Reading instruction in China

• Published in: Journal of curriculum studies Vol. 31; no. 5; pp. 571 - 586
• Main Authors: Wu, Xinchun, Li, Wenling, Anderson, Richard C
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.09.1999; Taylor & Francis
• Subjects: Asia, Oceania; China; Chinese; Curriculum; Curriculum subjects: programmes and methods; Educational Improvement; Educational organization; Educational sciences; Educational Strategies; Foreign Countries; General points; Language Arts; Lesenlernen; Primarbereich; Primary Education; Primary teaching; Reading Comprehension; Reading Instruction; Reading, writing; Schreiben; Schreibunterricht; Teaching methods; Unterrichtsmethode; Writing Instruction; Written Language; China; Textbook; Teaching method; Reading; Teaching curriculum
• ISSN: 0022-0272; 1366-5839
• DOI: 10.1080/002202799183016

This paper describes and analyzes the school reading and language arts curriculum and significant features of classroom instruction in Chinese primary schools. Reading instruction across China tends to be uniform, because of the national curriculum guide, national textbook series, and common traditions of schooling. Curriculum goals for the primary school include learning approximately 3000 Chinese characters. The load of new characters is greatest in the lower grades. Drill-and-practice predominates in the teaching of characters. Chinese reading instruction emphasizes intensive reading, but neglects extensive reading. [The authors, finally, draw conclusions for improving reading instruction]. (DIPF/orig.).