Yan Tang

The book examines institutional innovation in urban regeneration in Guangzhou, Shenzhen, and Shanghai, three Chinese cities that have experienced sweeping changes in recent years, providing an ideal guide to the development of urban regeneration practices in China. As a starting point, the book revisits relevant theoretical developments and the institutional experiences of urban regeneration in some Asian pioneer cities and regions, such as Hong Kong, Taipei, Tokyo, and Singapore. Moving on to the Chinese mainland cities themselves, the core comparative study investigates the institutional systems, key policies, planning formulations, and implementation paths in the urban regeneration process of the three cities. Gains and losses that have resulted from each city's institutional construction and reformation are discussed, as well as the underlying reasons for these. Drawing on these case studies and comparisons, the book puts forward some generic rules for urban regeneration institutional innovation, offering a valuable frame of reference for other cities and regions. The book will appeal to scholars interested in urban regeneration and renewal, as well as urban planners, architects, policymakers, and urban development administrators.

This book shares with English readers Chinese theoretical and practical explorations of moral education curriculum for primary schools within the basic education curriculum reform project since 2001. The book expounds this moral education curriculum reform and focuses on three main ideas: The curriculum’s aim is to enrich children’s experiences and reflect their own lives; the curriculum’s content is originated from children’s lives; the curriculum’s structure is developed from children’s learning approach in their morality and social study. In this book, light is also shed on how to construct moral education textbooks, direct moral instruction, and moral teacher identity in the perspective of moral learning; how to knit law education and Chinese traditional culture education in moral curriculum. This is the first comprehensive book focusing on Chinese moral education curriculum reform. It will appeal to researchers, research students, and writersof moral education textbooks. It is also suitable for teacher training programs to help future teachers learn about moral education curriculum and help them effectively design and organize it for children’s morality study.

The book examines institutional innovation in urban regeneration in Guangzhou, Shenzhen, and Shanghai, three Chinese cities that have experienced sweeping changes in recent years, providing an ideal guide to the development of urban regeneration practices in China. As a starting point, the book revisits relevant theoretical developments and the institutional experiences of urban regeneration in some Asian pioneer cities and regions, such as Hong Kong, Taipei, Tokyo, and Singapore. Moving on to the Chinese mainland cities themselves, the core comparative study investigates the institutional systems, key policies, planning formulations, and implementation paths in the urban regeneration process of the three cities. Gains and losses that have resulted from each city's institutional construction and reformation are discussed, as well as the underlying reasons for these. Drawing on these case studies and comparisons, the book puts forward some generic rules for urban regeneration institutional innovation, offering a valuable frame of reference for other cities and regions. The book will appeal to scholars interested in urban regeneration and renewal, as well as urban planners, architects, policymakers, and urban development administrators.

This book shares with English readers Chinese theoretical and practical explorations of moral education curriculum for primary schools within the basic education curriculum reform project since 2001. The book expounds this moral education curriculum reform and focuses on three main ideas: The curriculum’s aim is to enrich children’s experiences and reflect their own lives; the curriculum’s content is originated from children’s lives; the curriculum’s structure is developed from children’s learning approach in their morality and social study. In this book, light is also shed on how to construct moral education textbooks, direct moral instruction, and moral teacher identity in the perspective of moral learning; how to knit law education and Chinese traditional culture education in moral curriculum. This is the first comprehensive book focusing on Chinese moral education curriculum reform. It will appeal to researchers, research students, and writersof moral education textbooks. It is also suitable for teacher training programs to help future teachers learn about moral education curriculum and help them effectively design and organize it for children’s morality study.