A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education

Yao Jianguang; Chen Lingfei

doi:doi:10.11648/j.tecs.20230801.11

| Peer-Reviewed

A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education

Yao Jianguang, Chen Lingfei

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 1)

Received: 18 December 2022 Accepted: 29 December 2022 Published: 10 January 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Hua people students (HPS), Citizens of Chinese descendant of foreign nationality, are unique in their natural affinity for China and have the most value in the development of non-governmental diplomacy. It is an important way to improve China's international communication ability to provide them with good conditions and opportunities to know China personally, experience China on the spot, devote themselves to research, form a true, objective and comprehensive understanding of China, make them grow into international friends who know China. The key to achieving this goal is to build a modern curriculum system that matches the cognitive psychology, acquisition ability and acceptance interest of the HPS. A two-level model is proposed for this curriculum system. The first level model integrates Chinese knowledge education (CKE)'s educational objectives, graduation (complete courses) requirements, curriculum and syllabus, teaching implementation and effect evaluation into one, with forward dependence and reverse reference. The second level model mainly solves the three problems of comprehensive weighing factors, construction principles, curriculum types and specific composition of curriculum system construction. Establish the sequence of degree education and non-degree education, set up education levels according to the two stages of undergraduate and graduate education, and finally grade the curriculum according to the three standards of China, students and content. At the same time, the policy and financial support, social linkage and communication coordination mechanism are included in the construction model as a guarantee system to ensure the effectiveness of teaching activities.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 1)
DOI	10.11648/j.tecs.20230801.11
Page(s)	1-6
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Hua People Students, Chinese Knowledge Education, Curriculum System Construction, Model

References

[1]	Song Lilei Cultivating "Zhihua School": Public Diplomacy for Foreign Students in Colleges and Universities. Contemporary World, March 2013: 62-64.
[2]	[US] Writen by Dewey, Translated by Zhao Xianglin, et al. School and Society: Tomorrow's School. Beijing: People's Education Press, 2004.
[3]	[US] Ornstein, Hankins. Curriculum: Fundamentals, Principles and Issues (5th Edition). Beijing: China Renmin University Press, 2009.
[4]	Shi Liangfang. Curriculum Theory: Fundamentals, Principles and Problems of Curriculum. Beijing: Education Science Press, 1996.
[5]	Jia Zhaoyi. Research on the Construction of the Intercultural Adaptation Support System for International Students in China. Journal of Ningbo University (Education Science Edition), January 2017: 99-103.
[6]	The Shorter Science Civilization in China. Translated by Department of Science History, Shanghai Jiaotong University. Shanghai: Shanghai People's Publishing House, 2001.
[7]	Zhu Jieqin. History of Overseas Chinese. Guilin: Guangxi Normal University Press, 2011.
[8]	Qian Shubo. Teaching application and practice of "multi-classroom and dual environment" based on wisdom education. Education modernization, August 2021: 34-36.
[9]	[US] John Franklin Bobbit, translated by Liu Xing. The Curriculum. Beijing: Education Science Press, 2017.
[10]	Liu Zhanyu. Discussion on the Quality Assurance Strategy of international students in China' Education under the Background of the "the Belt and Road", June 2019: 111-112.
[11]	Li Xiaobei. Four Goals for Improving the Quality of International Student Education in Colleges and Universities. China Higher Education, January 2021: 41-42.
[12]	Zhang Shiping. Reflections on Strengthening the Work of International Students in Colleges and Universities from the Perspective of the United Front. Journal of Shaanxi Socialist University, January 2018: 21-24.
[13]	Yao Ximing, He Erlin. Building an Education Model for International Students with Chinese Characteristics in the New Era -- A Case Study of Shanghai University. International Student Education and Management, October 2022: 1-11.
[14]	Tu Xinquan. Construction of the "the Belt and Road", Reconstruction of the Global Value Chain and China's Response. Contemporary World, June 2022: 27-31.
[15]	Xu Yao. Research on "Zhihua" Education of Overseas Students in Guizhou -- A Case Study of Tongren Vocational and Technical College. Continental Bridge Vision, February 2021: 117-118.
[16]	He Yun. Research and Practice on the Strategy of Building an Integrated Teaching Team in the Context of Regional Teaching Cooperation. Education Modernization, August 2021: 29-32.
[17]	Yao Ximing. Building an education model for international students with Chinese characteristics in the new era -- taking Shanghai University as an example International Student Education Management Research. October, 2022: 1-11.

