New Chances of Reforming Pedagogical Approach in Secondary English Class in China under the New English Curriculum and National College Entrance Examination Reform
Five years after the newest English curriculum, reform policy was enacted in China and hand-wringing spread among teachers who accused that this is another “wearing new shoes to walk the old road” policy. This paper provides a thoroughly philosophical policy analysis of serious efforts that had been made to support this reform and revealed the hindrances that bridled the reform to yield the desired effect. Blame could be easily put on teachers for their insufficient pedagogical content knowledge, conservative resistance, and the handicaps of large class sizes and limited teaching times and so on. However, the underlying causes for this implementation failure are the interrelated factors in the NCEE-centred education system, such as the reluctance from students, the lack of school and education bureau support and insufficient teacher training. A further discussion of the 2017 to 2020’s NCEE reform on English prompts new possibilities for the authentic pedagogical approach reform in secondary English classes. In all, the pedagogical approach reform at the secondary level is heading towards a brighter future with the initiation of new NCEE reform.
[1] Adamson, B. and Morris, P., "The English curriculum in the People's Republic of China," Comparative Education Review, 41(1), pp. 3-26, 1997.
[2] Avargil, S., Herscovitz, O. and Dori, Y. J., "Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge," Journal of Science Education and Technology, 21(2), pp. 207-225, 2012.
[3] Bolman, L. G., & Deal, T. E, "Reframing organizations: Artistry, Choice, and Leadership," 2013.
[4] Ben-lu, W. A. N. G., "Curriculum Reform in the Chinese Context," Journal of Beijing Normal University (Social Sciences), (4), 2006.
[5] Bai, J., "Teachers’ Understandings and Actions towards China' New Curriculum Reforms in the Context of Chinese Examination Oriented Education," (Doctoral dissertation, The Pennsylvania State University), 2017.
[6] Cohen, D. K., & Hill, H. C., "Learning policy: When state education reform works," New Haven, Yale University Press, 2001.
[7] Cheng X. T., "Issues and Challenges with English language Teacher Education and Professional Development in China," Foreign Language Learning and Teaching Practice, 2010 (3).
[8] Cheng, X., "The ‘English curriculum standards’ in China: Rationales and issues," English language education across greater China, pp. 133-150, 2011.
[9] Deng, Z. and Treiman, D. J., "The impact of the cultural revolution on trends in educational attainment in the People's Republic of China," American journal of sociology, 103(2), pp. 391-428, 1997.
[10] Davey, G., De Lian, C. and Higgins, L., "The university entrance examination system in China," Journal of further and Higher Education, 31(4), pp. 385-396, 2007.
[11] Dello-Iacovo, B., "Curriculum reform and ‘quality education’ in China: An overview". International. Journal of Educational Development, 29(3), pp. 241–249, 2009.
[12] Gao, H., Fu, M. and Qian, R., "Reflections and Explorations on the Mode of Diversion under the Major Enrollment Policy—Take North China Electric Power University as an example," 3rd International Social Sciences and Education Conference, 2018. Available from: https://pdfs.semanticscholar.org/4be1/f479c2405eac867fc30061d497601df56dbd.pdf
[13] Gitlin, A., & Margonis, F., "The political aspect of reform: Teacher resistance as good sense. American Journal of Education," 103(4), pp. 377–405, 1995.
[14] Gao, Y. H., & Deng, J. B., "A discussion on the progress of the new curriculum reform under the environment of the college entrance exam," Anhui Literature, 9, pp. 319-320, 2008.
[15] Guthrie, L., & Guthrie, G., "The magnificent eight: AVID best practices study," Burlingame, CA: Center for Research, Evaluation, and Training in Education, 2002.
[16] Haveman, R. and Smeeding, T., "The role of higher education in social mobility," The Future of Children, pp. 125-150,2006.
[17] Hu, G., "Recent important developments in secondary English-language teaching in the People's Republic of China," Language Culture and Curriculum, 15(1), pp. 30-49, 2008.
