Transition of Curriculum Paradigms (Curriculum Reform in Shanghai and Hong Kong)

Author: Zhong Qiqian, et al. (Editor-in-Chief)
Publisher:
Publish Date: 2003-10-01
Features: The "Cross-Strait Curriculum and Instruction Research Series" consists of 6 volumes, including "Introduction to Teaching," "The Transformation of Curriculum Paradigms—Curriculum Reform in Shanghai and Hong Kong," "Curriculum Research: Modern and Postmodern," "Not a Single One Less: Handling Individual Differences," "Multiple Intelligences Theory and Individualized Instruction," and "Innovative Curriculum Practitioners—Teacher Involvement in Curriculum Change Research." From various perspectives, such as the study of curriculum reform trends, research on subject-based curriculum reform, reflection and reference to international experience, postmodern curriculum research, teaching and learning under the framework of multiple intelligences theory, and the relationship between curriculum reform and teachers, this series explores hot issues in the modern curriculum reform wave. Although the volumes differ in format and content, they all interpret the same educational philosophy: the development of every student. This is the ideal pursued in the new round of curriculum reform and the focus that curriculum and instruction research should address. The authors of this series are seasoned experts in the field of curriculum, deeply dedicated to academic pursuit and possessing profound expertise, making their works outstanding. At the same time, the series also includes works from a group of young Ph.D. scholars, which are innovative and some even offer insightful perspectives. The curriculum scholars from both sides of the strait, with their vibrant talents, enrich the diverse discourse of curriculum theory and paint a colorful chapter in curriculum research. Currently, the field of basic education curriculum worldwide is undergoing a large-scale reform movement. This curriculum reform is a response by schools to the rapid changes in external political, economic, and cultural environments. Clearly, people regard reform as a necessary means to improve curriculum quality, promote educational development, and thus advance social progress. For schools to achieve growth and progress, they must undergo the process of reform and innovation, transcend existing curriculum traditions, and establish new directions. "Reform" has become a key term in educational research. Through the study of the reform process, we can uncover the trajectory of curriculum concept evolution and institutional change, thereby promoting curriculum reform more rationally. The curriculum reforms in Shanghai and Hong Kong are integral parts of the global curriculum reform movement. These two cities' curriculum reforms were carried out independently under different specific educational contexts and approaches, thus reflecting distinct characteristics. However, because they focus on similar or even identical curriculum topics, they also share a certain resonance. Shanghai and Hong Kong are open international metropolises. In the context of curriculum reform, analyzing and comparing the curriculum reforms in these two cities as case studies within the same framework clearly holds significant meaning and inspirational value. Through the exploration of the current curriculum reforms in Shanghai and Hong Kong, as well as the reflection on international curriculum reform experiences, we aim to discover a "paradigm shift" occurring in the field of curriculum, thereby revealing the fundamental directions of school education development in the new century. Overall, this exploration takes place at three levels. First, at the macro level, it explores the theoretical development trends in the curriculum field and investigates topics such as curriculum integration, school-based curriculum development, and teacher professional development. Second, grounded in the subject-based curriculum level, it examines the basic trends of subject-based curriculum reform. Third, it reflects on and draws lessons from international experience, conducting cross-cultural research on curriculum policies and reforms in mainland China, Australia, the United Kingdom, and other regions, and exploring cutting-edge curriculum theories and research topics. Based on this framework, we invited experts and scholars in the field of curriculum to discuss these topics.