The Introduction Of The Implementation Of The Sino-US Research And International Public High School Curriculum

The internationalization of basic education has become the focus of educational reform since1980s. Education internationalization can not be achieved without internationalization of curriculum. Recent years many famous public schools have started Chinese-foreign cooperative course projects through importing international curriculum aiming at cultivating a group of international minded talents who not only respect their own cultural tradition but also possess international understanding and critical thinking. The implementation of international curriculum is still in an infantile stage and encountered a variety of difficulties, by contrast, American public high school imported international curriculum IBDP a long time ago and its practical experience is worth studying.Firstly, this paper introduces the important features of IB Diploma Program imported by American public high school and its current development in America, then the paper analyzes the implementation strategies of two case schools which have IBDP. Secondly, the paper analyzes how two public high schools in China implement the fastest growing curriculum program AP. At last the paper gets some conclusions through comparing the differences in the course implementation between the two countries. The comparison between IBDP and AP is based on four dimensions "curriculum objective""curriculum design""curriculum assessment" and "curriculum implementation".1.The IBDP objective reflects educational goal of international talents, which emphasize on cultivating students’multi-cultural understanding and problem solving ability while AP aims at educating those students who want to challenge themselves and further explore some subjects that they are interested in.2.The comparison of curriculum design shows:IBDP stresses on educating full person while AP stresses on educating students who are superior in specific subject; IBDP design is based on students’ existing cognitive level and future needs, which offers more choices for students than AP does; IBDP contains much more multi-culture knowledge and latest international findings than AP.3.The comparison of curriculum assessment displays IBDP student assessment is comprehensive which include both internal assessment and external assessment while AP assessment is determined by final grades.4. The comparison of curriculum implementation suggests:IBO is more strict with IBDP implementation while America College Board is less strict with AP implementation; IBDP is open to all the students in America public high school while AP in China is restricted to a group of students who will further study abroad.The study of two case schools shows that America public schools pursue fairness through extending the coverage of high quality resources in the middle of IBDP implementation; states, district and schools together provide support for the IBDP which contribute to the further development of international course, by comparison, AP in China are limited to a particular group of students who are planning to study abroad after high school, what’s more, AP implementation appears to be exam oriented and lack support system.Finally this paper gets some enlightenments on how to better take use of international curriculum through the comparison between IBDP and AP and their implementation in America and China:we should stick to the goal that international curriculum should serve to educate future international minded talents; our government and schools should devote themselves into extending the coverage of high quality resources such as IBDP and AP; good further development of international curriculum in China is in need of full support and mechanism innovation; the implementation of international curriculum needs domestic well-qualified internationalized teachers.