Please wait a minute...

Frontiers of Education in China

Front. Educ. China    2016, Vol. 11 Issue (3) : 356-373     https://doi.org/10. 3868/s110-005-016-0028-0
Research article
Reigniting the Passion for Learning: A Systematic Attempt in Taipei
LIN Tzu-Bin()
Department of Education, National Taiwan University, Taipei 10610, China
Download: PDF(216 KB)  
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks
Abstract

Despite being ranked highly, the 2012 PISA result shows that the M-shape distribution of Taiwanese students is top of the 65 participating countries. This shows that the gap between high and low achievers in Taiwanese schools is the biggest. This paper aims at exploring Taipei’s responses to this M-shape phenomenon. It starts from mapping out the context of education reform in Taiwan and introducing measures of helping to ensure equity in education in order to close the gap between high and low achievers. Following this, the data collection process is described and the researcher’s reflections are provided. The discussion then moves to recent initiatives on reshaping school culture such as through school-based programs, establishing the Curriculum Development Circle, and on reclaiming teacher professionalism and cultivating the passion for learning among learners at senior high schools in Taipei. This paper offers international readers insights into attempts to strike an equilibrium between maintaining high performance and striving for equity in Taipei.

Keywords education reform      equity for learning      senior high school      Taipei     
Issue Date: 10 October 2016
 Cite this article:   
LIN Tzu-Bin. Reigniting the Passion for Learning: A Systematic Attempt in Taipei[J]. Front. Educ. China, 2016, 11(3): 356-373.
 URL:  
http://journal.hep.com.cn/fed/EN/10. 3868/s110-005-016-0028-0
http://journal.hep.com.cn/fed/EN/Y2016/V11/I3/356
Service
E-mail this article
E-mail Alert
RSS
Articles by authors
LIN Tzu-Bin
Related articles from Frontiers Journals
[1] Aisi LI. Towards Building Direct Educational Partnership: The Foundation of Shanxi University in 1902[J]. Front. Educ. China, 2014, 9(2): 188-210.
[2] MA Jinyuan. Rethinking the World Bank Agenda for Chinese Higher Education Reform[J]. Front. Educ. China, 2014, 9(1): 89-109.
[3] Adam B. R. MOORMAN. Changing Student Expectations and Graduate Employment: Case Studies from Xi’an, Shaanxi Province[J]. Front Educ Chin, 2011, 6(4): 521-548.
[4] David Yun Dai, Kathryn A. GERBINO, Michael J. DALEY. Inquiry-Based Learning in China: Do Teachers Practice What They Preach, and Why?[J]. Front Educ Chin, 2011, 6(1): 139-157.
[5] XU Jing. A critical analysis of the barriers to achieving the Bologna Process[J]. Front Educ Chin, 2008, 3(4): 607-622.
[6] ZHENG Ruoling. Chinese college entrance examination: Review of discussions and the value orientation of reforms[J]. Front. Educ. China, 2008, 3(1): 137-164.
[7] YOU Yongheng. A deep reflection on the "key school system" in basic education in China[J]. Front. Educ. China, 2007, 2(2): 229-239.
[8] Xiang Xianming. Academic Management and Administration System Reform in Higher Education Institutions[J]. Front. Educ. China, 2006, 1(1): 70-78.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed