Constructivism and pedagogical reform in China: Issues and challenges

Abstract

This article critically discusses the constructivist ideas, assumptions and practices that underpin the current pedagogical reform in China. It is argued that the acceptance of constructivist views and logics for the reform has generated key challenges for Chinese educators with respect to teaching, learning and assessment in China. The challenges are the perceived incompatibility with the traditional transmission approach in China, the undermining of content mastery, and conflict with the preferred assessment modes in China. The result is an uneasy co-existence of constructivist ideas, assumptions and practices with traditional beliefs and logics in Chinese schools.