The Implementation of the Chinese Ancient Civilization School-Based Curriculum: Insights from T Primary School

Abstract

This research examines the execution of the school-based curriculum on ancient Chinese culture in T primary schools in China, following the national curriculum reform launched by the Ministry of Education. This research assesses the curriculum through the lens of instructors and educational interns, focusing on cultural self-confidence and the preservation of traditional culture. This research used quantitative approaches to investigate instructors' and education internship students' assessments of the curriculum's goals, content, learning experiences, and evaluation procedures, using descriptive statistics and independent samples T-tests for data analysis. The findings underscore several positives, such as the curriculum's congruence with the school's pedagogical philosophy, the thoroughness of the material, and the variety of instructional approaches. Nonetheless, obstacles persist, especially regarding students' comprehension of curricular goals, the pertinence and difficulty of learning activities, and the systematic retention of learning results. The research revealed that while professors and internship students often provided comparable assessments, there is a need for enhanced communication of learning goals, more stimulating and intellectually demanding learning experiences, and effective digital feedback and result retention mechanisms. The research emphasizes the need to reconcile national curricular mandates with local adaptability by comparing these results to international examples from Finland, Singapore, and the United Kingdom, therefore assuring cultural pertinence and contemporary educational efficacy. This research enhances the worldwide discourse on cultural curriculum integration and offers pragmatic recommendations for refining the culture-focused school curriculum in China.