ICT Development in China 课件.ppt

ICT Development in China Educational reform and ICT education reform in China Difficulties that hinder the transformation Implications for the future General background of Educational Reform 1999: “The National Curriculum Reform Programme” (素质教育) 2000: CNNCR finished and curriculum standards of for all subjects completed 2003-04: Full implementation of CNNCR in compulsory education and senior high school education 2005: CNNCR carried out in primary and secondary schools nationwide 2007: CNNCR carried out in high schools nationwide The Components of National Curriculum Reform Programme (Integrating with ICT) Curriculum Objectives Curriculum content Teaching-learning approach Learning assessment Three-level curriculum management system (National, Local and school level) Curriculum Content (integrating ICT) “To relate students’ learning to their daily experience, social development and technological innovation; to change the textbook-based content delivery process; to employ ICT to help students to get access to rich learning content. ” Teaching – learning approach (New learning Paradigm) “To encourage learner-centered teaching approaches, with teachers as facilitators and guides; to offer an ICT-enhanced interactive learning environment” Learning Assessment To change assessment differentiation and selectiveness function; to use assessment to monitor students’ learning progress, to diagnose teaching process Are these goals realized completely with ICT Integration? ICT education in China (2nd layer) ICT in school plans and National Curriculum 1994: China Education Research network (CERNET) 2004: Issue “National Educational technology Standards for Teachers” Difficulties that hinder the transformation 1. The use of ICT by many schools and teachers still remains at the stage of “Utilization” or “integration”. (Hooper, 1995) “product technologie