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ERIC Number: EJ878902
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0037-7724
Curriculum Reform and the Writing of High School History Textbooks in China
Chen, Qi
Social Education, v74 n1 p42-44 Jan-Feb 2010
The world has changed rapidly since the end of the Cold War. Globalization demands a much higher intellectual standard of people in a country. At the same time, the trend toward pluralistic cultures in many countries has lessened confrontations among peoples of different ideologies. Compared with the twentieth century, in this new era, the peoples of the world have made more efforts to pursue peace, oppose wars, reach a common understanding, and strengthen cooperation. Both geographically and culturally, the information age has broken down the boundaries between nations. Communication within the "global village" is both readily available and convenient. Recognizing this trend, the People's Republic of China (PRC) has taken steps to catch up with the rest of the world. In this new century, international competition is a competition to foster new skills and attitudes in young people. Since the 1990s in particular, significant changes have taken place in the field of history education. In 1996, the Ministry of Education (MOE) of the PRC issued the "Outline of History Teaching for High Schools." Compared with other outlines issued since 1949, this new outline had many improvements, including fresh concepts and ideas. The "Outline" emphasizes that "history education should lead students toward a correct international consciousness and encourage them to participate in international cooperation and competition." It also enhances the concept of "patriotism" and shifts from "education of internationalism" to "education of international consciousness," which aims at increasing student understanding of cultural traditions throughout the world. Although the reforms that have been implemented in the past decade have achieved many of the desired results, there are a number of shortcomings that must be addressed. Because the reform is revolutionary, many teachers and learners who are affected by the changes object to the fact that much in the curriculum has been completely overturned. Teachers have complained that the new materials are not time-sequenced, which makes it difficult to organize their classes. Both students and teachers report problems with transition between the curriculum of the junior high and the high schools. They also complain that the new curriculum standards are too vague and voluminous. In summary, although the curriculum reform has made many breakthroughs, it still leaves much to be desired. The next few years will witness another revision of curriculum standards so that they will become more objective, reasonable, and learning-oriented. This will necessitate a rewriting and revision of history textbooks. The task ahead is arduous. Included herein are questions for students presented by Patience Berkman. (Contains 12 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China