ISBN:
9789048138401
Language:
English
Pages:
Online-Ressource (XIX, 360p, digital)
Series Statement:
CERC Studies in Comparative Education 25
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Curriculum planning
;
Education
;
Curriculum planning
;
Education
Abstract:
This book examines teaching and learning in Chinese societies and advances understanding of the Chinese learner in changing global contexts. Key emerging themes emphasize transcending dichotomies and transforming pedagogy
Description / Table of Contents:
Revisiting The Chinese Learner; Contents; List of Tables; List of Figures; Abbreviations; Foreword; Preface; INTRODUCTION; 1 Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers; Introduction; Contributions of Earlier Volumes; The Chinese Learner; Teaching the Chinese Learner; Why Revisit the Chinese Learner?; Changing Socioeconomic and Global Contexts; Changing Paradigms Guiding Learning and Instruction; Educational Policy and Reforms; New Understandings about Confucian Beliefs; Conceptual Framework; Where is the Chinese Learner?; Understanding Learning in Context
Description / Table of Contents:
Student Learning and UnderstandingPedagogical Practice; Teacher Learning and Development; Overview of the Book; REFERENCES; Endnotes; STUDENT BELIEFS AND APPROACHES TO LEARNING; 2 Learning to Self-Perfect: Chinese Beliefs about Learning; Introduction; Comparative Research on Western and Chinese Learners; Chinese Learning Beliefs; Culture-Level Beliefs; Culture-Level Learning Beliefs as a Meaning System; Individual-Level Beliefs; Development of Learning Beliefs; Summary; Conclusion; REFERENCES; 3 Motivation and Competition in Hong Kong Secondary Schools: The Students' Perspective; Introduction
Description / Table of Contents:
Motivation in Secondary SchoolsStudy 1 - Motivation; The Nature of Competition in Hong Kong Schools; Study 2 - Competition; Conclusions; REFERENCES; Acknowledgements; 4 New Experiences, New Epistemology, and the Pressures of Change: The Chinese Learner in Transition; Introduction; Learning and Teaching for the Chinese Learner; The Chinese Learner: Historical Analysis andChanging Confucian Heritage; The Chinese Learner: Psychological and Pedagogical Analyses; The Research Setting; Results and Analyses; The Changing Chinese Learner; Preference for Authentic Learning Contexts
Description / Table of Contents:
The Intellectual Challenge of Interacting with Diverse IdeasThe Implicit Role of Technology in Supporting New Learning Experiences; An Emerging Epistemology for the 21st Century; The Changing Chinese Teacher; Changing Expectations of the Students; The Changing Roles and Aspirations of Teachers; Tensions Experienced: To Change or Not to Change; What Counts as Significant Learning?; Tensions in Setting Priorities; An Emerging Epistemology: The Chinese Learner in Transition; The Changing Chinese Learner and Teacher; Tensions and Reforms: Chinese Learners in the 21st Century; REFERENCES; Endnotes
Description / Table of Contents:
AcknowledgementsTEACHER BELIEFS, CHANGING PEDAGOGY AND TEACHER LEARNING; 5 The Chinese Learner of Tomorrow; Introduction; Sociocultural Perspectives on Schema Theory; The Variation Framework and Learning by Reading Argumentative Texts; The Study; Curricular Context of the Study; Participants; Measures; Measuring Text Understanding; Views of the Participants; Teaching Plan; Implementing the Lessons; Teaching in the Comparison Class; Lessons between the Posttest and Delayed Posttest; Results; Test on Text Reading; Views of the Participants; Discussion; Curricular Context
Description / Table of Contents:
Immediate and Long-Term Effects
Note:
Description based upon print version of record
DOI:
10.1007/978-90-481-3840-1
URL:
Volltext
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