Cite This Article

Plain Text BibTeX RIS

APA Style

Yao Jianguang, Chen Lingfei. (2023). A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teacher Education and Curriculum Studies, 8(1), 1-6. https://doi.org/10.11648/j.tecs.20230801.11

Copy | Download

ACS Style

Yao Jianguang; Chen Lingfei. A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teach. Educ. Curric. Stud. 2023, 8(1), 1-6. doi: 10.11648/j.tecs.20230801.11

Copy | Download

AMA Style

Yao Jianguang, Chen Lingfei. A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teach Educ Curric Stud. 2023;8(1):1-6. doi: 10.11648/j.tecs.20230801.11

Copy | Download

@article{10.11648/j.tecs.20230801.11,
  author = {Yao Jianguang and Chen Lingfei},
  title = {A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.tecs.20230801.11},
  url = {https://doi.org/10.11648/j.tecs.20230801.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230801.11},
  abstract = {Hua people students (HPS), Citizens of Chinese descendant of foreign nationality, are unique in their natural affinity for China and have the most value in the development of non-governmental diplomacy. It is an important way to improve China's international communication ability to provide them with good conditions and opportunities to know China personally, experience China on the spot, devote themselves to research, form a true, objective and comprehensive understanding of China, make them grow into international friends who know China. The key to achieving this goal is to build a modern curriculum system that matches the cognitive psychology, acquisition ability and acceptance interest of the HPS. A two-level model is proposed for this curriculum system. The first level model integrates Chinese knowledge education (CKE)'s educational objectives, graduation (complete courses) requirements, curriculum and syllabus, teaching implementation and effect evaluation into one, with forward dependence and reverse reference. The second level model mainly solves the three problems of comprehensive weighing factors, construction principles, curriculum types and specific composition of curriculum system construction. Establish the sequence of degree education and non-degree education, set up education levels according to the two stages of undergraduate and graduate education, and finally grade the curriculum according to the three standards of China, students and content. At the same time, the policy and financial support, social linkage and communication coordination mechanism are included in the construction model as a guarantee system to ensure the effectiveness of teaching activities.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education
AU  - Yao Jianguang
AU  - Chen Lingfei
Y1  - 2023/01/10
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230801.11
DO  - 10.11648/j.tecs.20230801.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230801.11
AB  - Hua people students (HPS), Citizens of Chinese descendant of foreign nationality, are unique in their natural affinity for China and have the most value in the development of non-governmental diplomacy. It is an important way to improve China's international communication ability to provide them with good conditions and opportunities to know China personally, experience China on the spot, devote themselves to research, form a true, objective and comprehensive understanding of China, make them grow into international friends who know China. The key to achieving this goal is to build a modern curriculum system that matches the cognitive psychology, acquisition ability and acceptance interest of the HPS. A two-level model is proposed for this curriculum system. The first level model integrates Chinese knowledge education (CKE)'s educational objectives, graduation (complete courses) requirements, curriculum and syllabus, teaching implementation and effect evaluation into one, with forward dependence and reverse reference. The second level model mainly solves the three problems of comprehensive weighing factors, construction principles, curriculum types and specific composition of curriculum system construction. Establish the sequence of degree education and non-degree education, set up education levels according to the two stages of undergraduate and graduate education, and finally grade the curriculum according to the three standards of China, students and content. At the same time, the policy and financial support, social linkage and communication coordination mechanism are included in the construction model as a guarantee system to ensure the effectiveness of teaching activities.
VL  - 8
IS  - 1
ER  -

