This case study consisted of an examination of the perspectives of students, teachers, and administrators at the Shuangling Primary School, a rural Chinese school in Shaanxi Province, as they relate to themes of China’s most recent curricular reform efforts. The intent was to understand these perspectives and determine how to best assist teachers in rural primary schools in Shaanxi Province, and perhaps more broadly in other rural Chinese primary schools, in implementing the themes outlined in the reform document (Ministry of Education of the Peoples’ Republic of China, 2010). Researcher narrative describes this exploration, and data include student, teacher, and administrator reflections, notes and statements. Results indicate that participants reacted positively toward lessons embodying the active, child-centered pedagogy that school reform efforts call for. These include constructivism, diversity of activity, innovation, communication, cooperation, collaboration, exploration, creativity, analysis, problem-solving, and independent thinking.
Riley, Patricia E.
"Curriculum Reform in Rural China: An Exploratory Case Study,"
Research & Issues in Music Education: Vol. 11
, Article 5.
Available at: https://ir.stthomas.edu/rime/vol11/iss1/5