Abstract
This mixed-methods study compares how secondary teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions indicate that even though teacher-directed lessons (teacher talk, individual work, and questioning) still dominated, subject teachers were using a variety of student-centered learning (SCL) methods (activities and group work) and integration of technology (ICT) in accordance with reform initiatives. Surveys also revealed that classroom management needs decreased as a result of the reforms. The problem lies with the examination system, as there is little room for introducing reform initiatives.
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