Published Nov 23, 2020

Yiran Ding

Lijie Lv  


The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.



Chinese Traditional Culture, School-Based Curriculum, Curriculum Satisfaction, Curriculum Implementation, Cluster Analysis

Supporting Agencies

This work was supported by the Beijing Normal University China Basic Education Quality Monitoring Collaborative Innovation Center Major Achievement Cultivation Project: "Research on the Inheritance of Chinese Traditional Culture in School Curriculum and Improvement Strategies" (Project No.: 2019-03-021-BZPK01).

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How to Cite
Ding, Y., & Lv, L. (2020). Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China. Best Evidence in Chinese Education, 6(2), 863–879. https://doi.org/10.15354/bece.20.ar079