Chinese teachers’ reconstruction of the curriculum reform through lesson study
Title Of Journal
International Journal for Lesson and Learning Studies
PublishInfo
Emerald Group
Publication Year
2013
Volum
2
Issue Number
3
Page
218-236
Keywords
Chinese teachers , Curriculum reform , De-contextualization , Lesson study , Re-contextualization , Reconstruction , Thematic teaching
Abstract
The purpose of this paper is to reveal how the meanings of the current national curriculum
reform in China changed in its transmission from the outside authoritative mandate to the local school
practice through a case study of a lesson study on a reform practice called the “thematic teaching” in
the Chinese language course.