[18] Hu, G.,"Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China," Language, Culture and Curriculum, 15(2), pp. 93-105, 2002.
[19] Hubbard, P., A training course for TEFL. Oxford University Press,1983.
[20] Huang, F., "Curriculum reform in contemporary China: Seven goals and six strategies," Journal of curriculum studies, 36(1), pp. 101-115, 2004.
[21] Jia, H. L., "The Losing and Realisation of Teaching Autonomy. Curriculum, Teaching Material and Method," 34 (8), pp. 38-43,2014.
[22] Kipnis, A., "Suzhi: a keyword approach". The China Quarterly (June). pp. 12-13, 2006.
[23] Li, X., "An analysis of Chinese EFL learners' beliefs about the role of rote learning in vocabulary learning strategies," (Doctoral dissertation, University of Sunderland), 2004.
[24] Lund, L., "When school-based, in-service teacher training sharpens pedagogical awareness," Improving Schools, 23(1), pp.5-20, 2020.
[25] Littlewood, W. and William, L., "Communicative language teaching: An introduction," Cambridge university press,1981.
[26] Luo, M., "Reforming Curriculum in A Centralized System: An Examination of the Relationships between Teacher Implementation of Student-Centered Pedagogy and High Stakes Teacher Evaluation Policies in China," (Doctoral dissertation, Columbia University), 2012.
[27] Liu, K., "Why the majority of teachers are not satisfied with implementation of the new curriculum reforms," 2011.
[28] Organ, A.T.H. and Ronchi, E., General Distribution OCDE/GD (96) 167,1996.
[29] Prabhu, N. S., "Second language pedagogy," Oxford: Oxford University Press, Vol. 20,1987.
[30] Reiss, M. & White, J., "An aims-based curriculum illustrated by the teaching of science in schools. Curriculum Journal,” 25 (1), pp.76-89, 2014.
[31] Sjøberg, S., "The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?" Nordic Studies in Science Education, 14(2), pp. 186-202, 2018.
[32] Schwartz, A. T., "Contextualised Chemistry Education: The American experience," International Journal of Science Education, 28(9), pp. 977–998,2006.
[33] Tan, C., "Constructivism and pedagogical reform in China: Issues and challenges," Globalisation, Societies and Education, 15(2), pp. 238-247, 2017.
[34] Tong, S. Y. A., "Lessons learned? School leadership and curriculum reform in Hong Kong," Asia Pacific Journal of Education, 30(2), pp. 231–242, 2010.
[35] White, J., "The weakness of'powerful knowledge'," London Review of Education, 16(2), pp. 325-335, 2018.
[36] Wang, Y.M. & Ross, H., "Experiencing the Change and Continuity of the College Entrance Examination," Chinese Education & Society, 43:4, 75-93, DOI: 10.2753/ CED1061-1932430407, 2010.
[37] Wang, D., "The dilemma of time: Student-centered teaching in the rural classroom in China," Teaching and Teacher Education, 27(1), pp. 157-164, 2011.
[38] Wedell, M., "Cascading training down into the classroom: The need for parallel planning. International Journal of Educational Development", 25(6), pp. 637–651, 2005.
[39] Woolfolk, A. E., & Hoy, W. K., "Prospective teachers’ sense of efficacy and belief about control," Journal of Educational Psychology, 82, pp. 81-91,1990.
[40] Yan, Y. J., & Zhou, G. P., "Silence of teachers: Causes and remedies," Theory and Practice of Education, 7, pp. 22-23, 2008.
[41] Young, M., "Overcoming the Crisis in Curriculum Theory: A Knowledge-Based Approach," Journal of Curriculum Studies, 45(2), pp. 101–118, 2013.
[42] Young, M., "‘The curriculum – “An entitlement to powerful knowledge”: A response to John White’". New Visions for Education Group, 3 May, 2012. Online. www.newvisionsforeducation.org.uk/about-the -group/home/2012/05/03/thecurriculum-‘an-entitlement-to-powerful-knowledge’-a-response-to-john-white/ (accessed 10 April 2018).
