Abstract
Learning competencies for the twenty-first century has been an internationalized slogan in education reforms that has been framed into policy documents by various supranational organizations and thereafter adopted in national-level curricula by several nations. First, by comparing eight frameworks for the describing of competencies from both national and supranational levels, this chapter observes a convergence of the connotations and choice of competencies as twenty-first century competencies across the frameworks. Then, the chapter examines the implementation of the internationalized aims in the Chinese National Primary Science Curriculum with the revised analytical framework based on the international project Assessment and Teaching of 21st Century Skills. There it finds an integration of the internationalized aims into the Chinese science curriculum, though not in a systematic way.
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Acknowledgements
The research presented in this chapter was supported by the China Scholarship Council.
We express our gratitude to Professor Bangping Ding from Capital Normal University, who shared the National Primary Science Curriculum text.
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Wang, Y., Lavonen, J., Tirri, K. (2019). Twenty-First Century Competencies in the Chinese Science Curriculum. In: Liu, H., Dervin, F., Du, X. (eds) Nordic-Chinese Intersections within Education. Palgrave Studies on Chinese Education in a Global Perspective. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28588-3_7
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