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Series Editors' Introduction; Foreword; References; Preface; Contents; Contributors; About the Authors; Part I: When Past Meets Future; Chapter 1: Embedded Models of Development: Educational Changes in the People's Republic of China; 1.1 Introduction; 1.2 Models of Economic Development and Models of Education; 1.3 Phase One - Educational Development Under the Marxist Model 1949-1976; 1.4 Phase Two - Education Under Rostow's Model of Market Economy 1976-2000; 1.5 Embeddedness of Educational Models; References
Chapter 2: The Chinese University 3.0 in a Global Age: History, Modernity, and Future2.1 Introduction; 2.2 The Chinese University 1.0; 2.3 The Chinese University 2.0; 2.4 The New Era of the Chinese University 3.0; 2.4.1 The Ideological Rationale; 2.4.2 The WCU Movement; 2.4.3 The Massification Initiative; 2.4.4 The Internationalization Agenda; 2.5 Core Values and Features of the Chinese University 3.0; 2.5.1 Self-Mastery and Intellectual Freedom; 2.5.2 Humanist (Zhi-Xing) Mission; 2.5.3 Institutional Diversity (He'er Butong); 2.6 Implications for Future; 2.7 Conclusion; References
Chapter 3: Curriculum Reform and Education Policy Borrowing in China: Towards a Hybrid Model of Teaching3.1 Introduction; 3.2 Overview of the New Curriculum Reform in China; 3.3 Four Stages of Education Policy Borrowing in China; 3.3.1 Cross National Attraction; 3.3.2 Decision; 3.3.3 Implementation; 3.3.4 Internalisation/Indigenisation; 3.4 Discussion; 3.5 Conclusion; References; Chapter 4: Expanding Horizons of Curriculum Wisdoms: Teachers' Experiences in New Curriculum Reform in China; 4.1 Introduction; 4.2 Educational Traditions and the New Curriculum Reform
4.3 The New National Curriculum and Its Demands for Teachers4.4 Interpretive Curriculum Inquiry in Practice; 4.5 Findings of Research; 4.5.1 Meanings of Curriculum Reform for Teachers in China; 4.5.1.1 Feeling Lost in Curriculum Change; 4.5.1.2 To become a teacher-learner evolves psycological and pedagogical struggles; 4.5.1.3 Shaping new understandings about curriculum; 4.5.1.4 Pedagogical, cultural, and psychological tensions in reconstructing teaching identity; 4.5.2 New Curriculum as Confersation Between Chinese and Western Educational Perspectives
4.5.3 Curriclum Wisdoms in Chinese Philosophical Traditions4.6 Conclusion: Expanding Horizons of Curriculum Wisdoms; References; Chapter 5: A Study of Educational Policies Relating to Afterschool Programs and Educational Equality in Taiwan; 5.1 Introduction; 5.2 Minorities, Disadvantaged Students, and Schooling; 5.3 Disadvantaged Students, Afterschool Programs, and Remedial Teaching; 5.4 A New Approach to Remedial Teaching of Math; 5.4.1 Research on Remedial Teaching in Math; 5.4.2 Develop Professional Resources and Supporting Systems for Remedial Teaching in Math
Chapter 2: The Chinese University 3.0 in a Global Age: History, Modernity, and Future2.1 Introduction; 2.2 The Chinese University 1.0; 2.3 The Chinese University 2.0; 2.4 The New Era of the Chinese University 3.0; 2.4.1 The Ideological Rationale; 2.4.2 The WCU Movement; 2.4.3 The Massification Initiative; 2.4.4 The Internationalization Agenda; 2.5 Core Values and Features of the Chinese University 3.0; 2.5.1 Self-Mastery and Intellectual Freedom; 2.5.2 Humanist (Zhi-Xing) Mission; 2.5.3 Institutional Diversity (He'er Butong); 2.6 Implications for Future; 2.7 Conclusion; References
Chapter 3: Curriculum Reform and Education Policy Borrowing in China: Towards a Hybrid Model of Teaching3.1 Introduction; 3.2 Overview of the New Curriculum Reform in China; 3.3 Four Stages of Education Policy Borrowing in China; 3.3.1 Cross National Attraction; 3.3.2 Decision; 3.3.3 Implementation; 3.3.4 Internalisation/Indigenisation; 3.4 Discussion; 3.5 Conclusion; References; Chapter 4: Expanding Horizons of Curriculum Wisdoms: Teachers' Experiences in New Curriculum Reform in China; 4.1 Introduction; 4.2 Educational Traditions and the New Curriculum Reform
4.3 The New National Curriculum and Its Demands for Teachers4.4 Interpretive Curriculum Inquiry in Practice; 4.5 Findings of Research; 4.5.1 Meanings of Curriculum Reform for Teachers in China; 4.5.1.1 Feeling Lost in Curriculum Change; 4.5.1.2 To become a teacher-learner evolves psycological and pedagogical struggles; 4.5.1.3 Shaping new understandings about curriculum; 4.5.1.4 Pedagogical, cultural, and psychological tensions in reconstructing teaching identity; 4.5.2 New Curriculum as Confersation Between Chinese and Western Educational Perspectives
4.5.3 Curriclum Wisdoms in Chinese Philosophical Traditions4.6 Conclusion: Expanding Horizons of Curriculum Wisdoms; References; Chapter 5: A Study of Educational Policies Relating to Afterschool Programs and Educational Equality in Taiwan; 5.1 Introduction; 5.2 Minorities, Disadvantaged Students, and Schooling; 5.3 Disadvantaged Students, Afterschool Programs, and Remedial Teaching; 5.4 A New Approach to Remedial Teaching of Math; 5.4.1 Research on Remedial Teaching in Math; 5.4.2 Develop Professional Resources and Supporting Systems for Remedial Teaching in Math