[43] Young, M, Zhang, J. J. and Xu, T., "International interview: from knowledge of powerful to powerful knowledge," Journal of East China Normal University (online), No.2, pp. 99-105, 2017. Available from: doi: 10.16382/j.cnki.1000-5560.2017.02.012
[44] Yeung, S. Y. S., "Is student-centred pedagogy impossible in Hong Kong? The case of inquiry in classrooms," Asia Pacific Education Review, 10, pp. 377–386,2009.
[45] Ying, H., "More Equality and Higher Efficiency——An Analysis on the Reform of the" Parallel Will-Decision" Mechanism in College Entrance Examination," Education Science, 3, 2008.
[46] Yu, H., "The Fundamental Functions and Reform Directions of the Foreign Language Test in the New Gaokao. Curriculum, Teaching Material and Method," 38 (6), pp. 27-33, 2018.
[47] Zhou, X., "Reform of the College Entrance Examination. In Education Policy and Reform in China," Palgrave Macmillan, Singapore, pp.105-120, 2019.
[48] Zhao, D. C., "Promoting Inquiry Teaching in Practice: To Continue or NOT? Curriculum, Teaching Material and Method, 38 (7), pp. 41-46, 2019.
[49] Zheng Xinmin and Adamson, B., "The Pedagogy of a Secondary School Teacher of English in the People's Republic of China: Challenging the Stereotypes," RELC Journal, 34(3), pp. 323-337, 2003.
[50] Zhong, Q. Q., & Yang, Q. M., "Background and concepts of the new curriculum reforms in basic education," Henan Education (China), 282, pp. 14-16, 2002.
[51] Zumwalt, K. and Craig, E., "Who is teaching? Does it matter?" Handbook of research on teacher education: Enduring questions in changing contexts, pp. 404-405, 2008.
[1] Adamson, B. and Morris, P., "The English curriculum in the People's Republic of China," Comparative Education Review, 41(1), pp. 3-26, 1997.
[2] Avargil, S., Herscovitz, O. and Dori, Y. J., "Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge," Journal of Science Education and Technology, 21(2), pp. 207-225, 2012.
[3] Bolman, L. G., & Deal, T. E, "Reframing organizations: Artistry, Choice, and Leadership," 2013.
[4] Ben-lu, W. A. N. G., "Curriculum Reform in the Chinese Context," Journal of Beijing Normal University (Social Sciences), (4), 2006.
[5] Bai, J., "Teachers’ Understandings and Actions towards China' New Curriculum Reforms in the Context of Chinese Examination Oriented Education," (Doctoral dissertation, The Pennsylvania State University), 2017.
[6] Cohen, D. K., & Hill, H. C., "Learning policy: When state education reform works," New Haven, Yale University Press, 2001.
[7] Cheng X. T., "Issues and Challenges with English language Teacher Education and Professional Development in China," Foreign Language Learning and Teaching Practice, 2010 (3).
[8] Cheng, X., "The ‘English curriculum standards’ in China: Rationales and issues," English language education across greater China, pp. 133-150, 2011.
[9] Deng, Z. and Treiman, D. J., "The impact of the cultural revolution on trends in educational attainment in the People's Republic of China," American journal of sociology, 103(2), pp. 391-428, 1997.
[10] Davey, G., De Lian, C. and Higgins, L., "The university entrance examination system in China," Journal of further and Higher Education, 31(4), pp. 385-396, 2007.
[11] Dello-Iacovo, B., "Curriculum reform and ‘quality education’ in China: An overview". International. Journal of Educational Development, 29(3), pp. 241–249, 2009.
[12] Gao, H., Fu, M. and Qian, R., "Reflections and Explorations on the Mode of Diversion under the Major Enrollment Policy—Take North China Electric Power University as an example," 3rd International Social Sciences and Education Conference, 2018. Available from: https://pdfs.semanticscholar.org/4be1/f479c2405eac867fc30061d497601df56dbd.pdf
[13] Gitlin, A., & Margonis, F., "The political aspect of reform: Teacher resistance as good sense. American Journal of Education," 103(4), pp. 377–405, 1995.
