| Education is the cornerstone of a nation. As the base of our educational cause, basic education plays a very important role in the national rejuvenation. So improving the quality of basic education has become the top priority of our party and nation’s promoting the development of education. Known as the ―internationalized high quality education‖, IB international curriculum aims at providing a high quality education world widely for the students aged 3-19 with its outstanding features in educational philosophy and implementation strategies. In view of this, it will be of great importance for reference in our basic education reform. Drawing useful lessons from the IB international curriculum critically will benefit our nation a lot by adapting and transferring its reasonable elements to the cause of our basic education reform. Besides,with the globalization trend, the research of IB international curriculum has become a very important topic for world educational reform. Therefore,this paper shows great academic value and pragmatic significance.This research consists of three parts. The first part is to study IB international curriculum itself. The second part is the localization of IB international curriculum. And last, the research draws its conclusions and inspirations.This research uses mixed research methods combining the strengths of quantitative method and qualitative method. By adopting the approach of articulating research questions, analyzing research questions and resolving research questions, this paper conducts its research design. To serve the research purpose better, this research uses the following four questions as the main line of logic which dictates the research content.Research question 1. What kind of education is IB international curriculum?Research question 2. What is worth learning from IB international curriculum?Research question 3. How are the typical localization patterns of IB international curriculum in China received?Research question 4. What are the restrictive factors in the process of localization of IB international curriculum?First,this research probes into the curriculum design base and core philosophy by looking back upon the past, examining the present situation and looking into the future of IB and conducting literature review of IB international curriculum. Thus shedding light on the influence of globalization, constructivism and multiple intelligences on IB international curriculum and the core philosophy of IB international curriculum: international-mindedness, whole person development and lifelong learning, which are very important for our understanding the development and the value of IB international curriculum. Besides, this research conducts a connotation analysis and case study analysis of different programs of IB international curriculum, especially the official state of the curriculum framework, curriculum implementation and curriculum assessment of PYP, MYP and DP.Second, this research conducts a localization research of IB international curriculum by using surveys, interviews and participatory observation in order to explore the localization state, including the localization mode, features and motivations and satisfaction level. And also this chapter makes a comparison between the official state and localization state of IB international curriculum.Last, this research draws conclusions based on the comparison between the official state and localization state of IB international curriculum in the previous chapters. Through the official state study and localization state study, this research both theoretically and practically illustrates that IB international curriculum is really an internationalized high quality education which is worth learning in terms of educational philosophy, curriculum framework, curriculum implementation and curriculum assessment. Due to the political, economic, cultural and policy advantages, Shanghai has led the way in fostering some mature localization patterns based on the specific national conditions, school features. But IB international curriculum originated in the western civilization, such restrictive factors as political, economic, cultural conditions and school features should never be neglected while adopting and implementing IB international curriculum. Only when we balancing the commonalities and local features of IB international curriculum can the localization run smoothly and orderly. And based on the conclusions, this research draws some inspirations for our basic education reform from IB international curriculum by further analyzing it in terms of educational philosophy, curriculum framework, curriculum implementation and curriculum assessment, which will play a very important role for reference in promoting the effective implementation of quality education in China. |
