Integrated science reform in China

Shuang ZHANG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter is about the policy and implementation of integrated science curricula at junior secondary schools in Mainland China. Adopting the framework of John Goodlad's (1979) three levels of curriculum, i.e., intended curriculum, implemented curriculum and attained curriculum, this chapter mainly addresses the intended and implemetented integrated science curricula. It is divided into three parts. First, it provides an overview of the integrated science curricula in China based on related curriculum policy documents. Second, it reports the findings of a research attempting to reconstruct the experiences of teachers in two junior secondary schools who have been involved in implementing the integrated science curricula for six years. Finally, it discusses the implications of the research findings for the future development of integrated science. Copyright © 2012 by Nova Science Publishers, Inc. All rights reserved.
Original languageEnglish
Title of host publicationCurriculum reform in China: Changes and challenges
EditorsHong-biao YIN, John Chi-Kin LEE
Place of PublicationNew York
PublisherNova Science Publishers
Pages111-122
ISBN (Print)9781614709435
Publication statusPublished - 2012

Citation

Zhang, S. (2012). Integrated science reform in China. In H.-B. Yin, & J. C.-K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 111-122). New York: Nova Science Publishers.

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