Education for All-Round Student Development: An Evaluation of the Compulsory Education Curriculum Program and Standards 2022
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Sep 30, 2022
Abstract
In China’s compulsory education, the Compulsory Education Curriculum Program and Standards 2022 represent a shift in emphasis from imparting knowledge to cultivating competence. It integrates the concept of holistic student development into day-to-day instructional activities in order to foster positive values, essential character traits, and fundamental academic competence in students. The purpose of this article is to promote the high-quality development of China’s basic education by describing the history of the New Curriculum Standards, interpreting its specific requirements, and recommending effective implementation strategies.
##plugins.themes.bootstrap3.article.details##
Keywords
Compulsory Education, Curriculum Reform, Course Standards, Key Competencies
References
1. Zhong QQ. From “knowledge-oriented” to “competence-oriented” education: A challenging issue in curriculum reform. Basic Educ Curric 2021; 2021(11):5-20.
2. Tan XL, Yang LY. Knowledge-centered or competence-centered? An examination of the curriculum reform. Sci Technol Inf 2014;2014(4):139.
3. Zhu H, Xia YG. From knowledge-centered to competence-centered education: A review of reform and development of primary and secondary school textbook compilation in P. R. of China. Global Educ 2021; 2021(05):58-68.
4. Liu JQ, Wei HZ. The strategies for developing autonomous learning ability of junior secondary school students surrounding the concept of core academic competence. Intelligence 2022; 2022(7):4-6.
5. Li FQ. The cultivation of student autonomous learning ability in the classroom instruction of junior secondary history. Learn Weekly 2021; 2021(31):139-140. DOI: https://doi.org/10.16657/j.cnki.issn16739132.2021.31.069
6. Sato M, Zhong QQ, Chen JJ. Teachers’ challenge: A quiet classroom revolution. Global Educ 2012; 2012(9):98.
7. Song C, Lin YZ, Zheng BQ, Zhu ZP. The concept of happy education and the Chinese course in New Zealand’s primary and secondary schools. J Yunnan Norm Univ (Teach Res Chin Foreign Lang) 2021; 2021(1):1-12. DOI: https://doi.org/10.16802/j.cnki.ynsddw.2021.01.002
8. Gu MY. A dictionary of Education 1992. Shanghai: Shanghai Educational Publishing House.
9. Ji WG. What is “new” about the New Curriculum Standards: An analysis of new teaching modes and new educational concepts in compulsory education. Henan Educ (Basic Educ Ed) 2022; 2022(06):4-8.
10. Yu ZY, Ma ZM. The rationale of the New Curriculum Standards: An interpretation of the Compulsory Education Curriculum Plan and Standards 2022. J Teacher Educ 2022; 2022(3):84-91.
11. Zhang GH. Ministry of Education: the revised course standards for Chinese takes “cultural confidence” as one of the core qualities of students to be cultivated. China Education News Network. 2022-04-21. Available at: https://baijiahao.baidu.com/s?id=1730684276115091884&wfr=spider&for=pc
12. Zhang MS. Study the New Curriculum Standards, implement the new curriculum reform, and achieve new development. Global Educ 2022; 2022(4):20-21. DOI: http://dx.chinadoi.cn/10.3969/j.issn.1009-9670.2022.04.009
13. Fang LY. Dilemma and Breakthrough: Interdisciplinary learning from the perspective of comprehensive practical curriculum activities. Jiangsu Educ Res 2022; 2022(13):58-62. DOI: https://doi.org/10.13696/j.cnki.jer1673-9094.2022.13.013
14. Ding L. Innovative strategies for teaching primary Chinese in the context of “five educations”. Selec Chin Essays (Teacher Ed) 2022; 2022(5):60-62.
15. Sun, X. The New Curriculum Standards, the new changes, and the practice of new concepts. Hubei Educ 2022; 2022(6):49-53.
