Logic of China's New School Reforms

Zhong Qiquan is Professor at the School of Education, East China Normal University, and honorary director of the Institute of International and Comparative Education at the same university. He has published over 100 articles on Chinese education, and authored, co-authored, and edited 23 books on educaiton since 1979. Wan Hua is Professor at the School of Foreign Languages, Shanghai University.

• Preface: Seeking Logic for School Reforms in the New Era1 The Transformation of Value in the New Curriculum Reform1 Holistic Student Development1.1 The Whole Person Fragmented by Contemporary Education1.2 The Meaning of the Whole Person2 Back to Students’ Life World2.1 The Loss of Meaning of Life World2.2 Back-to-Life Curriculum3 Knowledge Construction for Individual Understanding3.1 The Absence of Personal Knowledge3.2 Knowledge Construction with Personal Meaning4 Creating School Culture with Characteristics4.1 The Ignorance of Characteristic School Culture4.2 Reconstruction of School Culture2 Conceptual Reconstructions and Curriculum Innovation in China1 Reconstructing the Concept of Knowledge and Curriculum Innovation2 Reconstruction of the Concept of Learning and Curriculum Innovation3 Reconstruction of Classroom Culture and Curriculum Innovation3 The KAP Theory1 Definition and Significance of KAP1.1 Defining KAP1.2 Significance of Defining KAP2 Knowledge Philosophy of KAP2.1 KAP Manifests the Appeal for Human Science2.2 KAP Is Based on the New Philosophy of Knowledge3 KAP Manifests the Law of Mental Development4 Framework and Task of “KAP Chain” Teaching Design4.1 Teaching Goals as Hypotheses4.2 Framework of the “KAP Chain” Teaching Design4.3 Core Tasks in Advancing “KAP Chain” Teaching Design4 On Integrated Practice Activity Course (IPAC): Contents, Characteristics, Values and Potential Misconceptions1 Defining IPAC: A Model for Curriculum Development1.1 IPAC and the Traditional Subject-Separation System are Motivated by Two Different Theories of Curriculum Development1.2 Two Models of Curriculum Development Based on Two Different Views of Learning2 Value of IPAC: Integration of Wisdom and Integration of Knowledge2.1 As a Brand New Model in Curriculum Development, IPAC Is Geared to a Contemporary Model of Knowledge Production2.2 IPAC: “Not Just a Formal Structural Change in Curriculum Development, but a Profound Substantial Innovation of Curriculum Values”2.3 Systematic Research on the Modern Knowledge Production Model Provides the Theoretical Basis for the Simultaneous Development of the Separation and Integration of Subjects3 Implementation of IPAC: Strengths and Misconceptions5 Dialogues and Texts: The Transformation of Teaching Norms1 Teaching: Activities of Communication and Cooperation2 Dialogues and Texts: Conceptual Reconstruction of Teaching and Teaching Materials3 Transformation of the Teaching Paradigm6 Towards a Humanistic Curriculum Evaluation1 Curriculum Evaluation: Redefining the Concepts1.1 Defining Curriculum Evaluation1.2 Focus of Curriculum Evaluation and Its Innovation2 Humanistic Curriculum Evaluation: Blueprint of the Reform2.1 Transformation from Cumulative Learning to Constructive Learning2.2 Transformation from Evaluation for Score Purpose into Evaluation for Learner Purpose3 Transformation of Curriculum Evaluation from Utilitarian Consideration into Humanistic Consideration4 Humanistic Curriculum Evaluation: A Qualitative Description5 Humanistic Curriculum Evaluation: A Cultural Renovation5.1 Transformation from Credential Society into Learning Society5.2 Transformation from Unilateral Lopsided Development into Holistic Development5.3 Transformation from Black-Box Evaluation into Evaluating Evaluation7 Innovation in the Teachers’ Education System in China1 Historical Development of Teacher Education2 Curriculum Standards of Teacher Education: Key to System Innovation2.1 Diagnosis of the Current Situation of Teacher Education in China2.2 Discussion on the Framework and Core Contents of Curriculum Standards of Teacher Education2.3 Curriculum Reform of Basic Education Calls for a Professional Image of Teachers3 Re-Conceptualization: The Precondition of System Innovation of Teacher Education3.1 Learning Profession and Professional Learning3.2 Reconceptualization and System Innovation8 Teaching Practices: Analytical Modes and Philosophies—Comments on the Assumption of Teaching Particularism1 Development of Teaching Practice Mode: From Behaviorism to Constructivism1.1 Behaviorist Mode of Teaching Practice: Making Class No Difference to Amphitheater1.2 Teaching Practice Mode of Social Constructivism: Classroom for Social Interaction2 Teacher’s Practice Thinking in Social Constructivism: Significance, Features and Research Issues2.1 Significance of Promoting Teacher’s Practice Thinking2.2 Features of Teacher’s Practice Thinking2.3 Cultivation of Teacher’s Practice Thinking9 New Challenges in Teachers’ Training1 Opportunities and Predicaments of Teacher-Training1.1 Opportunities: Ideological Motivation and Knowledge Resources from New Curriculum Reform1.2 Predicament: Struggle between Exam-Oriented Education and Quality-Oriented Education2 Prevention of the Regeneration Chain of Exam-Oriented Education3 Seeking Self-Discipline and Innovative Teacher-Training3.1 Methodology of Teacher-Training from the Perspective of Teachers’ Knowledge3.2 Teachers Training Supported by Government Policy, Theoretical Basis and Practical Experience10 The Development of Future Educators1 Educator Development and TEC Innovation2 Laying Foundations for China’s TEC Innovation2.1 Study of Children2.2 Study on Teachers2.3 Study on Teaching Materials11 Critical Comments on Kairov’s Pedagogy1 Part I1.1 Ideological Basis of Soviet School Construction and Aberration of “Deschooling”1.2 School Policies in 1931 and Vicissitudes of Kairov’s Pedagogy2 Part II2.1 Criticism of Pedagogy “Overlooking Children” and Significance of “Argument about Development”2.2 The Confrontation between Zankov’s New Teaching System and Kairov’s Teaching Principles2.3 Divergence between “Development-education Theory” of Cultural-historical School and Kairov’s Pedagogy12 A Review of the Paedological Research of the Vygotskian School1 Vygotsky’s Development-Education Theory1.1 Methodological Basis and the Developmental Culture-History Theory1.2 Two Hypotheses of Vygotsky’s Developmental Theory1.3 Education-based Theory of Children’s Development1.4 Internally Unified Development Process of Life Concept and Scientific Concept1.5 Inner Language Theory and Personality Theory2 Development of Paedological Research of Vygotskian School2.1 Theoretical Hypothesis of Development-Mastery Theory2.2 Theoretical Hypothesis of Self-Development Theory2.3 Rivalry between Development-Mastery Theory and Self-Development Theory3 Modern Significance of Paedological Research of Vygotskian School