Moral Education Curriculum Reform for China’s Elementary and Middle Schools in the Twenty-First Century: Past Progress and Future Prospects

Abstract

Purpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China’s elementary and middle schools in the 21st century and discusses its future prospects. Design/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China’s MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice. Originality/Value: In addition to providing greater insights into and understanding of China’s new MEC reform, this article suggests several ideas for the further development of educational reform.