Teachers' Roles in China's Curriculum Reforms for Early Childhood Education.

摘要

The curriculum is at the center of education and educational reform, and it is also a critical dimension of education quality. This thesis aims to analyze how the curriculum is implemented in curriculum reforms, which is directly related to teachers that are at the heart of quality education. The administration of education matters to both the quantity and quality of teachers, and therefore how teachers are influenced by administration of education in the curriculum reforms would also be addressed. Utilizing the dearth of literature in conceptualization and analytical frameworks for analyzing China's curriculum reforms in early childhood education, this thesis put the analysis of curriculum reforms in China's education system for early-age children, guided by a conceptual model that tackles China's curriculum reform cycle. The following research questions were considered: 1) What are the history and the current status of curriculum reforms in China's early childhood education? 2) What are the relationships that involve teachers in China's curriculum reform cycle for early childhood education? 3) What are teachers' roles in China's curriculum reforms for early childhood education? After answering these questions, policy suggestions were added to offer some options to help empower teachers in China's curriculum reforms for early childhood education.