Abstract
This paper introduces the new curriculum structure of high school in the new round curriculum reform in China. There are eight learning areas in the new curriculum structure: language and literature, math, humanities and society, sciences, technology, arts, physical education and health, and comprehensive practice activities. The science learning areas include three subjects: physics, chemistry, and biology. The new physics curriculum structure is presented as a special sample of the new curriculum structure, and it is composed of two parts, required courses and optional courses, which include 12 modules. Based on a series of comparison and analysis on different international curriculum structures, the similarities of them emphasize the curriculum foundation, diversity, and selectivity, and the differences lie in the designs of curriculum structures. In China, the new physics curriculum structure has three tiers, and each tier has several levels integrating the modules’ characteristics, which indicate that the new physics curriculum structure of high school mainly focuses on the students’ all-around and individual development.
Since 1999 China has carried out the new curriculum reform for basic education. During this round curriculum reform curriculum standards textbooks teaching methods and evaluation for each subject have been systematically reformed. This paper focuses on the new structure for high schools in this round curriculum reform
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Acknowledgment
The authors would like to thank the Southwest Nationalities’ Traditional Technology of Modern Education Transformational Research Funding from the Ministry of Education in China in 2011 (Grant No. 11JJD880017) and the Science Education Research Funding from Chongqing Humanities and Social Sciences Research Base in China (Grant No. 11SKB11) for their supports in this research.
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Liao, B., Yang, J., Shao, Y. (2014). New Curriculum Structure of High School in China. In: Zhang, B., Fulmer, G., Liu, X., Hu, W., Peng, S., Wei, B. (eds) International Conference on Science Education 2012 Proceedings. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54365-4_8
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DOI: https://doi.org/10.1007/978-3-642-54365-4_8
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