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Revisiting Secondary Education Reform In China: Comparing The Perceptions Of Teachers And Students Between 2012 And 2022, Yixiang Jin, Yee Han Peter Joong, Rose Gibbs

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.