Comparative Study Of Shanghai Primary School Curriculum And Pyp Curriculum Implementation

With the development of economic globalization, education isincreasingly going global. Many countries within the native range areseeking the way to improve the internationalization of the curriculum, anumber of international courses are emerging in the worldwide, andthose are implemented in many different countries. The beginning of anew round of curriculum reform in China since2001, had begun effortsto make the curriculum to become more international, with the"national long-term education reform and development Plan(2010-2020)" emphasized that it is urgency to cultivate internationaltalents for our country, especially in the international metropolis likeShanghai, it is more urgency to improve the international of the Primaryschool curriculum.The IB program is the international curriculum which spread awide range, has been implemented in144countries in the worldwide; itis divided into three levels: Primary Year Program (PYP), the Middle YearsProgram (MYP) and Diploma Program (DP). The implementation of theIB program can be traced back to the1960s, it has deep historical basisand has formed a systematic and standardized curriculum system. In2007, the PYP was implemented in Shanghai, adopted the uniquecurriculum system that have been basically in accordance with thestandards prescribed by the IB Organization.The primary school curriculum in Shanghai and the PYP are twodistinct curriculums, local and international differences exist betweenthem, which make the possible to compare the implementation ofthese two different systems. On the one hand, it can offer theinternational strategy for the implementation of the primary schoolcurriculum in Shanghai; on the one hand, it can provide the localizedrecommendations for the implementation of the PYP in China.It is the first time to compare these two programs in the research field, whichhave some innovation and importance in content and conception.This thesis contains five chapters. First chapter is a mainintroduction of the origin and purpose in this thesis, the significance ofthis research, the relevant studies, the research ideas and methods, italso elaborate the focuses, difficulties and innovations in the thesis.The second chapter is an overview of the IB history and a summaryof the PYP system; it includes the curriculum philosophy, historicaldevelopment and current situation of the IB and PYP system.The third chapter introduces the implementation background ofthe curriculum in Shanghai primary school and the PYP system, I selecttwo cases of them by some standards, those are inquiry curriculum andprogram of inquiry, and then I will introduce the implementation of twocases.The forth chapter is the core part of this thesis, it compares theprimary school curriculum in Shanghai with the PYP in theimplementation, they are compared in four ways: curriculum design,the content, the teaching methods and the student evaluation, at thesame time there is a presentation of comparative results in each way,finally, there is a intuitive comparison between the two cases.The last chapter is the conclusion and implementation advices, firstthere is a plight analyzed in the local implementation problems anddifficulties of the two curriculum cases, then combine them with theresults of comparison, I will make a conclusion about the advantagesand disadvantages of the two cases, overall, both of theimplementation of the two programs are inquiry-centered, embody theconcept of student-centered curriculum design, the content of thecurriculums is broader and exoteric, and the teaching methods givepriority to the inquiry-based learning method, the manners of studentevaluation are more diverse, however the problem-centered curriculum design concept is outstanding in all aspects of the PYPimplementation, and questions throughout the whole process ofteaching, the thematic framework of the PYP is more systematic andclear-cut, but it is lacking the local characteristics, which can bereflected in the selection of course content, teaching methods and thestudent evaluation, finally I will give some implementationrecommendations pertinently, for the implementation of inquirycurriculum, I learn from the experience in the implementation of the PYP,those are some recommendations on teaching methods and learningstyles, followed by localization of PYP implementation demands inChina, I made some analysis about its main appeal, which is to seek abalance between the broad and the well-knit of PYP knowledge, then Istart from the perspective of knowledge concept, and put forwardsome suggestions, I look forward to some help for the implementation ofcurriculum reforms in primary school and the localization of the PYPimplementation in Shanghai.