dc.contributor.advisor |
Rata, E |
en |
dc.contributor.author |
Zhou, Mi |
en |
dc.date.accessioned |
2018-10-15T23:30:04Z |
en |
dc.date.issued |
2018 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/41916 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
During the last four decades, significant curriculum reform has occurred in many countries, including New Zealand and China. Although differences in the curriculum reforms which have occurred in both countries are due to the considerable differences between China and New Zealand, there are also remarkable similarities. The purpose of this thesis is to examine the similarities and differences in the curriculum reforms in both countries by comparing the two curricula. My aim is to understand how the different social contexts influence each country's curriculum and how global educational trends from the 1990s have led to similarities in curriculum reform. The thesis contains a detailed focus on the language curriculum. I examine the English curriculum in New Zealand and the Chinese and English language curriculum in China as well as the role of teachers in the curriculum delivery. The reason for this examination is to compare the two curricula in relation to knowledge (regarding the language curriculum), pedagogy (specifically, the role of teachers), and assessment. The comparison is designed to illuminate our understanding of how each curriculum is embedded in the social, historical and cultural background of each country despite the similarities that result from global pressures. Using a detailed analysis of the curriculum documents of the two countries, I found that China is moving towards a more student-centred approach but maintains its historical recognition of the importance of academic knowledge. In contrast, New Zealand's curriculum is student-centred with the national curriculum providing a framework only. The selection of curriculum content is the responsibility of each local school and its community. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA99265081311602091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
en |
dc.title |
Comparing the New Zealand and China curricula reforms |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Education |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.elements-id |
754866 |
en |
pubs.record-created-at-source-date |
2018-10-16 |
en |
dc.identifier.wikidata |
Q112938938 |
|