Copy | Download

Author Information

Yao Jianguang

School of History, Culture and Tourism, Yulin Normal University, Yulin, China
Chen Lingfei

College of Foreign Languages, Yulin Normal University, Yulin, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Yao Jianguang, Chen Lingfei. (2023). A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teacher Education and Curriculum Studies, 8(1), 1-6. https://doi.org/10.11648/j.tecs.20230801.11

Copy | Download

ACS Style

Yao Jianguang; Chen Lingfei. A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teach. Educ. Curric. Stud. 2023, 8(1), 1-6. doi: 10.11648/j.tecs.20230801.11

Copy | Download

AMA Style

Yao Jianguang, Chen Lingfei. A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education. Teach Educ Curric Stud. 2023;8(1):1-6. doi: 10.11648/j.tecs.20230801.11

Copy | Download

@article{10.11648/j.tecs.20230801.11,
  author = {Yao Jianguang and Chen Lingfei},
  title = {A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.tecs.20230801.11},
  url = {https://doi.org/10.11648/j.tecs.20230801.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230801.11},
  abstract = {Hua people students (HPS), Citizens of Chinese descendant of foreign nationality, are unique in their natural affinity for China and have the most value in the development of non-governmental diplomacy. It is an important way to improve China's international communication ability to provide them with good conditions and opportunities to know China personally, experience China on the spot, devote themselves to research, form a true, objective and comprehensive understanding of China, make them grow into international friends who know China. The key to achieving this goal is to build a modern curriculum system that matches the cognitive psychology, acquisition ability and acceptance interest of the HPS. A two-level model is proposed for this curriculum system. The first level model integrates Chinese knowledge education (CKE)'s educational objectives, graduation (complete courses) requirements, curriculum and syllabus, teaching implementation and effect evaluation into one, with forward dependence and reverse reference. The second level model mainly solves the three problems of comprehensive weighing factors, construction principles, curriculum types and specific composition of curriculum system construction. Establish the sequence of degree education and non-degree education, set up education levels according to the two stages of undergraduate and graduate education, and finally grade the curriculum according to the three standards of China, students and content. At the same time, the policy and financial support, social linkage and communication coordination mechanism are included in the construction model as a guarantee system to ensure the effectiveness of teaching activities.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Model for the Construction of the Curriculum System of Hua People Students' China Knowledge Education
AU  - Yao Jianguang
AU  - Chen Lingfei
Y1  - 2023/01/10
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230801.11
DO  - 10.11648/j.tecs.20230801.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230801.11
AB  - Hua people students (HPS), Citizens of Chinese descendant of foreign nationality, are unique in their natural affinity for China and have the most value in the development of non-governmental diplomacy. It is an important way to improve China's international communication ability to provide them with good conditions and opportunities to know China personally, experience China on the spot, devote themselves to research, form a true, objective and comprehensive understanding of China, make them grow into international friends who know China. The key to achieving this goal is to build a modern curriculum system that matches the cognitive psychology, acquisition ability and acceptance interest of the HPS. A two-level model is proposed for this curriculum system. The first level model integrates Chinese knowledge education (CKE)'s educational objectives, graduation (complete courses) requirements, curriculum and syllabus, teaching implementation and effect evaluation into one, with forward dependence and reverse reference. The second level model mainly solves the three problems of comprehensive weighing factors, construction principles, curriculum types and specific composition of curriculum system construction. Establish the sequence of degree education and non-degree education, set up education levels according to the two stages of undergraduate and graduate education, and finally grade the curriculum according to the three standards of China, students and content. At the same time, the policy and financial support, social linkage and communication coordination mechanism are included in the construction model as a guarantee system to ensure the effectiveness of teaching activities.
VL  - 8
IS  - 1
ER  -

Copy | Download