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.
Jin, Yixiang; Joong, Yee Han Peter; and Gibbs, Rose
"Revisiting Secondary Education Reform in China: Comparing the Perceptions of Teachers and Students between 2012 and 2022,"
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊: Vol. 4:
4, Article 3.
Available at: https://www.ce-jeme.org/journal/vol4/iss4/3