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Future Prospects  \nHanwei Tang (唐汉卫) East China Normal University Yang Wang (王阳) Shandong Normal University  \nECNU Review of Education 2021, Vol. 4(4) 727–742 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120923416](DOI: 10.1177/2096531120923416)[ ](DOI: 10.1177/2096531120923416)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article provides a historical overview of the progress made in the moral education curriculum (MEC) reform of China’s elementary and middle schools in the 21st century and discusses its future prospects.  \nDesign/Approach/Methods: The main methods used were textual and policy analyses. Findings: While China’s MEC reform is characterized by an openness and modernity achieved through international dialogue, it remains distinctively Chinese. The continued development and improvement of MEC reform can only occur through the careful handling of the various relationships between China and the international community, traditionality and modernity, central and local authorities, as well as theory and practice.  \nOriginality/Value: In addition to providing greater insights into and understanding of China’s new MEC reform, this article suggests several ideas for the further development of educational reform.  \nCorresponding author:  \nHanwei Tang, Department of Education, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China.  \nEmail: [thw305@163.com](thw305@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://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 as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nEducation reform, moral education curriculum, morals and values education Date received: 17 May 2019; accepted: 13 April 2020  \nIntroduction  \nIn China, elementary and middle schools follow a specialized moral education curriculum (MEC) similar to social studies curriculum provided in countries like the U.S. and Australia. Moral education is intended to provide students with guidance on morality and values, improve their social understanding and capacity for social mobility, and thus ensure their development as responsible citizens. Given such objectives, moral curricula are invariably constrained by a country’s sociopolitical and economic context, as well as its historical development.  \nKnown as the new curriculum reform, China’s eighth wave of national curriculum reform for basic education (1999–present) is its most ambitious attempt since the founding of the People’s Republic of China (PRC) in 1949 . This new curriculum reform champions moral and values education. Borrowing and learning from the social studies taught in the West, the MEC seeks to fully embody modernity, openness, and cosmopolitanism, while retaining distinctive Chinese characteristics. Providing an overview of China’s MEC reform, this article elucidates both its cosmopolitan and Chinese characteristics. In doing so, this article addresses the future of MEC reform, emphasizing the importance of various relationships—including that between China and the world, traditionality and modernity, central and local authorities, as well as theory and practice—being deftly handled. Such relationships are crucial for the MEC to be effective in guiding China’s progress toward social and educational modernity while better ser","cbCaildlaJNfoutB","https://ap.wps.com/l/cbCaildlaJNfoutB","pdf",174674,16,"English","# Introduction\n## China’s new MEC reform\n### Historical overview of the new MEC reform","[{\"question\":\"What is the article’s purpose regarding moral education curriculum reform?\",\"answer\":\"It reviews the progress of MEC reform in China’s elementary and middle schools in the twenty-first century and discusses future prospects.\"},{\"question\":\"What methods does the article use to study MEC reform?\",\"answer\":\"It relies on textual analysis and policy analysis to interpret the development and directions of reform.\"},{\"question\":\"What balance does the article emphasize for future MEC reform improvement?\",\"answer\":\"It stresses handling relationships between China and the international community, tradition and modernity, central and local authorities, and theory and practice.\"}]","Moral Education Curriculum Reform for China’s Elementary and Middle Schools in the Twenty-First Century - Past Progress and Future Prospects | PDF",1792092270]