Catalyst for Innovative Thinking: A Case Study of the Research-Based Curriculum at Shanghai Datong High School

Author: Wu Gangping
Publisher:
Publish Date: 2004-03-01
Features: "The Case Studies Series on Research-Based Learning in Senior High Schools" is China's first case studies series focused on the implementation and development of research-based learning. It examines the research-based learning practices of six schools of different types, dedicating itself to dialogue, interpretation, reconstruction, understanding, and analysis based on case studies, rather than simply telling, transmitting, and instilling knowledge. The series includes: "Research-Based Learning in Rural Areas—Case Study of Xichang High School in Hainan, Jiangsu Province," "Effective, Endless Exploration—Case Study of Xishan High School in Jiangsu Province," "Research-Based Learning in the Context of Information Technology—Case Study of Beijing Normal University Affiliated Experimental High School," "Moving Towards Curriculum Leadership—Case Study of Wuhan No. 49 Middle School," "Small Class Size in Large Classes—Case Study of Wenling High School in Zhejiang Province," and "Catalyst for Innovative Thinking—Case Study of Dali High School in Shanghai." These six cases explore six major unresolved issues at the school level regarding research-based learning in China's current senior high schools: How can schools implement this open-ended course effectively and reasonably based on their local context? How can research-based learning be conducted in the context of information technology? How can research-based learning be evaluated and managed? Can rural schools carry out research-based learning? How can large-scale schools with more than 20 parallel classes implement research-based learning for all students? How is Shanghai's research-based curriculum planned and designed? To address these six questions, the series provides real-world scenarios, allowing readers to engage with the stories through their own experiences and thoughts, thereby fully enjoying the pleasure of appreciation, sharing, understanding, and critique. Effective, Endless Exploration, Research-Based Learning in the Context of Information Technology, Moving Towards Curriculum Leadership, Research-Based Learning in Rural Areas, Small Class Size in Large Classes, Catalyst for Innovative Thinking.
Do you know? How can schools implement this open-ended course of research-based learning effectively and reasonably based on their local context? How is research-based learning conducted in the context of information technology? What is eClass? How is research-based learning evaluated and managed? Exams are definitely not the solution; without exams, what should be done? Can rural schools carry out research-based learning? Is it a resource issue or a problem of awareness and action? How can large-scale schools with more than 20 parallel classes implement research-based learning for all students? Are there specific strategies? How is Shanghai's research-based curriculum planned and designed? How does it differ from or align with the research-based learning component of the national senior high school curriculum plan? If these six questions are resolved well, schools that "want to carry it out but lack strategies" can gain inspiration or ideas, or refer to and emulate them. This series is a collection of course stories from six project schools, as told by project experts after two years of on-site research.