16. Ministry of Education of China. The Compulsory Education Curriculum Plan and Course Standards 2022. (2022-04-21). Available at: http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2022n/
17. Guo L. Understanding and optimizing the evaluation system of the New Curriculum Standards. Prim Sch Teach Res 2022; 2022(24):5-8+16
18. Xiao PD. Real learning of Chinese based on situational teaching. Hubei Educ (Educ Teach) 2022; 2022(6):33-35.
19. Zhang L. Innovative strategies for classroom teaching of Chinese in primary schools in the context of the New Curriculum Standards. Daylight Sci Kids (Educ Front) 2022; 2022(3):171-172.
20. Jiao SX. Strategies for reforming archaic Chinese teaching under the New Curriculum Standards. New Curricul 2022; 2022(2):88.
21. Zhang JL. The cultivation of students’ core academic competence in history based on major concepts: Citing “the national dilemma and salvation in the late Qing Dynasty” as an example. West Chin Quality Educ 2022; 2022(15):79-81. DOI: https://doi.org/10.16681/j.cnki.wcqe.202215022
22. Chen JM. Holistic module teaching of primary mathematics under the guidance of major concepts. Liberal Arts and Science Navigation 2022;2022(08):28-30.
23. Liu F., Huang W. Reconstruction of classroom teaching of Chinese under the New Curriculum Standards: An analysis based on the course standards for compulsory education Chinese 2022. J Tianjin Norm Univ (Basic Educ Ed) 2022; 2022(4):1-6. DOI: https://doi.org/10.16826/j.cnki.10097228.2022.04.001
24. Cai WC. Reflections on the teaching of Chinese “functional writing” from the perspective of learning task clusters: Citing the teaching of the module “World Cultural Heritages in China” in the unified edition of Chinese textbook for the fifth grade as an example. Prim Sch Teach Res 2022; 2022(22):40-43.
25. Yu HB, Chen ZC. Interdisciplinary teaching of junior secondar physics: A discussion based on the course standards for compulsory education physics 2022. Fujian Educ 2022; 2022(19):25-27.
26. Yang JJ. Interdisciplinary teaching: The intensified development of thinking training. Educ Res Monthly 2022;2022(04):87-92+112. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2022.04.013
27. Yin WR, Zhang WD, Liu XH. The course standards for Chinese and instruction organization in interdisciplinary task cluster teaching. J Teach Manag 2022; 2022(13):69-72.
28. Lu JH. Interdisciplinary integration based on Science: Practice and reflections on “interdisciplinary teaching” of primary Science. Jiangxi Educ 2022; 2022(24):82-84.
2. Tan XL, Yang LY. Knowledge-centered or competence-centered? An examination of the curriculum reform. Sci Technol Inf 2014;2014(4):139.
3. Zhu H, Xia YG. From knowledge-centered to competence-centered education: A review of reform and development of primary and secondary school textbook compilation in P. R. of China. Global Educ 2021; 2021(05):58-68.
4. Liu JQ, Wei HZ. The strategies for developing autonomous learning ability of junior secondary school students surrounding the concept of core academic competence. Intelligence 2022; 2022(7):4-6.
5. Li FQ. The cultivation of student autonomous learning ability in the classroom instruction of junior secondary history. Learn Weekly 2021; 2021(31):139-140. DOI: https://doi.org/10.16657/j.cnki.issn16739132.2021.31.069
6. Sato M, Zhong QQ, Chen JJ. Teachers’ challenge: A quiet classroom revolution. Global Educ 2012; 2012(9):98.
7. Song C, Lin YZ, Zheng BQ, Zhu ZP. The concept of happy education and the Chinese course in New Zealand’s primary and secondary schools. J Yunnan Norm Univ (Teach Res Chin Foreign Lang) 2021; 2021(1):1-12. DOI: https://doi.org/10.16802/j.cnki.ynsddw.2021.01.002
8. Gu MY. A dictionary of Education 1992. Shanghai: Shanghai Educational Publishing House.
9. Ji WG. What is “new” about the New Curriculum Standards: An analysis of new teaching modes and new educational concepts in compulsory education. Henan Educ (Basic Educ Ed) 2022; 2022(06):4-8.
10. Yu ZY, Ma ZM. The rationale of the New Curriculum Standards: An interpretation of the Compulsory Education Curriculum Plan and Standards 2022. J Teacher Educ 2022; 2022(3):84-91.
