Abstract
How have the several-year curriculum reform added to children’s understanding of courses? How do they spend school days? What is their classroom experience? Classrooms are the main venue for their school lives, but children’s physical and mental status in classrooms remains a mystery that earns flagging attention from adults. This study aims to provide a glimpse of children’s learning and their classroom experience. After interviewing 96 subjects from 4 elementary schools, it shows that subjects, as well as teaching style, are stereotyped. Furthermore, being controlled and helpless in classes, they cannot do anything but accept it. Content of the curriculum factors and ways of learning are the factors for Children's preferences on curriculum. In the classroom life, joy and fear are often mixed; meaningful learning and filling learning coexist. The findings also drive us to the significant difference among the real practices inside classrooms, the student-centered approaches and active learning that has been promoted by policies for years.