Curriculum reforms in basic education have been an essential component of educational reform, playing a crucial role in promoting student holistic development. To secure their national competitiveness, developed countries have made persevering efforts to improve their basic education. In the early 1990s, the United States started to implement the reform in curriculum standards as a major strategy to address those long-standing issues in basic education such as low academic levels of students and inequality in education, which could be impediments to the achievement of the nation’s political, economic, and social development goals. The revised curriculum standards strived to eliminate the prevalent acceptance of “mediocrity” in the education system. Student learning was transformed into a succession of interrelated activities centered on core objectives and students were encouraged to construct new knowledge based on prior experience. As a result, the previous curriculum system that was loaded with repetitive and superficial exercises was abandoned (Chen, 2004).
Liu, S. (2022). A case study of 271 Education Group’s learning protocols: Reconstruction of course contents based on holistic module learning. Science Insights Education Frontiers, 13(1):1837-1844. DOI: https://doi.org/10.15354/sief.22.or068
Meng Yiping. (2019). Let student engage in real learning of Chinese: Practice of holistic module teaching based on real situations. Basic Education Curricula, 2019(10):12-16.
Wei, T. (2022). An interpretation of the revised compulsory education curriculum program and standards: A revolution in china’s compulsory education. Science Insights Education Frontiers, 13(1):1845-1853. DOI: https://doi.org/10.15354/sief.22.re065
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. DOI: https://doi.org/10.15354/si.22.re080
Zhang, N. (2014). Basic education curriculum reforms in Britain in the new century and their implications. Journal of Hebei Normal University (Education Science Edition), 2014(3):68-75. DOI: https://doi.org/10.13763/j.cnki.jhebnu.ese.2014.3012
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.