Abstract
The research aimed to study and compare the educational philosophies, frameworks and structures required according to the Chinese curricula for lower secondary education in China and Malaysia. The study had been carried out by using the inferential content analysis approach with Smith's Curriculum Theory as the theoretical framework. The motivation behind this research is to provide recommendations or suggestions on the similarities and differences found in both the Chinese language curricula. This research was conducted to explore the Chinese language curricula for secondary education from Malaysia and China only. The curricula involved were the DSKP Chinese for Form 1, Form 2, and Form 3 students in Malaysia, as well as the Standard Chinese Language Curriculum of Compulsory Education (SCLCCE) (义务教育语文课程标准)for students from 7th to 9th grade in China.
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