Short Biography & Significant Contribution

Zhong Qiquan is Director of the Institute of Curriculum and Instruction in East China Normal University (ECNU), Shanghai, China, one of the key research bases in the humanities and social sciences authorized by China's Ministry of Education. He is also Director of the Institute of Comparative and International Education in ECNU. Born in China in 1939, he received his higher education at the ECNU, where he has held various posts since his graduation in 1961. A Japanese specialist, Zhong spent a decade (1985-95) as a visiting scholar in various Japanese universities. Since 2000, he has become active in the international scholarly community, having been invited to Louisiana State University, Columbia University, Leipzig University, University of Munich and London University for cooperative researches and academic addresses. As a Chinese expert, he also formed part of official delegations to several European and Southeast Asian countries as well as Russia.

Professor Zhong's significant contribution to comparative education can be categorized into three periods. During the 1980s, he pioneered the comparative curriculum studies in Mainland China by introducing developments of international curriculum research and practice shortly after the implementation of China's Open Door Policy. His publications on comparative and international studies of curriculum theory and practice were among the earliest works in the country. His achievement during this first period could be summarized as enhancing educational and cultural communication between China and Japan.

The second period spans the decade of the 1990s. Through his persistent efforts, curriculum gained increasing attention as a gateway to reforming China's outdated educational system. In recognition of his scholarly achievements, he was selected as Chair Councilor of the national Experts Working Committee for the Curriculum Reform in Basic Education, which has been gradually improving the lives of teachers, professionals, and students, as well as class ecologies nationwide. Together with his advocates and critics, he has introduced, argued and reconstructed China's educational reforms in the light of international educational research on curriculum trends and developments. His work has had a strong impact not only on Chinese educational practitioners and researchers but also on local society-wide public opinion.

A third period commencing in 2000, is characterized by an outward shift in the focus of Zhong's contribution to the comparative education discourse, from the local Chinese society to the international community. Recently, he began introducing China's curriculum research and practice to the international scholarly community through research collaborations and publications, editorial engagements and other forms of cooperation with international counterparts. Prominent themes in his work include methodology and framework reconstruction in comparative education, Chinese educational problems in global perspective, and academic institute and team building. Under his supervision, ECNU's Institute of Comparative and International Education has been able to attract excellent experts and researchers with language skills in English, German, French, Russian, Japanese and Spanish coming from diverse disciplinary backgrounds. In view of China's robust development in this 21st century and the worldwide attention that it is gaining, Zhong has laid the foundations for Chinese scholars to play a more prominent role at the world stage in cross-cultural curricular research.

Educational Background

B.A. (Hons) Educational Studies, East China Normal University, PRC (1961)

Professional Background

1986 to date: East China Normal University, PRC
- Director, Institute of Curriculum and Instruction (1999-)
- Chair Professor of Comparative Education and Curriculum (1990-) 
- Associate Professor of Comparative and International Education (1986-88) 
- Professor of Comparative Education and Curriculum (1988-90) 
- Director, Institute of Comparative and International Education (1986-)

1985-1995: Visiting Scholar in Several Japanese Universities
(Kyoto University, Yokohama National University, Osaka City University and Kyushu University. Also cooperated with scholars from University of Tokyo, Osaka University, Osaka Kyoiku University, Nagoya University, Hiroshima University, Kobe University, Naruto University of Education and Osaka University of Foreign Studies)

1983-1985: East China Normal University, PRC: Assistant Professor of Comparative and International Education

1981-1983: Visiting Scholar, Osaka City University, Japan

Affiliations (associations, organizations, institutions)

Chinese Comparative Education Society (CCES), President (2004-)

Executive Committee affiliated to the International Association for Advancement of Curriculum Studies (IAACS), Asian delegate (2000-)

Experts Council for Teacher Education (ECTE), affiliated to Ministry of Education, PRC, Councilor (2003-); Curriculum Resource Branch of ECTE, Chair Councilor (2003-)

Experts Working Committee for Curriculum Reform in Basic Education, affiliated to Ministry of Education, PRC, Chair Councilor (2000-)

Global Education [in Chinese], formerly named Journal of Foreign Education Studies (1972-2001), Chief Editor (1972-).

Humanities and Social Science Academy, affiliated to Ministry of Education, PRC, Councilor (2004-)

Selected Publications

Zhong Q. (1986). Reform in International Educational Methods. Tokyo: Tokynto Publication Co. [in Japanese]

Zhong Q. (ed.) (1988). New Development Modern Pedagogy Theories. Beijing: Educational Science Press, 556pp.

Zhong Q. (editor in chief) (2001). Series on Trends of International Curriculum Reform. Beijing: Beijing Normal University Press. [in Chinese]

Zhong Q., Cui Y. & Zhang H. (eds.) (2001). Interpretation of Guidelines for Curriculum Reform in China's Basic Education. Shanghai: East China Normal University Press, 436pp. [in Chinese]

Zhong Q. (editor in chief) (2002). Series on New Developments in International Curriculum and Instruction. Beijing: Educational Science Press. [in Chinese]

Zhong Q. (editor in chief) (2002). Series on Modern In-service Teacher Education. Shanghai: Shanghai Educational Press. [in Chinese]

Zhong Q. (trans.) (2003). The Foundation of Modern Educational Theories. Beijing: Educational Science Press, 556pp. [in Chinese]

Zhong Q. (2003). Modern Curriculum Theories. Shanghai: Shanghai Educational Press, 537pp. [in Chinese]

Zhong Q., Cui Y. & Shen L. (eds.) (2003). Credit System in Senior High School: International Experiences and Suggestions. Shanghai: East China Normal University Press, 340pp. [in Chinese]

Zhong Q. (editor in chief) (2004). Series on Cross-Straits Curriculum and Instruction Researches. Shanghai: Shanghai Scientific and Technological Education Press. [in Chinese]

Zhong Q. (2005). 'Curriculum Reform in China: Challenge & Reflection'. Comparative Education Review, Vol.26, No.12, pp.18-23. [in Chinese]

Zhong Q. (2005). 'Reconceptualization and Curriculum Innovation in China'. Peking University Education Review, Vol.3, No.1, pp10-17. [in Chinese]

Zhong Q., Huang Z. & Zhao Z. (2005). 'Opening up a New Field of Comparative Education Research'. Comparative Education Review, Vol.26, No.3, pp.48-57. [in Chinese]

Zhong Q. (ed.) (2006). Conversation on Education. Shanghai: East China Normal University Press, 291 pp. [in Chinese]

Zhong Q. (2007). 'Design and Implementation of Integrated Curriculum of Practical Activity (ICPA)'. Exploring Education Development, Vol.28, No.2A, pp.43-47. [in Chinese]

Created: 7/22/2008

Updated: 7/22/2008

Contributed By: Wang Qiang, The University of Hong Kong