Abstract
This time, the inquiry-based education that China's new compulsory curriculum standards aim to provide was investigated mainly through a literature review.
On 21 April 2022, the Ministry of Education of China announced new compulsory education curriculum standards. In order to solve this situation, the new curriculum standards aim to deepen the reform of basic education and, at the same time, to enable students to grow healthily and happily, and to cultivate human resources with the three qualities required by the State: ideals, skills and responsibility. Three major changes can be seen in this course revision: the focus on key competencies, the emphasis on course synthesis and the practical nurture person. China has recognized the importance of education beyond knowledge learning for several years. In 2020, Shanghai promulgated the Compulsory Education Project-based Teaching Three-Year Plan (2020-2022), which focused on the practice and research of project-based teaching, aiming at creative problem-solving skills, and promoted it in schools across Shanghai. In addition, the Practical Exploratory Discussion on the New Curriculum Standards for Compulsory Education, held on 14 August, stated that the creation of lessons based on the new curriculum standards will require new lesson designs, re-organization of knowledge, curriculum redesign and educational design for students' independent learning. Thus, in the revision, China's desire to cultivate more holistic students, not only those who know only 'knowledge and skills', can be seen.
However, at present, there are many difficulties in implementing enquiry-based education in China. First, there has been no such thing as 'student-led lesson design' in Chinese education. Therefore, most of the inquiry-based education up to now has been a class in which students try to solve problems by teachers continuously giving hints that lead to the solution of certain problems, and there were not many situations in which students were able to think. In addition, there is a lot of dissatisfaction with inquiry-based education in the field because teachers do not understand the concept of 'inquiry', do not know what is needed to conduct an inquiry class, and do not understand its meaning.
The lack of school supervision and evaluation criteria in enquiry-based education and the lack of people in a position to provide guidance to teachers on enquiry-based education are also obstacles to promoting enquiry-based education.
Keywords
curriculum guideline, STEAM education, scientific wisdom
References
[1] Ministry of Education of the People's Republic of China (2022): Curriculum Standards for Compulsory Education (2022 Edition), Beijing Normal University Press.
[3] Yao Jun (2020): Research-based (inquiry-based) curriculum in primary and secondary schools: clear and reasonable activity requirements, standardized and orderly activity process, Shanghai Curriculum and Teaching Research, 6, 74-77
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