How ’Powerful Knowledge’ Is Implemented

Taking the ‘powerful knowledge’ theory of Michael Young et al.as the perspective,this study takes qualitative research as the main path,based on the perspective of case study,combined with the literature method and interview method,and explores the powerful curriculum knowledge concept,knowledge system and value claim of IBDP at the level of the curriculum in text form,to clarify its design basis.The IBDP Chinese A course is also used as an example to explore how the IBDP’s curriculum knowledge concept is interpreted in the knowledge choice of the subject.The study also explores how teachers,as the key subjects of the curriculum,contribute to the transformation of‘powerful knowledge’ into effective teaching practices at the practical level.On this basis,the following conclusions were drawn.First,the implementation of ‘powerful knowledge’ requires maintaining the necessary tension between objectivity and a constructive view of knowledge.But in teaching,knowledge can be learned in a constructivist way.Secondly,the implementation of ‘powerful knowledge’ requires ‘recontextualizing’ the professional disciplinary knowledge and aligning the curriculum objectives with the assessment objectives,and the IBDP Chinese A curriculum draws core concepts from literature,linguistics,and other professional disciplinary areas to build the knowledge system.The course objectives correspond to the assessment objectives and assessment items in a two-sided way,providing a guarantee for powerful knowledge implementation.Third,the implementation of ‘powerful knowledge’ requires teachers to have a deep understanding of the connotations of the curriculum goals and to be active agents in the construction of the curriculum;IBDP Chinese teachers clarify the meaning of curriculum knowledge in continuous dialogue and consultation with the curriculum documents and develop conceptually based strategies for the construction of the curriculum.The cultivation of core literacies is essentially a process of conceptual progression and takes powerful knowing as the primary pathway.Based on the above findings,the study concludes that the IBDP Chinese A curriculum has been effective in implementing powerful knowledge and can be used as a reference for curriculum reform in China.First,curriculum reform can draw on concept-based curriculum concepts and teaching strategies to provide practical action guidelines for cultivating core literacies;second,multiple assessment systems should be constructed to align curriculum assessment with curriculum goals;third,teachers ’autonomy and sense of responsibility in curriculum construction should be enhanced,and teachers should be provided with professional guidance tools to encourage them to actively explore curriculum knowledge.