[14] Gao, Y. H., & Deng, J. B., "A discussion on the progress of the new curriculum reform under the environment of the college entrance exam," Anhui Literature, 9, pp. 319-320, 2008.
[15] Guthrie, L., & Guthrie, G., "The magnificent eight: AVID best practices study," Burlingame, CA: Center for Research, Evaluation, and Training in Education, 2002.
[16] Haveman, R. and Smeeding, T., "The role of higher education in social mobility," The Future of Children, pp. 125-150,2006.
[17] Hu, G., "Recent important developments in secondary English-language teaching in the People's Republic of China," Language Culture and Curriculum, 15(1), pp. 30-49, 2008.
[18] Hu, G.,"Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China," Language, Culture and Curriculum, 15(2), pp. 93-105, 2002.
[19] Hubbard, P., A training course for TEFL. Oxford University Press,1983.
[20] Huang, F., "Curriculum reform in contemporary China: Seven goals and six strategies," Journal of curriculum studies, 36(1), pp. 101-115, 2004.
[21] Jia, H. L., "The Losing and Realisation of Teaching Autonomy. Curriculum, Teaching Material and Method," 34 (8), pp. 38-43,2014.
[22] Kipnis, A., "Suzhi: a keyword approach". The China Quarterly (June). pp. 12-13, 2006.
[23] Li, X., "An analysis of Chinese EFL learners' beliefs about the role of rote learning in vocabulary learning strategies," (Doctoral dissertation, University of Sunderland), 2004.
[24] Lund, L., "When school-based, in-service teacher training sharpens pedagogical awareness," Improving Schools, 23(1), pp.5-20, 2020.
[25] Littlewood, W. and William, L., "Communicative language teaching: An introduction," Cambridge university press,1981.
[26] Luo, M., "Reforming Curriculum in A Centralized System: An Examination of the Relationships between Teacher Implementation of Student-Centered Pedagogy and High Stakes Teacher Evaluation Policies in China," (Doctoral dissertation, Columbia University), 2012.
[27] Liu, K., "Why the majority of teachers are not satisfied with implementation of the new curriculum reforms," 2011.
[28] Organ, A.T.H. and Ronchi, E., General Distribution OCDE/GD (96) 167,1996.
[29] Prabhu, N. S., "Second language pedagogy," Oxford: Oxford University Press, Vol. 20,1987.
[30] Reiss, M. & White, J., "An aims-based curriculum illustrated by the teaching of science in schools. Curriculum Journal,” 25 (1), pp.76-89, 2014.
[31] Sjøberg, S., "The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?" Nordic Studies in Science Education, 14(2), pp. 186-202, 2018.
[32] Schwartz, A. T., "Contextualised Chemistry Education: The American experience," International Journal of Science Education, 28(9), pp. 977–998,2006.
[33] Tan, C., "Constructivism and pedagogical reform in China: Issues and challenges," Globalisation, Societies and Education, 15(2), pp. 238-247, 2017.
[34] Tong, S. Y. A., "Lessons learned? School leadership and curriculum reform in Hong Kong," Asia Pacific Journal of Education, 30(2), pp. 231–242, 2010.
[35] White, J., "The weakness of'powerful knowledge'," London Review of Education, 16(2), pp. 325-335, 2018.
[36] Wang, Y.M. & Ross, H., "Experiencing the Change and Continuity of the College Entrance Examination," Chinese Education & Society, 43:4, 75-93, DOI: 10.2753/ CED1061-1932430407, 2010.
[37] Wang, D., "The dilemma of time: Student-centered teaching in the rural classroom in China," Teaching and Teacher Education, 27(1), pp. 157-164, 2011.
[38] Wedell, M., "Cascading training down into the classroom: The need for parallel planning. International Journal of Educational Development", 25(6), pp. 637–651, 2005.
