The research on the internationalization of curriculum in China began in the 1990s, and most of them are extended discussions based on the research on the internationalization of higher education. The definition of the connotation and elements of curriculum internationalization is mostly based on the understanding of international curriculum. So far, there is no unified conclusion and it is still in the initial exploration stage.
Scholars believe that the understanding of curriculum internationalization in academic circles can be roughly divided into the following three types: discussing curriculum internationalization around the choice of curriculum content. Internationalization of teaching process. Internationalization of all-round curriculum.
Miao scholars believe that the correct internationalization of curriculum is a practical process: learning from the advanced national curriculum system and the scientific and advanced nature of curriculum content, optimizing and transforming the existing curriculum system and content, building a curriculum system that reflects international standards, promoting students' all-round and individual development, shaping the integration advantages of students' local and international cultural literacy, and thus improving curriculum quality. The above understanding provides a path for scholars to explore the connotation and elements of curriculum internationalization from the perspective of theory and practice.
From the practical level of curriculum internationalization, the construction of international curriculum system mainly includes six elements: teaching team, training scheme, curriculum content, curriculum implementation, international projects and curriculum evaluation.