Teachers and textbooks are two important elements in curriculum implementation. Based on Concerns-Based Adoption Model (CBAM), a curriculum implementation measurement model designed by G. Hall and S. M. Hord, this paper analyzes the general process of curriculum implementation in terms of textbook use, establishes a model that gauges the level of textbook use and thus improves TC component check list designed by S. M. Hord. By studying five primary school math teachers, this paper measures their level of textbook use and makes a relevant comparative analysis. The result shows that the level of textbook use model is valid and accurate, and could therefore help improve teacher’s skill of textbook use and their professional development.
In 2003, the Communist Party of China (CPC) Central Committee put forward its &t;Scientific Outlook on Development&t;, stressing the importance of people-centered, comprehensive, coordinated, and sustainable development. During the 17th CPC National Congress, staged in October 2007, educational reform became the main focus. Chinas policies for the public education system are encouraging educational equality, expanding the governments role as an educational provider and devoting funds to invest in and develop the education system. Administrators have recently focused on increasing funding and better allocating educational resources. However, despite the appearance of improvement, the lack of capable teachers has become a new headache for the administrators. Additionally, more attention must be paid to the continuing educational inequalities. To solve these ongoing problems, substantial educational reform must be initiated by the national government.
There are 55 ethnic minority groups in China. Apart from the Hui and the Man, who speak Chinese, over 80 ethnic languages are spoken; thus, bilingual and multilingual education is necessary in some areas. Beginning at the end of 2006, relevant government departments began issuing a number of policies to speed up the implementation of bilingual education. The Ministry of Education arranged for 1,020 teachers from Xinjiang to have free access to bilingual education training. Although the government has increased input into bilingual teaching materials and teacher training, the overall funding for ethnic minority bilingual education programs is far from being sufficient to further develop the programs. Major problem facing education is a shortage of highly qualified faculty for ethnic bilingual education. Many ethnic language students have had difficulty finding employment upon graduation. Relevant departments should develop policies for students taught in ethnic languages and help them find work.
When institutions of higher education began increasing annual enrollment in 1999, problems concerning the quality of higher education came to the surface. China began to develop a new concept of higher education in 2001 when the economy was booming. In October 2005, the central committee of the Chinese Communist Party constructed the Eleventh Five-Year Plan to combat the widely held opinion that the quality of education was decreasing after the expansion of higher learning institutions. The focus of higher education in China has shifted from quantity to quality. However, a consensus has not yet been reached between the government, schools, and society of how to improve the quality of the system.