Curriculum Development Process, Design Practice, and Delivery Evaluation in Chinese Universities

This study aimed to comprehensively investigate curriculum development practices in Chinese universities, focusing on the interconnected phases of development, design, and evaluation. A descriptive survey was employed to collect data from 425 administrators, teachers, and students across ten universities in Henan province.

The findings revealed a moderate level of awareness among respondents regarding the significance of each stage in the curriculum development process. The study underscored the cyclical nature of curriculum development, emphasizing the interdependence of development, design, and evaluation. Curriculum development, rooted in a thorough analysis of social needs and learning contexts, serves as the foundation for establishing clear learning objectives and content selection. Design practice, the subsequent phase, translates these objectives into practical instructional strategies and innovative teaching methods. Delivery evaluation, the final component, assesses the effectiveness of curriculum implementation through student learning outcomes and teaching efficacy.

The research highlights the importance of understanding these interconnected stages to optimize curriculum effectiveness and relevance. By fostering a holistic approach to curriculum development, universities can enhance student learning experiences, improve teaching practices, and ultimately contribute to the overall quality of higher education.