How will a conceptualized GCE curriculum function within Chinese secondary schools?

Q1 Social Sciences

Prospects Pub Date : 2022-01-19 DOI:10.1007/s11125-021-09596-0

Yi Hong

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引用次数: 0

Abstract

Global citizenship education (GCE) advocates global interdependency and interconnectedness, encouraging students to actively defend social justice, equity, and sustainable development at both local and global levels. When putting GCE into use, educators need specifications to transform it from normative ideals into knowledge suitable for conceptual learning. This case study explores Chinese educators' views on GCE regarding operationalized intents, practices, and preparation for implementation in a curriculum. It aims to understand how the conceptualization of GCE functions as a curriculum innovation at secondary school level. Principals (n = 6) and teachers (n = 10) from six participating schools in an anonymous city in Jiangsu province were purposely sampled, providing data for the researcher in semistructured interviews. The study reveals a GCE curriculum prototype in which the intents were subject to Confucian values and Moral Education's disciplines, whereas pedagogies and instructional approaches were planned to be consistent with constructivist teaching and delivered in an authentic learning context.

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概念化的高考课程将如何在中国中学发挥作用？

全球公民教育（GCE）倡导全球相互依存和相互联系，鼓励学生在地方和全球层面积极捍卫社会正义、公平和可持续发展。在运用全球公民教育时，教育者需要将其从规范性的理想转化为适合概念学习的知识。本案例研究探讨了中国教育工作者对全球教育大会的看法，包括可操作的意图、实践以及在课程中实施的准备工作。本研究旨在了解普通教育证书的概念化如何在中学阶段发挥课程创新的作用。研究人员特意抽取了江苏省某无名城市六所参与研究学校的校长（n = 6）和教师（n = 10），通过半结构式访谈为研究人员提供数据。研究揭示了一个高考课程原型，其意图受制于儒家价值观和德育学科，而教学法和指导方法则计划与建构主义教学保持一致，并在真实的学习情境中实施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Prospects Social Sciences-Education

CiteScore

13.10

自引率

0.00%

发文量

期刊介绍： Prospects provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The principal features of the journal are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education. Prospects aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. Unlike other journals in the field, which deal only with theoretical or research-related aspects, Prospects also focuses on policy implementation and aims at improving the extent and effectiveness of communication between theorists and researchers, on one side, and policy makers and practitioners, on the other. The journal thus welcomes innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. Founded in 1970 and published in English by Springer, Prospects is among the most well-established journals in the field. Editions in Arabic and Mandarin Chinese are available as well. The journal is edited by the International Bureau of Education (IBE), in Geneva. A leading UNESCO Institute and a global center of excellence in curriculum and related matters, the IBE is recognized and valued for the specialist knowledge and expertise that it brings to Member States, promoting new shared global understanding of curriculum, teaching, learning, and assessment.