The perceiving and disseminating of the conception of primary level Chinese language curriculum reform of the textbook writers, teacher trainers and teachers in China (a case study) = Jiao ke shu bian xie zhe, pei xun zhe he jiao shi dui Zhongguo xiao xue yu wen ke cheng gai ge li nian de li jie ji qi chuan di (ge an yan jiu)

2011 ◽  
Author(s):  
Caixiang Liu
Keyword(s):  
Curriculum Reform ◽  
Chinese Language ◽  
Language Curriculum ◽  
Primary Level ◽  
Teacher Trainers

KURIKULUM DAN TANTANGANNYA Studi Kasus Jurusan Perbankan Syariah di SMK Ibnu Sina

2020 ◽  
Author(s):  
Eny Puspita Ningrum
Keyword(s):  
Curriculum Reform ◽  
Face To Face ◽  
Educational Curriculum ◽  
Study Approach ◽  
Technological Advances ◽  
Life Education ◽  
Real Picture ◽  
In The Beginning

Education is an important thing that has become a necessity for every human being in order to achieve a better quality of life. Education cannot be separated from the educational curriculum, which is where the curriculum continues to develop following every development of society and technological advances. The curriculum is the heart of education and is dynamic in nature where the curriculum must always be updated or changed. From this curriculum reform and change, it is a challenge for teachers to continue to innovate to improve the quality of education. By using a qualitative research method a case study approach, it is hoped that it can explain the real picture that is being experienced by the teacher at SMK Ibnu Sina. which focuses on the Sharia Banking major due to changes in the adjusted curriculum because the world is being faced by COVID-19. In the era of COVID-19, the educational curriculum must be adjusted, which in the beginning learning can be face-to-face now has turned into a distance learning online learning model.

THE CHINESE LANGUAGE IN THE SATURDAY REVIEW: A CASE STUDY IN SINOPHOBIA’S SCHOLARLY ROOTS

2015 ◽  
Vol 43 (2) ◽  
pp. 431-444
Author(s):  
Anna Peak
Keyword(s):  
Nineteenth Century ◽  
Chinese Language ◽  
Postcolonial Studies ◽  
Spoken Language ◽  
Systemic Resistance ◽  
Ivory Tower ◽  
Complex Thought ◽  
Saturday Review ◽  
Spoken Language Systems

A drastic shift in British perceptions of China took place between the beginning and end of the nineteenth century. Up through the first decades of the nineteenth century, China and its ideals as well as its art and aesthetic were widely admired. Yet by the end of the century, the discourse surrounding China had become very different: no longer were the Chinese admired for their art or their morals; instead, they were castigated as amoral, pitiless, inscrutable liars. Why and how this change took place has not yet been explored in part because scholars have tended to focus on either the beginning of the nineteenth century or the beginning of the twentieth, rather than on the years between these periods. Yet those years saw the rise of sinology, which became established as a field of scholarship in precisely the period (from roughly 1870 to 1901) that has so far been neglected. This scholarship, highly specialized though it might seem (and was), was not confined to the Ivory Tower; it made its way to the educated, upper-middle-class reading public through periodicals. If we look at what British periodicals were teaching their readers about China and the Chinese language during this gap period, we can see – perhaps surprisingly – a concerted and earnest effort being made to avoid assumptions that the Chinese need British help and to avoid pro-Christian judgments, in favor of an attempt to learn the workings of the Chinese language as the first step towards understanding the Chinese on their own terms. What scholars learn and what periodicals teach about the Chinese language, however, leads these very same would-be enlightened people, in the end, to see the Chinese as cunning children incapable of complex thought or basic feeling, and therefore incapable of progress or morality. In other words, the increasing British prejudice against the Chinese originated to an important degree in the work of the first scholars of sinology, rather than in the fears of the ignorant or the culturally-marginalized. Examining this process challenges a paradigm dominant in postcolonial studies, in which modern scholars decry the supremacy of Western systems while problematically replicating a narrative in which the concept of Western systemic supremacy is not challenged and the existence of non-Western systems is not acknowledged. In the case of China, the complexity of its written and spoken language systems helped frustrate Western efforts at colonization, and this systemic resistance to Western domination was constructed by Western scholars in such a way as to create and justify sinophobia.

scholarly journals Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

2021 ◽  
Author(s):  
Devon Franklin
Keyword(s):  
Education Policy ◽  
Multicultural Education ◽  
Curriculum Reform ◽  
Language Education ◽  
Minority Population ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
Faith Based ◽  
School Programs ◽  
Racial Ethnic

The province of Ontario continues to be the destination of more than 50 percent of all immigrants to Canada (Ontario Ministry of Education, 2009). With a large visible minority population, as well as linguistic and faith-based diversity, there is increasing pressure on the education system to ensure that all students have the opportunity to thrive academically and develop personally (Ontario Ministry of Education, 2009; Canadian School Boards Association, 2007; Muj & Hamdan, 2013). This study uses classical content analysis to test the 1997 and 2006 versions of the Ontario language curriculum for Grades 3 and 6 against the James Banks’ model for ensuring racial, ethnic and cultural diversity is reflected in school programs. This model is essential for assessing the degree to which the curriculum document itself reflects the priorities set-out by the Ministry of Education in Ontario, and whether these priorities align with the principles of multicultural education. Keywords: Multiculturalism, education policy, multicultural education, language education, diversity

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