[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594988-105":59,"doc-detail-594988-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","are-students-satisfied-with-the-current-school-based-curriculum-of-chinese-traditional-culture-a-survey-of-120-elementary-and-middle-schools-in-china","Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? - A Survey of 120 Elementary and Middle Schools in China","","The school-based curriculum is a key approach to teaching Chinese traditional culture in schools, making student satisfaction with current programs an important issue. A survey of students across 120 elementary and middle schools in China found overall satisfaction is generally average, while many students rate curriculum quality as still low. Satisfaction appears in multiple forms (passive, compromise, excellent, fall, and autonomous), and the findings point to problems in course positioning, insufficient content selection, and single indoctrination methods. The study recommends creating an active learning atmosphere, reshaping content to fit the times’ values, strengthening discipline-based resource and teacher support, and improving focus on implementation experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-students-satisfied-with-the-current-school-based-curriculum-of-chinese-traditional-culture-a-survey-of-120-elementary-and-middle-schools-in-china/594988/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-students-satisfied-with-the-current-school-based-curriculum-of-chinese-traditional-culture-a-survey-of-120-elementary-and-middle-schools-in-china/594988.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was student satisfaction measured in the study?","Question",{"text":112,"@type":113},"The study used a survey assessing curriculum satisfaction among students from 120 elementary and middle schools in China that offer a traditional culture school-based curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the survey find about overall satisfaction and curriculum quality?",{"text":117,"@type":113},"Students’ satisfaction was generally average, but they believed the quality of the curriculum remains low.",{"name":119,"@type":110,"acceptedAnswer":120},"What key problems in current traditional culture school-based curricula were highlighted?",{"text":121,"@type":113},"The results indicate issues such as course positioning based on subjective guesswork, content not being effectively screened, and implementation relying on a single indoctrination approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594988,1792211262,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Are Students Satisfied with the Current SchoolBased Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China  \nYiran Ding, Lijie Lv  \nNortheast Normal University, Changchun 130024, Jilin, China  \n\n| Abstract. The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students ’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students ’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value ofthe times;(iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.\u003Cbr>Best Evid Chin Edu 2020; 6(2):863-879.\u003Cbr>Doi: [10.15354/bece.20.ar079](10.15354/bece.20.ar079). |\n| --- |\n| How to Cite: Ding, Y. & Lv, L. (2020). Are students satisfied with the current schoolbased curriculum of Chinese traditional culture? A survey of 120 elementary and middle schools in China. Best Evidence in Chinese Education, 6(2):863-879. |\n\nKeywords: Chinese Traditional Culture; School-Based Curriculum; Curriculum Satisfaction; Curriculum Implementation; Cluster Analysis  \nAbout the Authors: Yiran Ding, Doctorate Candidate, Department of Education, Northeast Normal University, Changchun 130024, Jilin, [China. Email: dyr123333@hotmail.com](China. Email: dyr123333@hotmail.com).  \nCorrespondence to: Lijie Lv, Professor, Director, Department of Education, Northeast Normal University, Chang  \nchun 130024, Jilin, China. Email: [lvlj@nenu.edu.cn](lvlj@nenu.edu.cn).  \nFunding: This work was supported by the Beijing Normal University China Basic Education Quality Monitoring Collaborative Innovation Center Major Achievement Cultivation Project: \"Research on the Inheritance of Chinese Traditional Culture in School Curriculum and Improvement Strategies\" (Project No.: 2019-03-021-BZPK01). Conflict of Interests: None.  \n© 2020 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea  \ntive Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by](http://www.creativecommons.org/licenses/by)nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nBackground  \nCHINESE traditional culture is a kind of objects and values that the Chinese  \nnation has continuously inherited and developed based on diverse regional cus  \ntoms, unique languages, literature and art, and profound philosophical thinking in its thousands-year history (Zhang et al., 2017) . It is broad, profound, and diverse. It has the essence in line with the development of the times and social progress and has dross. The ideological culture that transcends time and space and has current value is called Chinese traditional culture. Its content structure is multi-dimensional, in which values, psychological characteristics, and emotional thoughts constitute the core of national id","cbCaisi9jVwxv8TL","https://ap.wps.com/l/cbCaisi9jVwxv8TL","pdf",363347,17,"English","# Background\n## Concept and significance of school-based traditional culture curriculum\n# Study Design and Findings\n## Student satisfaction levels across 120 schools\n## Main satisfaction patterns\n# Problems in Current Curriculum\n## Positioning, content screening, and implementation methods\n# Recommendations\n## Learning atmosphere, curriculum content reshaping, teacher/resource support, and experience focus","[{\"question\":\"How was student satisfaction measured in the study?\",\"answer\":\"The study used a survey assessing curriculum satisfaction among students from 120 elementary and middle schools in China that offer a traditional culture school-based curriculum.\"},{\"question\":\"What did the survey find about overall satisfaction and curriculum quality?\",\"answer\":\"Students’ satisfaction was generally average, but they believed the quality of the curriculum remains low.\"},{\"question\":\"What key problems in current traditional culture school-based curricula were highlighted?\",\"answer\":\"The results indicate issues such as course positioning based on subjective guesswork, content not being effectively screened, and implementation relying on a single indoctrination approach.\"}]","Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? - A Survey of 120 Elementary and Middle Schools in China | PDF",1792080226,43]