Integrated science reform in China

Shuang ZHANG

Research output: Chapter in Book/Report/Conference proceedingChapters


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
ISBN (Print)9781614709435
Publication statusPublished - 2012


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.


Dive into the research topics of 'Integrated science reform in China'. Together they form a unique fingerprint.