Moral Education Curriculum Reform for China’s Elementary and Middle Schools in the Twenty-First Century: Past Progress and Future Prospects

Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China’s elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. F...

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Bibliographic Details
Published inECNU Review of Education Vol. 4; no. 4; pp. 727 - 742
Main Authors Tang, Hanwei, Wang, Yang
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.12.2021
Sage Publications Ltd
SAGE Publishing
Subjects
Anniversaries
Compulsory Education
Core curriculum
Curriculum Development
Educational Change
Educational Policy
Elementary School Curriculum
Ethical Instruction
Foreign Countries
High Schools
Middle Schools
Moral Development
Moral Values
Morality
Philosophy
Secondary School Curriculum
Secondary schools
Social Studies
Student Participation
Students
Textbooks
Values Education
China
Education reform
moral education curriculum
morals and values education
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Summary:Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China’s elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China’s MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice. Originality/Value: In addition to providing greater insights into and understanding of China’s new MEC reform, this article suggests several ideas for the further development of educational reform.
ISSN:2096-5311
2632-1742
DOI:10.1177/2096531120923416