11. Zhang GH. Ministry of Education: the revised course standards for Chinese takes “cultural confidence” as one of the core qualities of students to be cultivated. China Education News Network. 2022-04-21. Available at: https://baijiahao.baidu.com/s?id=1730684276115091884&wfr=spider&for=pc
12. Zhang MS. Study the New Curriculum Standards, implement the new curriculum reform, and achieve new development. Global Educ 2022; 2022(4):20-21. DOI: http://dx.chinadoi.cn/10.3969/j.issn.1009-9670.2022.04.009
13. Fang LY. Dilemma and Breakthrough: Interdisciplinary learning from the perspective of comprehensive practical curriculum activities. Jiangsu Educ Res 2022; 2022(13):58-62. DOI: https://doi.org/10.13696/j.cnki.jer1673-9094.2022.13.013
14. Ding L. Innovative strategies for teaching primary Chinese in the context of “five educations”. Selec Chin Essays (Teacher Ed) 2022; 2022(5):60-62.
15. Sun, X. The New Curriculum Standards, the new changes, and the practice of new concepts. Hubei Educ 2022; 2022(6):49-53.
16. Ministry of Education of China. The Compulsory Education Curriculum Plan and Course Standards 2022. (2022-04-21). Available at: http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2022n/
17. Guo L. Understanding and optimizing the evaluation system of the New Curriculum Standards. Prim Sch Teach Res 2022; 2022(24):5-8+16
18. Xiao PD. Real learning of Chinese based on situational teaching. Hubei Educ (Educ Teach) 2022; 2022(6):33-35.
19. Zhang L. Innovative strategies for classroom teaching of Chinese in primary schools in the context of the New Curriculum Standards. Daylight Sci Kids (Educ Front) 2022; 2022(3):171-172.
20. Jiao SX. Strategies for reforming archaic Chinese teaching under the New Curriculum Standards. New Curricul 2022; 2022(2):88.
21. Zhang JL. The cultivation of students’ core academic competence in history based on major concepts: Citing “the national dilemma and salvation in the late Qing Dynasty” as an example. West Chin Quality Educ 2022; 2022(15):79-81. DOI: https://doi.org/10.16681/j.cnki.wcqe.202215022
22. Chen JM. Holistic module teaching of primary mathematics under the guidance of major concepts. Liberal Arts and Science Navigation 2022;2022(08):28-30.
23. Liu F., Huang W. Reconstruction of classroom teaching of Chinese under the New Curriculum Standards: An analysis based on the course standards for compulsory education Chinese 2022. J Tianjin Norm Univ (Basic Educ Ed) 2022; 2022(4):1-6. DOI: https://doi.org/10.16826/j.cnki.10097228.2022.04.001
24. Cai WC. Reflections on the teaching of Chinese “functional writing” from the perspective of learning task clusters: Citing the teaching of the module “World Cultural Heritages in China” in the unified edition of Chinese textbook for the fifth grade as an example. Prim Sch Teach Res 2022; 2022(22):40-43.
25. Yu HB, Chen ZC. Interdisciplinary teaching of junior secondar physics: A discussion based on the course standards for compulsory education physics 2022. Fujian Educ 2022; 2022(19):25-27.
26. Yang JJ. Interdisciplinary teaching: The intensified development of thinking training. Educ Res Monthly 2022;2022(04):87-92+112. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2022.04.013
27. Yin WR, Zhang WD, Liu XH. The course standards for Chinese and instruction organization in interdisciplinary task cluster teaching. J Teach Manag 2022; 2022(13):69-72.
28. Lu JH. Interdisciplinary integration based on Science: Practice and reflections on “interdisciplinary teaching” of primary Science. Jiangxi Educ 2022; 2022(24):82-84.
How to Cite
Yu, J. (2022). Education for All-Round Student Development: An Evaluation of the Compulsory Education Curriculum Program and Standards 2022. Science Insights, 41(4), 655–661. https://doi.org/10.15354/si.22.re080
Issue
Section
Review
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.