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High School Chinese Language and Literacy Curriculum Reforms

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Perspectives on Teaching and Learning Chinese Literacy in China

Part of the book series: Multilingual Education ((MULT,volume 2))

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Abstract

Chinese language and literacy (Yuwen) curriculum at the junior middle school and senior middle school (high school) levels has gone through a number of reform efforts since the founding of the People’s Republic of China in 1949. This chapter traces the historical development of Yuwen curriculum with a particular focus on various reform efforts. Chinese political and social factors that have shaped the curriculum from 1904 when the first curriculum standards were issued by the Qing Government to the most recent standards are also discussed. Features of the latest high school Yuwen curriculum reform are outlined and compared to previous Yuwen curricula. The authors conclude with a discussion of issues and challenges arising from the latest reform, as well as recommendations for continued improvement of the high school Yuwen curriculum in China.

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Author information

Authors and Affiliations

  1. Reading/Literacy Education, University of Oklahoma, Norman, OK, USA

    Jiening Ruan

  2. Chinese Reading Education, Beijing Normal University, Beijing, China

    Guomin Zheng

Authors
  1. Jiening Ruan
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  2. Guomin Zheng
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Correspondence to Jiening Ruan .

Editor information

Editors and Affiliations

  1. , College of Education, University of South Florida, 140 7th Ave. South, St. Petersburg, 33701, Florida, USA

    Cynthia B. Leung

  2. College of Education, Dept. of Inst. L'ship & Ac. Curriculum, University of Oklahoma, 820 Van Vleet Oval, Norman, 73019, Oklahoma, USA

    Jiening Ruan

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Ruan, J., Zheng, G. (2012). High School Chinese Language and Literacy Curriculum Reforms. In: Leung, C., Ruan, J. (eds) Perspectives on Teaching and Learning Chinese Literacy in China. Multilingual Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4822-4_9

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