Science teachers' understanding of the college entrance examination in a climate of national curriculum reform in China

Abstract

In China, the College Entrance Examination (CEE) is often likened to a conductor's baton in that it directs and controls almost every every decision-making in the educational system. The positive or negative impact of CEE on the development of individual student and society as a whole has been much debated. In the absence of a fairer selection mechanism for college entrance, the long-time dominant CEE has led to an unspoken consequence of Chinese educational practice-'education for examination'. CEE is, without doubt, the most influential factor that shapes teachers' pedagogical practice. However, few discussions go into detail about what values promoted by CEE are reflected in teachers' pedagogical practice. This chapter reviews a body of literature about strategies suggested by secondary school science teachers in dealing with CEE and identifies the connection between these strategies and the values advocated by the science curriculum standards. The discussion will be in relation to the current reform in China's educational system which promotes quality-oriented education. This reform echoes the trend in many English-speaking countries which values education for not only knowledge but also process and attitudes.