad School-based training:1000 county centers, district training schools, subject groups, action research, apprenticeship Long distance training U-S collaboration: PDS Combining teaching research with education research, in-service training with pre-service education Issues and Challenges Small-scale participatory methods vs. large groups of trainees Low training capacity Normal universities lagging behind Not easy to transfer, “deskilled” Lack of resources Regional disparity in overall education development THANK YOU Questions Are Welcome
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