How to Design a Course Category of School-Based Curriculum
The school-based curriculum framework of a school often consists of multiple course categories. These categories are focused and interrelated; they all point toward the overarching goals of the school curriculum. These categories are connected to the over
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How to Design a Course Category of School-Based Curriculum Jiangpeng Tang and Xiaojun Hu
The school-based curriculum framework of a school often consists of multiple course categories. These categories are focused and interrelated; they all point toward the overarching goals of the school curriculum. These categories are connected to the overall curriculum of the school while maintaining distinctive characteristics. Even if these categories of courses are grouped together, there is no strict logic among the courses with similar categories. The design for a category of courses reflects all aspects and elements of the school-based curriculum; it can be seen from the overall form of the school-based curriculum development. In this chapter, we will describe a category of school-based courses: the school-based development of the imagination and creative category of courses. From this, we will be able to see that the curriculum objectives are consistent, the curricular contents are similar, and that the courses have similar organization and assessment methods as others within the same category. We can also see where the category is positioned within the school’s hierarchy of courses as well as the step-by-step design process.
5.1 5.1.1
Case Background School History
The Xishan Senior High School of Jiangsu Province, the school at the center of this case, is a suburban school. It is located in Huishan District, Wuxi City, Jiangsu Province, in the economically developed Yangtze River Delta Region of China. The
J. Tang (*) · X. Hu Jiangsu Xishan Senior High School, Wuxi, Jiangsu, China © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020 Y. Cui et al. (eds.), School-Based Curriculum in China, Curriculum Reform and School Innovation in China, https://doi.org/10.1007/978-981-10-8630-4_5
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school was founded in 1907, and consists of a regular high school and an international department. It has more than 2300 students and 235 full-time teachers. The school recruits junior high school graduates with an excellent performance from a population of 400,000 in the Huishan District. The campus covers an area of 415 acres, and the school building area is 120,000 m2. The school has some fitness facilities, such as a fencing hall with 20 standard fencing lanes, indoor and outdoor swimming pools, and many others. The school is often considered to be the “county high school,” that is, a particularly good school in the county. There are more than 2800 counties in China. Therefore, schools at this level are representative of schools across the nation.
5.1.2
Path of School-Based Curriculum Development
As early as the 1920s and 1930s, the school was able to implement “course tailoring” according to its condition and in accordance with the standards set by the government. The founder of the school, Kuang Zhongmou, proposed that “when one enters the high school, one studies freely, develops individually, and cultivates practical talents.”(Kuang)Xis
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