Abstract
The development of curriculum studies in China represents a long course: from ancient1 ethical and moral education to modern educational systems, several curriculum reforms during the contemporary period, and now the new curriculum reform in precollegiate education. Curriculum objectives, curriculum contents, curriculum patterns, and curriculum structures have all shifted during these various developments of curriculum. The development of curriculum exhibits the historicity of the curriculum and its changing features over the times. Over time, the curriculum has provided a more comprehensive educational medium for the people’s development.
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References
Cao, Yanjie. 2005. “Fifty Years Review: Development of Chinese Ordinary Middle School Curriculum after Founding of P. R. China.” MA thesis, Shanghai: East China Normal University. (In Chinese).
Huang, Weihai. 2006. “Review of Ancient Chinese Curriculum Development.” Academic Journal of Gansu United University 6: 123. (In Chinese).
Zhong, Yuying. 2002. “Tracing the Development of Ancient Chinese Humanity Curriculum.” Academic Journal of Hangzhou Normal University 1: 105. (In Chinese).
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© 2014 William F. Pinar
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Huixia, Z. (2014). The Development of Curriculum Ideologies and the Present Circumstances of Curriculum Studies in China. In: Pinar, W.F. (eds) Curriculum Studies in China. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137374295_8
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DOI: https://doi.org/10.1057/9781137374295_8
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-48076-0
Online ISBN: 978-1-137-37429-5
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