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Jiaao Liu, University of California, Los Angeles, United StatesAbstract
This literature review gathered academic journals from CNKI and UC Library that are associated with the implementation strategies of curriculum reform in the physics curriculum and the resource inequalities between rural and urban middle schools to answer the research questions: What are the policy implementation strategies in the physics curriculum in curriculum reform in China? What does the literature say about the ways in which inequality is created, if any, between rural and urban physics lab availability in China? What does the literature say about the solutions to helping rural middle school students gain experimental experience? The result shows that China has implemented an “urban-biased” policy during curriculum reform, prioritizing urban education while marginalizing rural education. The same implementation strategy influenced Physics Curriculum Standards and led to significant inequalities between rural and urban middle schools’ experimental teaching in terms of human resources, experimental resources, teachers’ training, and funding. Some limitations being identified are lacking a clear definition of “rural”, “urban”, and “experimental teaching philosophy” in current literature and overall insufficient academic journal articles that address the inequality. Therefore, more research should be done by scholars and institutions to define rural and urban middle school physics education and address the inequalities between them.
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