ABSTRACT
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation
Chapters include,
- Curriculum Reform and Research in China: A Social-Historical Perspective
- What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan
- Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
TABLE OF CONTENTS
section 1|163 pages
Perspectives on Chinese Curriculum – Overview
chapter 3|17 pages
Reactivating Templates for International Curriculum Consciousness
chapter 5|26 pages
Theoretical Trends for Curriculum and Teaching in Taiwan
chapter 6|23 pages
The Rationale of Learner-Centered Teaching and Its Practice in Hong Kong
chapter 7|16 pages
Didactics Meets Curriculum Studies in the Context of Teacher Education in Mainland China
chapter 9|18 pages
What Mathematics Did Teachers Learn?
section 2|148 pages
Perspectives on European Didactic Traditions – Overview