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Education and Teaching Research 2024年第3期 66-73页

作者： Bai Jingqian Nankai University TianjinChina

This study conducts a comparative analysis of curriculum settings and academic freedom within the higher education systems of China and *** explores the differences and similarities in curriculum structures,the extent of academic freedom,and the influencing factors such as politics,economy,society,and *** research reveals that while both countries value academic freedom,the practical implementation varies significantly due to differing political and social ***’s curriculum is characterized by a more structured and specialized approach,whereas India emphasizes flexibility and *** study also highlights the impact of globalization and the need for international cooperation in higher *** recommendations are provided to enhance curriculum diversity,protect academic freedom,balance resource distribution,and strengthen international *** limitations of the study include data constraints and the dynamic nature of educational policies,suggesting areas for future research such as long-term policy impact and interdisciplinary education.

关键词： higher education curriculum comparison academic freedom China India globalization policy recommendations

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Comparative Analysis of International School Education Evaluation Systems:A Case Study of the IB and A-Level

Education and Teaching Research

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Education and Teaching Research 2024年第3期 9-15页

作者： Li Yan Faculty of Arts Xinyang collegeChina

This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment *** study explores their similarities and differences in educational philosophy,curriculum design,assessment methods,and student *** indicate that the IB curriculum emphasizes holistic education and interdisciplinary learning,while the A-Level curriculum focuses more on subject depth and *** terms of assessment methods,the IB combines internal and external evaluations,whereas the A-Level primarily relies on final *** student experience,IB students typically perceive a broader range of learning opportunities,while A-Level students gain in-depth knowledge in specific subject *** study offers valuable insights for educators and policymakers to improve educational practices and support the personalized development of students.

关键词： International Baccalaureate(IB) General Certificate of Education Advanced Level(A-Level) Educational Assessment Systems curriculum comparison Student Experience

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Meeting the Dual Goals of Content Knowledge and English Language Learning:A Study of the CCUEI curriculum Materials

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Frontiers of Education in China 2011年第1期6卷 37-67页

作者： Xiaodan HUANG Barbara TRUBE YU Chunlan Department of Teacher Education Shawnee State UniversityPortsmouthOH 45662USA The Patton College of Education and Human Services Ohio UniversityAthensOH 45702USA Guangdong Xinyue Textbook Research and Development Co.Ltd Nanfang Publishing and Media Co.LtdGuangzhou 510075China

This article reports a study on the China-Canada-United States English Immersion(CCUEI)Moral Education and Social Studies(MESS)curriculum materials for elementary classes(Grades 3-6)with the aim of learning how the curriculum addressed the dual goals of MESS content and English language *** analysis comparing the CCUEI third grade MESS textbook with an equivalent level Chinese textbook demonstrates how China’s national standards in MESS and English education can be met,and drawbacks encountered in the *** CCUEI textbook was found to embrace grade level MESS content standards,but showed a varied degree of depth of content across *** textbook addressed all of the general goals of Level One English language learning(Grades 3-4)and most of the language skills indicators(16 out of 20).An additional in-depth teacher survey provided a user’s perspective on MESS *** teachers rated the textbook highly for its activity-centered format and knowledge-rich *** emphasized the importance of teaching English language as preparation for the MESS content teaching,and asked for more systematic support in language teaching from curriculum materials.

关键词： immersion curriculum analysis curriculum comparison curriculum development

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课程内容研究的新视野

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教育学 2011年第5期

作者：张新宇袁智强占小红

美国密歇根州立大学施密特教授等人研究开发并完善的TIMSS“主题追踪图”作为重要的整体性课程分析工具，其使用的建模方法有效弥补了传统研究方法的不足。本文通过检索“主题追踪图”的演变轨迹，认为基于该工具的国际课程比较能全面... 详细信息

美国密歇根州立大学施密特教授等人研究开发并完善的TIMSS“主题追踪图”作为重要的整体性课程分析工具，其使用的建模方法有效弥补了传统研究方法的不足。本文通过检索“主题追踪图”的演变轨迹，认为基于该工具的国际课程比较能全面反映各国课程在主题选择与组织层面的异同，而构建的课程连贯性理想模型更是提供了一种全新的课程内容研究思路与范式。

关键词： “主题追踪图” 课程比较 TIMSS 课程连贯性理想模型 Topic Trace Mapping (TTM) curriculum comparison TIMSS Ideal Scenario of Coherence for curriculum (ISCC)

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