Date of this Version
Over the past decade, educational leaders in China have maintained that the pattern of social interactions in Chinese classrooms is not conducive to the cultivation of innovativeness and creativity, and that this lack of creativity is a major barrier to China’s global competitiveness. One key response has been the implementation of the 2001 “New Curriculum Reforms” in basic education. In this study, I draw on qualitative classroom observation and in-depth interview data, and quantitative survey data, from Gansu Province to investigate the extent to which classroom interactions differ substantially in Chinese primary school classrooms that are implementing the “New Curriculum” reforms, compared to those that are not. To the extent that individuals are constructed by the interactions in which they participate, changes in classrooms could have far-reaching implications for contemporary youth socialized differently from those of previous generations, and for the future social, cultural and political order of China.
China, education reform, teaching methods, New Curriculum reforms, rural education
Date Posted: 20 October 2009