[39] Woolfolk, A. E., & Hoy, W. K., "Prospective teachers’ sense of efficacy and belief about control," Journal of Educational Psychology, 82, pp. 81-91,1990.
[40] Yan, Y. J., & Zhou, G. P., "Silence of teachers: Causes and remedies," Theory and Practice of Education, 7, pp. 22-23, 2008.
[41] Young, M., "Overcoming the Crisis in Curriculum Theory: A Knowledge-Based Approach," Journal of Curriculum Studies, 45(2), pp. 101–118, 2013.
[42] Young, M., "‘The curriculum – “An entitlement to powerful knowledge”: A response to John White’". New Visions for Education Group, 3 May, 2012. Online. www.newvisionsforeducation.org.uk/about-the -group/home/2012/05/03/thecurriculum-‘an-entitlement-to-powerful-knowledge’-a-response-to-john-white/ (accessed 10 April 2018).
[43] Young, M, Zhang, J. J. and Xu, T., "International interview: from knowledge of powerful to powerful knowledge," Journal of East China Normal University (online), No.2, pp. 99-105, 2017. Available from: doi: 10.16382/j.cnki.1000-5560.2017.02.012
[44] Yeung, S. Y. S., "Is student-centred pedagogy impossible in Hong Kong? The case of inquiry in classrooms," Asia Pacific Education Review, 10, pp. 377–386,2009.
[45] Ying, H., "More Equality and Higher Efficiency——An Analysis on the Reform of the" Parallel Will-Decision" Mechanism in College Entrance Examination," Education Science, 3, 2008.
[46] Yu, H., "The Fundamental Functions and Reform Directions of the Foreign Language Test in the New Gaokao. Curriculum, Teaching Material and Method," 38 (6), pp. 27-33, 2018.
[47] Zhou, X., "Reform of the College Entrance Examination. In Education Policy and Reform in China," Palgrave Macmillan, Singapore, pp.105-120, 2019.
[48] Zhao, D. C., "Promoting Inquiry Teaching in Practice: To Continue or NOT? Curriculum, Teaching Material and Method, 38 (7), pp. 41-46, 2019.
[49] Zheng Xinmin and Adamson, B., "The Pedagogy of a Secondary School Teacher of English in the People's Republic of China: Challenging the Stereotypes," RELC Journal, 34(3), pp. 323-337, 2003.
[50] Zhong, Q. Q., & Yang, Q. M., "Background and concepts of the new curriculum reforms in basic education," Henan Education (China), 282, pp. 14-16, 2002.
[51] Zumwalt, K. and Craig, E., "Who is teaching? Does it matter?" Handbook of research on teacher education: Enduring questions in changing contexts, pp. 404-405, 2008.
@article{"International Journal of Business, Human and Social Sciences:80709", author = "Yue Wang", title = "New Chances of Reforming Pedagogical Approach in Secondary English Class in China under the New English Curriculum and National College Entrance Examination Reform", abstract = "Five years after the newest English curriculum, reform policy was enacted in China and hand-wringing spread among teachers who accused that this is another “wearing new shoes to walk the old road” policy. This paper provides a thoroughly philosophical policy analysis of serious efforts that had been made to support this reform and revealed the hindrances that bridled the reform to yield the desired effect. Blame could be easily put on teachers for their insufficient pedagogical content knowledge, conservative resistance, and the handicaps of large class sizes and limited teaching times and so on. However, the underlying causes for this implementation failure are the interrelated factors in the NCEE-centred education system, such as the reluctance from students, the lack of school and education bureau support and insufficient teacher training. A further discussion of the 2017 to 2020’s NCEE reform on English prompts new possibilities for the authentic pedagogical approach reform in secondary English classes. In all, the pedagogical approach reform at the secondary level is heading towards a brighter future with the initiation of new NCEE reform.", keywords = "English curriculum, failure, NCEE, new possibilities, pedagogical, policy analysis, reform.", volume = "16", number = "3", pages = "89-6", }
