Reconstructing Neo-Modern Curriculum: An Investigation on Curriculum Development in International Schools in China

Abstract

With the rapid development of the Chinese economy and society, the number of international schools in China has increased sharply. As a core part of school quality, the curriculum development in international schools is facing a series of challenges due to the changing requirements from both the government and the market. In order to better understand the current practices of curriculum development in these international schools in China, this study adopts Tyler’s and Gu’s curriculum theories to design a questionnaire to collect data from 104 international schools national-wide. In addition, a semi-structured interview for teachers and principals was also conducted in nine international schools in five different cities in China.

The findings show that most international schools aim at cultivating “global citizens” or “leaders and elites.” In China, most schools attach importance to foreign language teaching, and most courses are offered in English. Group work, inquiry and discussion, and project-based learning are frequently adopted in international schools. The findings also show there is a strong integration of “Chinese culture” and “global vision,” and schools generally try to balance the two aspects. Some schools rely heavily on foreign curriculum resources, and are in urgent need of capacity building in term of curriculum development based on Chinese policy, market demands and their school realities. Compared with developed countries, international schools in China endorse the new mission, mixing the requirements of modernization and globalization at the same time. Therefore, how to reconstruct a Chinese neo-modern curriculum system is the fundamental challenge for all international schools in China.

Citation

Teng, J. and An, N. (2021), "Reconstructing Neo-Modern Curriculum: An Investigation on Curriculum Development in International Schools in China", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2020 (International Perspectives on Education and Society, Vol. 40), Emerald Publishing Limited, Leeds, pp. 369-388. https://doi.org/10.1108/S1479-367920210000040020