ABSTRACT
This chapter provides a historical narrative of how German Didaktik and Anglo-American curriculum studies took root in the Chinese landscape of teacher education. It offers a possible way forward through a comparative lens, where an alternative approach to a genuine integration of didactics and curriculum studies predicated on the traditional wisdom of Chinese Harmonism is developed. The chapter explicates the implications of the study for teacher education in Mainland China and beyond. The textbooks and journal articles on didactics and subject didactics in Mainland China are replete with discourses of the Anglo-American curriculum studies. With regard to the differences between German Didaktik and Anglo-American curriculum studies within the Western cultures, there have been so far rare explorations yet in Mainland China. The need for a comparative study of didactics and curriculum studies is necessary and possible also because of the increasingly accelerating processes of globalization.
