Examining Changes Between China’s 2001 and 2011 Mathematics Curriculum Standards for Basic Education From 21st Century Key Competencies Perspective
Abstract
In the Western developed world, the language of 21st century key competencies, also referred to as 21st century competencies, 21st century skills or key competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education and the social and economic imperatives of the developed economies. This paper will analyze different levels and breadth of meaning which serves to define 21st century competencies and skills. In particular, the paper looks at how these transformative expressions have characterized the most recent revision of China’s curriculum standards for mathematics in the years of basic education.
Keywords
Full Text:
PDFReferences
Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp.5-22). New York: Springer.
Asia Pacific Economic Consortium (APEC). (2008). Second APEC Education Reform Symposium, Xian China (Human Resources Development Working Group). Retrieved from http://hrd.apec.org/index.php/21st_Century_Competencies
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The Australian Curriculum: Mathematics. Retrieved from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Defining 21st century skills [Draft White Paper 1]. Assessment and Teaching of 21st Century Skills Project. Retrieved from http://atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf
Communist Party of China. (2012). The Eighteenth National Congress of the Communist Party of China. Retrieved from http://english.people.com.cn/206235/
Dede, C. (2011). Reconceptualising technology integration to meet the challenges of educational transformation. Journal of Curriculum and Instruction, 5(1), 4-16.
Education Statistics Yearbook (China). (2010). Beijing: Beijing University Press.
European Parliament. (2007). Key Competences for Lifelong Learning: A European Reference Framework. Annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Retrieved from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:327:0045:0068:EN:PDF
Griffin, P., McGaw, B., & Care, E. (2012). Assessment and Teaching of 21st Century Skills. Dordrecht: Springer.
Hala´sz, G., & Michel, A. (2011). Key competences in Europe: implementation, interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306.
International Society for Technology in Education (ISTE). (2007). The ISTE National Education Technology Standards and performance indicators for students. Retrieved from http://www.iste.org/standards
Metiri Group. (2003). EnGauge 21st century skills for 21st century learners. Retrieved from http://metiri.com/2013-updated-continua-for-21st-century-skills-now-available/
Ministry of Education. (2010). Outline of China’s national plan for medium and long-term educational reform and development (2010-2020). Retrieved from https://www.aei.gov.au/news/newsarchive/2010/documents/china_education_reform_pdf.pdf
Ministry of Education. (2001). National curriculum standards of mathematics for basic education (2001 edition). Beijing, PRC: Beijing Normal University Publishing Group.
Ministry of Education. (2011). National curriculum standards of mathematics for basic education (2011 edition). Beijing, PRC: Beijing Normal University Publishing Group.
Organisation for Economic Co-Operation and Development (OECD). (2005). The definition and selection of key competencies [DeSeCo, executive summary]. Retrieved from http://www.oecd.org/dataoecd/47/61/35070367.pdf
Partnership For 21st Century Skills. (2009a). Framework for 21st century learning. Retrieved from http://www.p21.org/index.php
Stacey, K. (2012). The international assessment of mathematical literacy: PISA 2012 framework and items. Paper presented at the 12th International Congress on Mathematical Education, 8-15 July, COEX Seoul, Korea. Retrieved from http://www.icme12.org/upload/submission/2001_F.pdf
United Nations Educational, Scientific and Cultural Organization. (2008). ICT competency standards for teachers. Implementation guidelines. Retrieved from http://unesdoc.unesco.org/images/0015/001562/156209e. pdf
Wested. (2010). Technological literacy framework for the 2012 national assessment of educational progress [draft]. San Francisco CA: Wested.
Voogt, J., & Pelgrum, H. (2005). ICT and curriculum change. Human Technology; An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 157-175.
Voogt, J., & Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321.
Xinhua News Agency. (2010). Key issues for educational reform in China. Retrieved from http://www.xinhuanet.com/english/china/
DOI: http://dx.doi.org/10.3968/n
Refbacks
- There are currently no refbacks.
Copyright (c) 2015 Higher Education of Social Science
Share us to: 
Please send your manuscripts to hess@cscanada.net，or hess@cscanada.org for consideration. We look forward to receiving your work.
Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
HIGHER EDUCATION OF SOCIAL SCIENCE Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net Http://www.cscanada.org
E-mail: caooc@hotmail.com; office@cscanada.net
Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures 
