Curriculum Reform for the Development of Key Competencies in Korean Middle Schools

In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.

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Developments of Professional Learning Communities and Challenges for Principals in Chinese Urban Middle Schools

Review of Educational Theory ◽

10.30564/ret.v4i2.3015 ◽

2021 ◽

Vol 4 (2) ◽

pp. 5

Author(s):

Rui Jin ◽

Tao Zhu

Keyword(s):

Middle Schools ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Curriculum Reform ◽

Teaching Quality ◽

Education Systems ◽

Urban Middle Schools ◽

Scant Attention ◽

Anglo American

Professional learning communities (PLCs) have seen a rapid spread all around the world over the past 30 years. Since then it has been proved that they can improve teaching quality and thereby the achievement of students, and so PLCs have attracted increasing attention especially from education systems. In China, PLCs have been developed vigorously within schools since the implementation of the ‘New Curriculum Reform’ in 2000. However, the west has paid scant attention to and were not familiar with them since most research in this field in China was published in Chinese.Furthermore, PLCs are influenced by contextual and cultural factors, and therefore PLCs in Chinese education systems are different from those in Anglo-American settings due to long-standing cultural differences, which require consideration. Therefore, this research will investigate the PLCs in China that may be of interest. Many recent studies have shown that, although PLCs have made significant progress in Chinese urban middle schools through the enthusiastic efforts of educators and scholars, there are still several barriers. The primary purpose of this research is to review the development of PLCs and additionally to analyse the challenges faced by the principals.

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Moral Education Curriculum Reform for China’s Elementary and Middle Schools in the Twenty-First Century: Past Progress and Future Prospects

ECNU Review of Education ◽

10.1177/2096531120923416 ◽

2020 ◽

pp. 209653112092341

Author(s):

Hanwei Tang ◽

Yang Wang

Keyword(s):

Middle Schools ◽

Moral Education ◽

Curriculum Reform ◽

Theory And Practice ◽

First Century ◽

Future Prospects ◽

Education Curriculum ◽

Careful Handling ◽

Further Development ◽

Made In

Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China’s elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China’s MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice. Originality/Value: In addition to providing greater insights into and understanding of China’s new MEC reform, this article suggests several ideas for the further development of educational reform.

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International Collaboration in Researching Curriculum Reform and Its Impact on Chinese Middle Schools: An International Social Research Methods Case Study

10.4135/978144627305013497460 ◽

2014 ◽

Author(s):

Michael Wilson

Keyword(s):

Middle Schools ◽

Research Methods ◽

Curriculum Reform ◽

International Collaboration ◽

Social Research ◽

International Social

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A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China

Theory and Practice in Language Studies ◽

10.17507/tpls.0907.09 ◽

2019 ◽

Vol 9 (7) ◽

pp. 810

Author(s):

Lihong Yu ◽

Qiuqian Song ◽

Junxiang Miao

Keyword(s):

High School ◽

Middle Schools ◽

Curriculum Reform ◽

Rural Areas ◽

Entrance Examination ◽

English Teaching ◽

School Entrance ◽

Teachers And Students ◽

Man Machine Dialogue ◽

School Entrance Examination

English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

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