Citizenship education in Chinese schools

Research in Education, May 2002 by Chen, Yangguang, Reid, Ivan

Second, teaching methods could be made more effective. Various activities, such as discussion, research, interviews, simulation and games, as well as lecture-based lessons, can be used to develop the skills and attitudes required of a citizen. Moreover, Citizenship Education might be implemented not only in the classroom but also in the community, where students benefit from practical experience.

Third, assessment methods, particularly in entrance examinations, could be improved. They might be less narrowly focused on a small number of academic subjects than at present. Citizenship Education could be included as a core theme, essential to the development of democratic society. If it is excluded from the entrance examination few students are likely to be motivated to study hard.

Conclusion

China faces an immense challenge in raising the educational expectations and standards of its vast population. There is agreement that the question of what constitutes education for citizenship is crucial, both in the national and in the international context. However, school education programmes have traditionally been allotted the task of moulding the sort of citizens that society wants, needs and expects. The rapid pace of cultural and economic change has affected expectations of citizenship. Nowadays it must be less radical and political. However, it does not yet have a clear dimension. If Citizenship Education is to survive and develop in order to prepare cultured citizens with a democratic outlook and a sense of national identity, innovation is inescapable, but it takes time. But it is not an isolated process and needs to be based upon systematic research into the whole educational system and political and economic innovations. Otherwise, misinterpretation may deflect the most determined efforts and result in failures of implementation.

References

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Yangguang Chen Goldsmiths' College, University of London