Revisiting Secondary Education Reform in China: Comparing the Perceptions of Teachers and Students between 2012 and 2022

Abstract

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle to reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.