Widening the Urban-Rural Education Gap? Teachers’ Attitudes Toward Interdisciplinary Thematic Learning in Chinese Schooling

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Abstract

With quality-oriented education and "New College Entrance Examination" reform, interdisciplinary thematic learning gains attention and becomes essential in new curriculum reforms. This study conducted in-depth interviews with teachers and students from rural and urban schools in five Chinese provinces to explore their views and attitudes on interdisciplinary thematic learning. Based on Bernstein's curriculum theory, this study found significant differences in attitudes towards interdisciplinary thematic learning between rural and urban teachers, and also revealed additional challenges faced by rural schools in conducting interdisciplinary thematic learning and the potential risks of further widening the urban-rural education gap. The aim of this study is to provide valuable references for curriculum reform and educational practices in China.

Authors

• Zhenyu Han, East China Normal University

• Xiaohu Su

• Miao Li, Shandong University